3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Leading and Managing Safe Secondary Schools in Gauteng(2018) Morris, RenaldSchool-based violence in South Africa has reached unacceptably high levels in most public schools; to the extent that it has become a barrier to education. Despite various combined and individual efforts by government, civil society groups and practitioners over the past two decades, the situation shows no sign of abating. As a result, schools are finding it harder to deliver on education outcomes and this, in turn, leads to a situation where government can be seen to be failing in its constitutional mandate to provide physical infrastructure (schools, teachers and teaching materials) and to ensure teaching and learning happens in a safe and secure environment. The purpose of this research study was to create a better understanding of safe schools and school safety, and to identify and present leadership strategies that were found to contribute to creating safe teaching and learning environments. This was accomplished using a qualitative research approach. The results of the study prove that in the context of South Africa, a social justice approach to school safety is necessary and relevant because it provides an all-encompassing view of factors that impact on school safety. A general finding that emerged from the study further shows that there is a significant difference between the definition of “school safety” provided by the majority of School Governing Bodies (SGBs) and the definition provided by the majority of principals. SGBs defined school safety quite narrowly, focusing mainly on technical aspects of school safety, while principals took more of a broad social justice approach, which included both technical and psychological aspects of school safety. The study concluded that these differences point to one of the reasons why school violence persists and why principals find it hard to lead and manage safe schools.Item Leadership practices in two successful primary schools in Soweto, South Africa educating learners afflicted by multiple deprivation(2019) Hoosier, BrianettaThe study investigated the ways in which principals and other school leaders navigated issues of multiple deprivation to achieve high academic performance. The study was grounded in the theoretical framework of the University of Chicago Consortium on Chicago School Research (Bryk, Sebring, Allensworth, Easton, & Luppescu, 2010), which proposes five essential supports (5 Essentials) for successful schools. The framework was the lens used to understand whether or not successful school leaders implemented these five essentials supports in response to their learners’ battle with multiple deprivation. The main research question of the study is: what can we learn about school improvement from the leadership practices of successful school leaders in primary schools educating learners afflicted by multiple deprivation in Soweto? Interviews were conducted with two principals, three School Management Team (SMT) members, and three educators. Using thematic content analysis, recurrent themes emerged including stakeholders involvement, policy, academic support, progress monitoring, collaborative teachers, teacher quality, team building, parental involvement, and distributed leadership. In the South African context, this study expands the 5 Essentials framework through a contribution toward the emergence of a model of leadership practices of successful school leaders educating learners afflicted by multiple deprivation in primary township schools. In this model, the four core leadership practice with related themes, explain the leadership practices that underpin learner achievement. The core leadership practices and themes includes: (1) safety practices: stakeholder involvement and policy; (2) instructional practices: collaborative teachers; 3 (3) teacher quality and team building academic practices: academic support and progress monitoring; and (4) family engagement practices: parental Involvement (Biological or Proxy)Item Exploring the role of school leadership and management in enhancing school ethos and quality at two Gauteng schools(2018) Holmes, Ronnelle JamaineThis study seeks to explore the role of school leadership and management in enhancing the school ethos and quality and how these two elements can assist in improving schools in general. Two schools were selected in Johannesburg to conduct this research project, namely one public secondary school and one public primary school. The South African national education department has identified the poor quality of teaching in public schools as a key source to poor learner outcomes. Young learners require timeous guidance and direction in order to acquire the necessary skills to perform to a particular academic standard. According to this study, the concept of leadership and management is closely linked to the issues of learner achievement. Research also shows that the skills and knowledge of teachers and school leaders can be strengthened through ongoing professional development, reflection and dialogue. This study concludes that the role of leadership lies in each and every stakeholder since norms and ethos are being practiced almost every day at school. The current place for traditional management and control of schools starts from the head of the school and right down to the learners.Item Exploring instructional leadership practices of school principals at three secondary schools in the Johannesburg South District, Gauteng province(2018) Chibaya, SolomonInstructional leadership has over the years evolved due to influence from other forms of leadership but still remains a primary element in improving student outcomes. However, there are few studies that have looked at how instructional leadership practices are experienced. The main purpose of this study was to explore how instructional leadership was practiced in secondary schools in Gauteng. Using narrative and phenomenological inquiries, analysed principals’ narratives and focus group interviews on the instructional leadership practices in secondary schools. Focus group data that was presented in this report highlights conceptualisations, experiences and views of teachers on instructional leadership. The data was coded and analysed thematically using literature on instructional leadership as well as Hoadley, Christie and Ward (2009)’s six dimensions on instructional leadership as the theoretical framework. The findings indicate practices that make up instructional leadership practices in the schools studied. Based on the findings, this report suggests that principals must be knowledgeable of the elements of instructional leadership and apply them with an understanding of their schools’ contexts. This study concludes by offering an alternative instructional leadership model style of leadership, leadership qualities, instructional leadership roles and communication (SLIC).The (SLIC) model attempts to summarise how instructional leadership practices were experienced in secondary schools.Item Exploring the role of foundation phase heads of department as instructional leaders in three primary schools in Gauteng: implications for teaching and learning(2018) Jugdav, CherylAs the quality of leadership makes an outstanding difference to school and learner outcomes, the purpose of this study is to explore the roles and responsibilities of the Foundation Phase (F.P.) Head of Department (HoD) as instructional leader and show how their leadership practices shape effective teaching and learning in three primary schools in Gauteng. Research has shown that schools require effective leaders and managers to provide the best possible education for learners and staff but this is clearly lacking in many schools today. Much research done on this topic has mainly focussed on the principal as instructional leader rather than the HoD who forms the main rationale for the study. This research explores the F. P. HoD (middle manager) and the roles they play as instructional leaders in promoting successful learner achievement in primary schools. A qualitative research method was employed to assess the perceptions of principals, HoDs and teachers in three schools in Johannesburg, South Africa. This study reports on the understanding and views of the participants as they perceive the role of the HoD as instructional leader and the implications of this for teaching and learning in the F.P. The study is positioned within a qualitative research approach. Face-to-face interviews were conducted with principals and HoDs in the schools. The Atlas. ti software programme was used to analyse the data extracted using codes and themes. Open-ended questionnaires were administered to teachers in the schools and the data was first transcribed and then analysed using Thematic Analysis. This involved identifying common themes, codes and patterns within the data. The study uses the perceptions of the participants to draw conclusions to the research questions. In the findings, the participants’ responses demonstrated that when HoDs are directly involved with leading and managing the instructional programme in the F. P. it led to the improvement of learner performance and school results. The key questions are answered in the analysis and findings of the report. The participants in the study highlighted the challenges HoDs faced which hindered their roles as instructional leaders. Some of the challenges encountered by HoDs were the heavy workload, class teaching and lack of support from the District Office regarding curriculum delivery. Findings from the data analysed, show that HoDs play a crucial role in leading and managing the instructional programme to affect improved learner performance. This study shows that the success of schools is based on the effective instructional role of the HoD and how this leads to improved learner achievement and school performanceItem Partners for possibility: experiences of cross-sectoral partnerships designed to improve school leadership in South Africa(2017) Kirori, Maureen WambuiThis study explores a partnership model designed by Partners for Possibility (PfP), a South African non-profit organization (NPO) attempting to reform the country’s education system. Through its partnerships, PfP aims to address the identified problem of weak school leadership in order to improve the educational outcomes in schools. In this model, school principals of underperforming schools are paired up with business people with leadership experience for a period of one year to address the challenges facing their schools. The model includes a 12-month structured training programme which seeks to capacitate and support the paired principal and business leader in their partnership-building process. This study provides an in-depth investigation of the experiences of the partnerships and of the influence of the structured programme on these partnerships from the perspectives of the principals and of the business leaders. The effect of social differences on the partnerships was also considered. Among the theories used in this study are critical action learning and common ingroup identity. A qualitative research design was employed and data was collected from 10 school principals of “no fee” schools and from 12 business leaders. The results of the study reveal that the functionality of these partnerships is determined by their focus, which can be long-term and transformative or short-term and tending towards resolving the school’s immediate material needs. Further, these partnerships were found to be capable of improving school performance if the partners engaged in activities that promoted teaching and learning. Despite this potential, there was little monitoring of school performance. The results also indicate that the group-learning aspects included in the structured programme could encourage the partnership to focus on short-term goals which tend not to lead to long-term sustainable change in the school. The social tensions attributed to race and class divisions were found to have a minimal effect on the partnerships studied since the partners’ common vision, namely, to improve schools, allows them to maintain their unique identity either as principals or as business leaders. Because education reform is a complex and long-term project, the recommendations following this study point to the need for a more integrative approach in the PfP process, and a greater awareness of the need for a longer time scale in order to bring about the desired transformation in schools and consequently to South Africa’s education system.Item Governance and leadership challenges in the schools of Ekurhuleni South District 16(2016) Monareng, Madikana JosephThis study explored governance and leadership challenges at the Edenridge High School. The report uses a case study as well as an interactive qualitative analysis research methodology. It explores how the School Governing Body provides strategy to the school management team, with their educators, in order to implement the strategy in collaboration with the GDE policies, will ultimately lead to good governance and effective leadership and management in the school. The GDE policies and practices are used to address complex challenges in order to effect change. The researcher argues that despite the challenges which the SGB and SMT, as well as the educators in the school experience, change becomes evident. The stakeholders learn to work together, respect each other and forge ahead. These challenges brought about by insufficient provision of inservice trainings and relevant workshops to be conducted in schools contribute to shaping future developed and professional bodies of SGBs and SMTs in general, in their good governance strategies and effective leadership and management systems. If the systems in place are sustained, they then leave the stakeholders with the potential of becoming public servants of the future. The findings reveal that the Constitution of South Africa Act No. 108 of 1996, South African Schools Act (SASA) No. 84 of 1996, Employment of Educators’ Act (EEA) No. 76 of 1998, and the National Education Policy Act (NEPA) No. 27 of 1996 are not used sufficiently and substantively to influence change that must take place in schools. Discretion and common sense tend to have taken the place of education policies and practices in resolving problems and finding each other. While schools discuss embracing the ten fundamental values of the South African Constitution (Act 108 of 1996), living up to them continues to remain a challenge in practice. ii This study also investigates the role that SGB and SMT, together with the teaching staff (educators) play in governance, leadership and management of teaching and learning. The process takes place through the alternative approach of distributed - and instructional – leadership, in order to promote quality education. As a qualitative case study of only one township Gauteng secondary school, data was collected by means of questionnaires. Perceptions of the SGB, SMT and educators on distributed and instructional leadership embedded within governance, leadership and management were examined, as well as how the concept was applied in the day-to-day running of the school. It was found that the SGB’s, SMT’s and educators’ responses in the questionnaires, despite their extensive teaching and managing experience, related to the situation where the stakeholders were not fully aware of the implications of governance, leadership and management within the new dispensation. They vaguely referred to their roles as governors, leaders and managers without specifying how and what they were governing, leading and managing in their respective schools. Recommendations are that distributed leadership strategies in governance by the SGB could be found in the case study school to optimise the instructional leadership and management of teaching and learning by the SMT and educators, and that time should be granted for HODs and their principals within the SMT structure for the implementation of this instructional leadership and management. Challenges such as the ones mentioned above, including the recent fluctuation of matric results, which dropped by approximately 9% in 2015, (Basic Education Minister’s Speech, January 2015) moving the pass rate from 75,8% in 2014 down to 70,7% in 2015, will obviously be curbedItem Successful instructional leadership practices in challenging circumstances: a case study of one Qwaqwa township secondary school(2017) Mofokeng, Lehlohonolo IsraelThis study sought to explore successful instructional leadership practices in challenging circumstances. One township secondary school located in QwaQwa, Free State province, was used as the case study. The purpose of this study was to understand how the school has managed to consistently produce meritorious academic performances over the years despite facing multiple deprivations such as poverty, high crime rates and dilapidated learning infrastructure, among others. To better understand the instructional leadership approach, the study identified three key characteristics of successful instructional leaders and used them to form the basis for understanding whether the identified school principal applied them in responding to their learners‘ socio-economic challenges. This study was located within qualitative methodological approach with interpretivism as the research paradigm. The main data source was the in-depth interviews. The participants included the principal, head of department and two senior teachers. The study found the following to be key to the school‘s consistent plausible academic performance: (a) the main focus of the school was on ensuring the availability and efficient use of the instructional materials (b) the school principal took professional development of his academic staff seriously (c) there was a strong focus on managing teaching and learning (d) goal setting was seen as a driver towards achieving the academic goals of the school and (e) the effective use of the school‘s allocated instructional time was of great importance.Item The impact of development planning on learner achievement: a case study of four Johannesburg East District primary schools(2016) Ndayeni, JavierSchool development planning (SDP) is a major driving force to achieve improvements in the quality of teaching and learning, and participation of stakeholders in school management. This study discusses research findings on the planning practices in primary schools based on the perceptions and experiences of principals of the impact of development planning towards improving learner achievement in Johannesburg District East in Gauteng, South Africa. A qualitative methods approach involving survey and case study was utilized to address research questions. This study identifies principals’ leadership, networking and teamwork amongst stakeholders, and improvements in teaching and learning as some of the benefits of SDP. This is premised on the fact that SDP is a highly technical process that requires skills and know-how to be executed successfully. However, the implementation of development planning is limited by inadequate Department of Education support, resources and continuous professional development of principals. It is argued that SDP is fraught with numerous challenges that require an approach that focuses on its, that is, school improvement and management of planned change. The findings will assist the district to design strategies to improve management schools through SDP.Item Decentralization of schools in South Africa: a study of two SGBs(2016) Melaphi, NompumeleloThe aim of this research was to analyze the restructuring of the post-apartheid South African education system through the decentralization introduced in the South African Schools Act of 1996 (SASA). SASA was intended to construct a new education landscape for school governance involving School Governing Bodies (SGBs) and founded on participation and partnership between state, parents, learner, school staff and community. SASA ostensibly bestowed powers upon the SGBs, however this research explores whether the schools used in the study were really empowered by SASA. Two schools were investigated, one in an affluent area and the other in an underprivileged area. The investigation was in context of the impact of decentralisation of service delivery in developing countries, the adoption of SASA and reforms in the education system from apartheid to date. A qualitative methodology was used and analysis of fourteen semi-structured interviews produced four findings. First, the study corroborated others which suggest that neoliberalism is imbedded in South African public schools and that parents have to pay for quality education. Second, the SGB from the Privileged School executed their projects and tasks well as compared to the Underprivileged School, since its SGB involved parents that were professionals, with financial backing and the know how to fund raise so that the school was able to provide resources for the learners. Third, the minimal use of SASA powers was not the sole reason for inequality in educational provision, the study also looked into the apartheid historical past which also contributed to inequality Finally the post-apartheid (Bantu) education system was a contributing factor to the Underprivileged School SGB’s incapability to utilise all its powers in that ‘Bantu education’ had failed to equip parents from underprivileged backgrounds with the knowledge to exercise all the powers granted to them by SASA, in particular, most parent/s from the underprivileged school had not been equipped with professional degrees or acquired significant skills to confidently partake in the SGB. The study concludes that SASA seems to have not fully taken cognisance of the realities of SGBs in the Underprivileged School since it seems likely, based on my single case study, that their members would not be able to fully implement all the powers given to them by SASA, indicating the need for state intervention.