3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Conceptualisations of ethical leadership and causes of unethical behavior in schools: perceptions of teachers and principals(2024) Mkhwane, Mellisa MatsedisoThis study explored the conceptualisations, experiences, practices, and awareness of, ethical leadership, accountability, and trust within schools in the South African context. Data was collected from school principals, post level-one, and -two teachers. This is a qualitative study that utilised a case study research design and is located under the interpretive paradigm. The findings of this study suggest that some principals and teachers possess significant understanding of ‘ethics’ and ‘ethical leadership’. However, most teachers that were interviewed did not fully understand what the terms meant. The study also found numerous causes of unethical leadership, lack of accountability, and trust. The causes include lack of, exposure to laws and regulations such as the SACE Code of Professional Ethics, respect, and value for prescribed rules, and regulations. This is because of the lack of accountability and intense repercussions by the department of Education (DoE). To combat high unethical practices there is a need to improve principals and teachers’ exposure to rules and regulations that guide the profession. This means that all stakeholders, thus SACE, DoE, and schools, assume responsibility of their respective positions to ensure that teachers and principals are fully knowledgeable with the rules and consequences of contravening them. In addition, ethical leadership, accountability, and trust should be promoted through workshops, and other developmental programs that can be organised by stakeholdersItem An investigation into staff perceptions of the role and effectiveness of middle management in two public secondary schools in Gauteng(2016-03-07) De Witt, KarenSchool leadership teams often consist of staff with a range of leadership and management skills or responsibilities. There are however, discrepancies regarding the role and purpose of these managers and leaders. The aim of this study was to focus on the perception of staff regarding the role and effectiveness of middle managers within their leadership structure of the school. Two public secondary schools were selected from different geographic locations in Gauteng. The reason for this selection was to see if staff perception regarding middle management changes when schools are dealing with different challenges and external factors such as finance, shortage of staff and the effect addition staff paid by the SGB had on the management team.Item The role of leadership in mediating the IQMS at school level : a case study of two GDE schools.(2015-05-15) Morake, MathapeloIntegrated Quality Management System is a model used for appraising teachers in South Africa and has been in use post-1994. The study shed light on the historical development that shaped the current model used for appraising teachers, especially after 1994. IQMS as a model for appraisal was introduced as a direct response after the collapse of the inspection system which was autocratic and highly subjective. Using a case study approach, two schools in Soweto were purposefully selected because of the strong leadership and data was collected from eleven teachers and two principals. The study aims to investigate the role of the school leadership in mediating IQMS at school level. The study employed interviews, questionnaires and document analysis. The research is concerned with the lived experiences of individual teachers in the confines of the environment that they are most comfortable in. This research was taken from the interpretivist position which views the world as constructed by means of multi perspectives. The study argues that the leadership at school level has a prominent role to play in mediating IQMS despite the tensions inherent therein.Item An exploration of the role of principals in managing teaching and learning : case studies of two KwaThema secondary schools.(2012-09-21) Porota, Matshidiso CynthiaThis study explored the role of the principal in managing teaching and learning in the two Kwa-Thema secondary schools. Managing teaching and learning is regarded as the core duty and responsibility for South African principals, and it is clearly reflected in the South African Standard for Principalship Bush, Joubert, Kiggundu and Van Rooyen (2010). The assumption underpinning the study was that the principals of the two schools did not focus on managing teaching and learning, thus the high failure rate of the learners. The study was a qualitative case study and it used various data collecting methods. The data collecting methods used were interviews, data analysis, observation and focus group discussion. The use of various data collection methods allowed for triangulation could be validated against all participants or respondents. The study found that the principals of the two schools manage teaching and learning. In fact, the schools have systems in place to ensure that management of teaching and learning is taking place. However, there are contextual factors that challenge the running of the schools and as a result, the schools are underperforming due to the challenges.Item An exploration of successful school leadership practices in challenging school context : case studies of two secondary schools in Soweto.(2012-09-21) Ramatseba, LindaThe study explored successful school leadership practices in challenging contexts: A case study of two secondary schools in Soweto. The study involved two secondary schools in Soweto Township, Gauteng, South Africa. It focused on the roles and responsibilities of principals as leaders of schools in challenging contexts. It aimed to gain insight into how these principals led and managed their schools in order to understand why other township schools consistently performed well, despite the socio-economic status that existed in the township, where other schools failed; how these principals managed to stay on top, their leadership practices and why they made the choices they did. The primary research focus was to explore leadership that contributed to the success of the school. There were three objectives and these were to explore how leaders led and managed their schools. Secondly, the study sought to understand leadership practices of successful school principals and thirdly, to understand if there were special leadership qualities that successful leaders demonstrated. The study adopted a qualitative approach and it used interviews, focus group discussions, documents and observation schedules to gather data. The sample consisted of a mixed gender group of 16 participants. The research findings revealed that principals of the case study schools played an indirect but powerful role towards the school’s success. Further, in the case study schools, leadership was a shared entity. The findings also revealed that the schools succeeded by building and managing relationships, inside and outside the schools. .Item The role of the principal as an instructional leader in creating a quality learning environment.(2009-09-03T07:37:53Z) Kau, Cleopas KokaneThis research is underpinned by a conceptual framework which is based upon the theory that the principal should share leadership responsibilities with educators to inspire commitment in creating a quality learning environment. The research investigates the role of the principal in creating a quality learning environment to improve school performance and the achievement of its learners. The research considered complexities surrounding educational reforms which require a collaborative approach wherein the principal invites educators to participate in a discussion on how instructional activities should be conducted in a school. When principals who are instructional leaders accept their instructional role and exercise it in collaboration with educators, they practice an integrated form of leadership. This report is relevant in the South African context because the situation in South Africa is made critical by the introduction of a new curriculum framework which requires an approach which will emphasise the principal’s interactive role with educators in the central area of curriculum, instruction and assessment. Shared instructional leadership is an inclusive concept, compatible with competent and empowered educators. Educators assume leadership responsibility when they interact with other adults in the school community around school reform efforts, encourage others to improve their professional practice, or learn together with their school colleagues (Moller & Katzenmeyer, 1996). iii A qualitative methodology was used which involved a secondary school in Gauteng.This case study was undertaken to establish the principal’s and educators’ perception of the role of the principal as an instructional leader. Although limited in its scope, the research revealed valuable information which identified contextual factors such as socio-economic, organizational climate and educator commitment which concluded that these are factors which play a significant role in creating a quality learning environment. What is needed in South Africa for a quality education to take place is an inclusive approach to leadership to promote a school climate supportive of teaching and learning. Instructional leadershipis shared, therefore, in that specific leadership functions are carried out by designated staff members working in collaboration, under the guidance and direction of the principal.