Wits School of Governance (ETDs)

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    Management of teaching and learning material in no-fee schools: The case of Ekangala Township in Tshwane Municipality
    (University of the Witwatersrand, Johannesburg, 2021) Maimela, Joyce Matome; Wotela, Kambidima
    The gist of this quantitative study was to empirically establish how no-fee schools manage their teaching and learning material (TLM), employing the case of Ekangala Township in Tshwane municipality. To accomplish this, the study seeks to empirically determine the functionality of financial resources, human resources, and procurement processes of TLM in no-fee schools. A cross-sectional design was adopted. A combination of purposive and stratified random sampling techniques was used to draw HODs, Deputy Principals, Principals, SGBs, educators and administrative officers, yielding a total sample of 101 respondents. Data was collected using a questionnaire and inferential statistics were used to establish validity. The study was framed on the general systems theory, and the programme theory, used for converting research results to research findings. The preliminary findings revealed a linear relationship between effective management and budget processes of TLM, although not strong. However, there was no statistically significant linear relationship between management and procurement processes. The results concluded that there is ineffective management of TLM in no-fee schools in Ekangala Township. The researcher recommends that periodic audits be conducted when required, to ensure appropriate application and compliance with the policy. A further recommendation is the use of a Resource Management System (RMS), a web-based system designed to facilitate planning, online procurement, inventory updates and budget tracking of all TLM at schools at both district and provincial levels
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    An exploration into change management perceptions and approaches of two provincial government departments
    (University of the Witwatersrand, Johannesburg, 2023) Ndlovu, Zibusiso Khethiwe; Hobden, Christine
    Change in the South African public sector is unavoidable due to the turbulent political and economic climate and developing technologies presented to us by the 4th industrial revolution. It is widely acknowledged that organizational change is often plagued by failure, however, this study argues that contextual organisational dimensions such as deep structures and change ownership are frequently overlooked in public sector change management discussions. This prompted a qualitative case study between two Gauteng Provincial Government departments. This design enabled an in-depth exploration of approaches to change management in the two different departments to gain a better understanding of change management approaches within the GPG. Data was collected from recorded 30–60-minute semi-structured interviews with 12 key informants (senior, middle, and junior management staff in the respective provincial departments) identified through purposive criterion & snowball sampling. Interviews were transcribed identifying emerging themes and codes aligned to answering the research questions. Additionally, a desktop review of academic literature, departmental documents, and reports was undertaken to gain deeper contextual understanding and perspective of the GPG change management landscape. The study results revealed that the nature of change is characterised by a lack of ownership and poor reinforcement of change in the GPG. Furthermore, that communication within GPG exists, however, it doesn’t always filter down to the lowest employees
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    Participation in Professional Learning Communities by female principals in Bojanala, Northwest Province
    (University of the Witwatersrand, Johannesburg, 2023) Rabotapi, Tinti Enoch; Pillay, Pundy
    The study sought to determine the perceptions of female principals in secondary schools in the Bojanala district of the Northwest Province about the level of support they receive from each other through their networks and how this support impacts their confidence and motivation. The current study adopted a single case study to assess the PLC programme's implementation in the Northwest Bojanala District. The study combines qualitative and quantitative approaches to draw rich data. The study found that female principals used the PLC to exchange ideas and share best practices in a conducive and non-threatening environment. This enabled them to gain a lot of knowledge and improve the extent of their leadership and management skills. Improved knowledge and skills have had a ripple effect that has improved their confidence and motivation, resulting in the overall improvement of their schools and their learners' performance. The study concludes by recommending the model as an instrument that can address the under-representation of females at the managerial level. The recommendations also include how the model can be strengthened by providing additional support to participants. The study also recommends allocating time within the school timetable to create an opportunity for teachers to participate in the PLCs