Dissertations / Theses on the topic 'Head of department (HOD)'
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Mulford, David John, and n/a. "The Secondary Head of Department Professional Development Requirements, Expectations and Directions." University of Canberra. Education, 2007. http://erl.canberra.edu.au./public/adt-AUC20081201.154838.
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The study sought to hear the voice of the Head of Department (HOD) in independent, non-government
secondary schools in the ACT Region on their changing leadership role and their recommendations for targeted professional development.
Heads of Academic Departments (HODs) face significant challenges by being in the middle of the organisational structure of a secondary school. They are required to be competent change agents for whole-of-school "macro" initiatives on one hand, yet on the other hand foster "micro" initiatives that support effective learning and teaching in individual classrooms. HODs deal on a daily basis with a broad range of important school issues that include influencing people; management; departmental structures; administration; leadership; student success and progress; educational theory and practice; department and school culture; communication; parents; external educational bodies; professional development; up-to-date pedagogy; and their own teaching and learning. There is frequently a lack of clarity of expectations about their role in a rapidly and ever-changing school system. The incumbents have rarely received targetted professional development for this crucial middle-ranking leadership position.
The study describes and analyses the findings of detailed research with 24 Heads of Department and six Professional Development Coordinators at six independent, non-government
secondary schools. The prime focus was on the changing leadership expectations of Heads of Department and, as a result, the professional development required to support the emerging requirements and expectations of and the directions for the role. The study followed an earlier Dinham et al. (2000) research project, of which I was one of the researchers, into the roles of Heads of Department in independent, non-government secondary schools. The study used analysis of existing job descriptions of Heads of Department, structured interview questionnaires that required quantitative categorisation and analysis, and open-ended interview questions requiring qualitative analysis. The respondents were all leaders of a major academic department within an independent, non-government secondary school.
The five major themes that developed were the forces acting upon and tensions experienced by the Head of Department whilst maintaining credibility as an excellent teacher; the relatively newly developed Professional Development Coordinator role; the definition of the
leadership approach, resultant implications and, as a result, the alternative structures that secondary schools are examining for academic leadership; communication between the middle ranking subject leaders and their senior executive; and the targetted professional development required for the changing role of a HOD.
In independent, non-government secondary schools, the department structures and leadership quality can be powerful forces to assist or resist any reform agenda. Effective leadership of these academic departments becomes important to secure a constant quest to improve the quality of learning and teaching; to improve student outcomes; to nurture staff for more senior leadership positions and to transfer the benefits of a distributive leadership to more staff.
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Nkabinde, Mfulathelwa Maria Bongi. "The roles and responsibilities of foundation phase heads of department." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/24454.
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The aim of this research project is to investigate the roles and responsibilities of foundation phase heads of departments (HoDs) in the Mpumalanga Province in South Africa. A quantitative research approach was used to assess the perceptions of the foundation phase HoDs. Questionnaires were distributed to 274 foundation phase HoDs in Mpumalanga and SPSS 20 was used to analyse the data. The findings show that HoDs perceive that they are overworked, whereas in reality, the amount of time they spend in school is not as expected in the Personnel Administrative Measures (PAM) document. It emerged that most educators leave school earlier than normal and thus experience a lack of time for supervision and administration, which then becomes a stress factor in the completion of their roles and responsibilities. Twenty two percent of the respondents indicated that they are not familiar with the HoD duties as outlined in the PAM document. Furthermore, the study uncovered issues such as lack of support and training for HoDs, the role of parents as motivators in terms of learner achievement, and the importance of evaluating and developing teachers to provide quality education in the 21st century. This research project utilises instructional leadership as a conceptual framework and maps out the roles and responsibilities of the HoD as outlined in the PAM document. Due to the low Annual National Assessment (ANA) results in literacy and numeracy, the research focuses on the challenges that HoDs in the foundation phase face regarding fulfilling their roles and responsibilities towards ensuring a quality education. On Tuesday 28 June 2011, the Minister of Basic Education, Angie Motshekga, revealed the results of the February 2011 ANA. In excess of 6.5 million learners from Grades 2 to 7 and a sample of G10s wrote tests in literacy/language and numeracy/mathematics. According to the statistics released by the Department of Basic Education (DBE), the average mark for literacy for G3 learners was a mere 35%. Grade 3 learners scored an average of 28% in numeracy. Amongst the Grade 3 learners, the Western Cape performed the best in both literacy and numeracy with 43% for literacy and 36% for numeracy. In Mpumalanga, Grade 3 learners scored 27% in literacy and only managed to score 19% for numeracy (DBE Report 40). If learners can’t read, write, spell and calculate at Grade 3 level, surely there is something wrong. Where are the foundation phase managers and how do they spend their time? Internationally, teachers responsible for supervising Grade R-3 are called middle managers. In South Africa, middle managers are called heads of departments (HoDs). The duties and roles of middle managers (or HoDs) in the foundation phase might be the cause of poor performance of learners in numeracy and literacy, due to insufficient support being provided to educators and learners. The role of HoDs in schools is not widely understood (Turner, 1996; Blandford, 1997; McLendon&Crowther, 1998). As a consequence, the literature relating to their role and functions is sparse. What is apparent, however, is the dual role that HoDs play, namely an administrative role within the school, as well as a teaching responsibility. A great deal of the work in managing the teaching-learning process operates at the middle management level in schools. However, management development often occurs at the senior management level, and HoDs remain the forgotten tier in schools. HoDs co-ordinate all educational activities between the top management of the school and the educators. Gold (1998:1) describes the role of HoDs as the most exciting and probably the most influential position in a well-organised school. Given the dual roles of HoDs, it is evident that they are exposed to a dilemma in executing duties carrying competing demands namely managing a department and being a class teacher at the same time (Blandford, 1997:13). This dual role becomes a particular challenge in the foundation phase, depending on the type of school, e.g. private school, former model C school, township or rural schools (which normally fall under Quintile 1-3), and lastly farm schools. It is challenging, especially in township and farm schools, to manage teaching, supervise educators, ensure learners cooperate positively in a class, and to be responsible for all the classes in a phase, including the own HOD’s class. Educators are experiencing overcrowding in their classrooms and schools are under staffed. A thorough study needed to be conducted to ensure that HoDs in the foundation phase are operating as effectively as those in the intermediate, senior and FET phases. It is critical to formulate strategies to ensure that learners progress positively in the foundation phase, especially in terms of their literacy and numeracy. HoDs must be able to perform their roles and responsibilities to ensure that learners can read and write at Grade 3 level. The PAM document clearly spells out the roles and responsibilities of the HoD; however when an HoD has 90% of their time allocated for teaching, one wonders if it is fair to expect them to carry out their administrative role in the remaining 10% of their time.Dissertation (MEd)--University of Pretoria, 2012.
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Cornelissen, Stephanie. "The responses of primary school Heads of Department to curriculum changes since 2005." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40438.
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With nineteen years of democracy behind us, South Africa has experienced uncountable changes within its borders and on various playing fields. One of the most memorable changes, in my opinion, was in education. This motivated me to embark on a study about the responses of Heads of Departments (HoDs) to curriculum changes. I especially wanted to focus on the management of those changes.
The focus on HoDs arose from the devolution of responsibility from the principal to the HoD with regard to curriculum change. This uninterrupted cycle of curriculum change that South Africa is experiencing occupies the HoDs to a large extent. They have to ensure that the changes take place as smoothly as possible with as little resistance as possible. In order to accomplish this, one would think that the HoD would be trained in managing a department and curriculum changes. This is unfortunately not the case, and they are following their own guidelines that they have constructed through trial and error.
This study was conducted through a narrative design within a qualitative framework, allowing me to give a voice to those who have none. It required me to have focus group interviews, which laid the foundation for my semi-structured interview. The use of documents assisted with the crystallisation of the data. This research was conducted in the Lady Frere district of the Eastern Cape. There were two sets of HoDs from different schools, and one participant willing to participate in a semi-structured interview.
The purpose of this study was to find out what guidelines HoDs had constructed by looking at HoDs’ responses to, and management of curriculum changes since 2005. It became very clear that there is some confusion about what is expected of the HoD during the change process and the HoDs in this study felt it better to follow traditional methods of teaching, as this was all they knew. However, the focus on producing quality education was very important to them.Dissertation (MEd)--University of Pretoria, 2013.
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Chan, Man-yan Esther. "A comprehensive intervention for mild head injury patients in accident and emergency department." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43251018.
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陳敏恩 and Man-yan Esther Chan. "A comprehensive intervention for mild head injury patients in accidentand emergency department." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43251018.
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Brookes, Marie T. "Paediatric head injury decisions in the accident and emergency department." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367030.
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Mulford, David John. "The secondary head of department : professional development requirements, expectations and directions /." Canberra, 2007. http://erl.canberra.edu.au/public/adt-AUC20081201.154838/index.html.
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Smith, Robert E. "The role of the Head of Department in 'new' British universities." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/30822.
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This Thesis describes a study of the roles of heads of department in the 'new' universities, the former polytechnics. The study comprises a survey of all 105 heads of department in four 'new' universities and case studies in three of the four universities. The case studies were carried out by semi-structured interviews with the head and key members of the head's role sets in three departments in different academic disciplines. The role of the head is examined through the application of role theory and role concepts and a theoretical framework for the role is presented. The study showed that the role is complex and demanding and is subject to several conflicting pressures, many of which are similar to those experienced by heads of department in the 'old' or traditional universities. The main tensions and conflicts faced by heads are simultaneously representing their department to the university and the university to their department managing academics, particularly in terms of staff discipline and conflict between staff and acquiring and managing resources in a difficult economic climate. The dual role of the head as academic leader and manager was found to create tensions and conflicts but these were felt to be unavoidable. The need for the head of department to be an academic, rather than a professional manager was considered to be important. The main personal difficulty which heads experience is the excessive workload generated by role overload and the resultant long working hours. This presents dangers for heads in terms of its effect on their performance, personal academic profile, family life and personal health. A number of means of supporting the head are identified. These include delegation of responsibilities to others; training and development for heads; organisational mechanisms such as working groups; and the restructuring of faculties to provide flatter management structures.
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Ndashe, Thandy Sibongile. "How heads of departments manage the teaching of Social Sciences in the Intermediate Phase." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60968.
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South Africa has gone through many recent changes and the impact of these changes was, especially, experienced in the development of the South African Education system. Social Sciences is one of the subjects that was introduced in the Revised National Curriculum Statement (RNCS) for Grades R-9 (Department of Education, 2002). Before the National Curriculum Statement, History and Geography were taught as separate subjects under Social Studies but later combined into one subject, Social Sciences. Teachers in some South African schools are specialist in one of the two disciplines, either History or Geography. The intention of this study was derived from many of the researcher?s personal observations, experiences and challenges in the discipline, Social Sciences.
This study identified the challenges experienced by heads of department (HoDs) of Social Sciences and the strategies they use to address the identified challenges. The research approach was qualitative and a case study research design was used. The research participants were identified, using a purposeful sampling strategy. Participants were selected from four schools, two from Quintile 1 (no fee-paying) schools and two from Quintile 5 (fee-paying) schools; each school had an enrolment of more than 350 learners. The participants were HoDs responsible for Social Sciences and teachers who were teaching the subject. Furthermore, HoDs who were selected had had experience of managing Social Science teachers for a period of not less than three years. The teachers also had more than three years? experience of teaching Social Sciences.
The findings of this study revealed that the responsibilities of HoDs for Social Sciences seem to focus more on monitoring the work of teachers than developing their effectiveness in teaching the subject. Some of the HoD appointed in the Social Sciences Department did not have the background knowledge and skills related to the subject which limited their ability to guide, advise and develop their teachers in the subject. It was found that HoDs and teachers expect subject specialists and curriculum advisors to be more involved in developing teachers? competency in teaching the subject. It seems that there is a desire for a formal policy for the professional development of teachers of Social Sciences.Dissertation (MEd)--University of Pretoria, 2016.
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Tseung, Chun-Lan Meggy. "A study of a university department head : learning approach, strategic planning & thoughts /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B26234105.
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Richards, Louise. "Estimation of post-traumatic amnesia in emergency department attendees presenting with head injury." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2422/.
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Objectives: To explore whether a semi–structured post-traumatic amnesia (PTA) assessment interview (PTA-I) provides a practicable but equivalent estimation of PTA in patients attending the Emergency Department (ED) with head injury (HI) compared to the established Westmead PTA Scale Revised (R-WPTAS). Procedure: PTA was assessed using the R-WPTAS (includes a visual memory component) and the PTA-I (includes retrospective and verbal memory components), in patients attending an ED with (n=30) or without (n= 30) HI. Outcome measures were the Post-concussion Syndrome Checklist (PCSC) and the Glasgow Coma Scale (GCS). McNemar’s Tests and Chi-square analyses were used to determine the results. Results: The verbal memory component overestimated PTA in the control group by 24 %. Overall, the PTA-I did not discriminate between HI and control participants. However the retrospective PTA assessment embedded within the PTA-I did, with 100 % accuracy. Conclusions: The use of a verbal memory component to assess PTA in the ED is not supported by the results of this study. A retrospective PTA assessment appears to allow more accurate decision making regarding the admission criteria used in the ED and has advantages over the R-WPTAS: fewer test materials and no repeat assessments required to achieve an estimate of PTA duration.
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Tseung, Chun-Lan Meggy, and 蔣春蘭. "A study of a university department head: learning approach strategic planning & thoughts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31963237.
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Nemaston, Avital Ronnieskja. "Novice teachers' experience of support from the Head of Department in primary schools." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78486.
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Novice teachers face a variety of challenges when they enter the teaching profession. They are confronted with the harsh realities of the teaching profession and are expected to cope with immense demands and responsibilities. Heads of Department are responsible for co- ordinating and providing guidance to novice teachers. However, little is known about the experiences of novice teachers in terms of the support they get from Heads of Department. This study explored novice teachers’ experiences of Head of Department support. Purposively sampling was used to select five novice teachers and four Heads of Department from three primary schools situated in the Tshwane South School District. The data were collected using semi-structured interviews and document analysis. The semi-structured interviews were analysed using a thematic data analysis procedure and the documents through content analysis. The findings of the study highlighted similarities in the challenges and the support needs as expressed by the novice teachers and by the Heads of Department. The novice teachers in this study articulated the need for more guidance and mentorship to be provided whereas the Heads of Department stated that due to the demands of the professional task in terms of the multiple roles they play and time constraints, the support they give to the novice teachers is inadequate. The study concluded that both novice teachers and Heads of Department struggled with managing the demands of their profession and novice teachers called for further support and mentorship to be provided on aspects that contributed to their holistic development of teaching abilities and attributes.Dissertation (MEd)--University of Pretoria, 2020.
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Jaca, Nosipho Immaculate. "The leadership role of the Head of Department in the teaching of Mathematics." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40444.
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This study explores the leadership role of the Head of Department (HoD) in the teaching of Mathematics.It focuses on the perspectives that the educators hold about the leadership role of HoDs in the teaching of Mathematics in two Gauteng primary schools.The study was framed by the following research question: What perspectives do educators hold about the leadership role of the HoD in the teaching of Mathematics in primary schools? A qualitative case study was employed whereby data were collected in two primary schools in Gauteng Province. To examine the relevance and clarityinterview questions used, a pilot study wasat first conducted in which one HoD and one teacher were interviewed.For the actual study, ten individual semi-structured interviews were conducted with four HoDs, two principals and four teachers in two township schools in a Gauteng district. Documents such as monitoring instruments of HoDs were also collected and analysed for purposes of triangulation.
Key findings were that HoDsnever received any formal preparation to lead the teaching of Mathematics. They learned about the role by participating in professional development activities offered by outside actors, upgrading themselves, assisting the Education district department in facilitating workshops for teachers as well as serving as acting HoDs.They provided leadership by monitoring teaching and teachers’ work,checking lesson plans, doing class visits, checking learners’ books and assessment tasks and doing follow ups.Challenges that were identified in relation to the leadership role of the HoD leadership in the teaching of Mathematics includedHoDs’ lack of Mathematics knowledge (SMK) and pedagogical content knowledge (PCK), lack of teaching resources, teachers’ lack of knowledge of the new curriculum, a heavy workload, overcrowded classrooms, demotivated teachers, teacher absenteeism and too much paperwork.The perceived strategies that were used by HoDsto address challenges includedthe following:engaging in discussions with teachers in an attempt to collectively find solutions, substituting absent teachers, taking work home, using the expertise of other teachers through delegation, leading by example by presenting lessons for teachers, making learners their first priority followed by paperwork as well as engaging with some stakeholders for support.
The following were the recommendations: there should be more clarity about what is expected of HoDs.Sufficient time should be allocated in order for HoDs to be able to balance their leadership duties and teaching effectively;current as well as prospective HoDs should be trained in both the subject in which they are expected to provide leadership as well as the generic leadership part of their job.HoDs should involve Mathematics teachers in the development of the monitoring tools since Mathematics teachers are familiar with a sensible blend of tools, methodologies and approaches that can meet the needs of their learners.HoDs should also be developed on what they should look for as they monitor teachers’ work.In that way they may be able to effectively use the results of their monitoring to support teachers.A final recommendation is that the workload of HoDs be reduced through the allocation of administrative tasks to school administrators and appointing paid HoD assistants such as subject heads.Dissertation (MEd)--University of Pretoria, 2013.
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Du, Plessis André. "The role of the Head of Department in the professional development of educators." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/43323.
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Undertaken from a distributed leadership theory perspective, this qualitative study attempts to gain understanding regarding how heads of department develop educators within the organisational context of different schools and departments. A Based on existing literature, a detailed discussion is provided on what professional development is, the conditions needed for effective professional development, professional development strategies, distributed leadership theory and the functioning of heads of department and subject departments within the current policy framework for professional development in South African Schools.
Two fee-paying and two non-fee-paying schools were selected and interviews were conducted with heads of department from single subject (unitary) and multi-subject (federal or confederate) departments in each school. The data was transcribed, coded, inductively analysed and related to the research question(s). A full description and analysis of the data is provided.
The findings confirm that with change being demanded from above and from outside schools, it cannot be ignored that heads of department are a key link between principals and the teachers in their classrooms. This supports the view that heads of department have formal responsibilities and accountabilities and that they wield a horizontal and a vertical influence. Various recommendations are made to improve professional development practice by heads of department in particular and in the education system in general.Dissertation (MEd)--University of Pretoria, 2014.
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Primo, Lynne. "Collaborative communication between the districts and head office within the Western Cape Education Department." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/5048.
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Thesis (MBA (Business Management))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: The Western Cape Education Department (WCED) is responsible for the provision of education to nearly a million learners in 2007/08 from grade R to grade 12. To fulfil its primary function, it employs thousands of educators and officials. Like any organisation, the WCED should be managed effectively to ensure that this main educational mission is carried out. Communication forms an integral part of this management process. This research report focuses on communication processes between two groups within the WCED, namely, officials at Head Office and officials working directly in the Educational Management and Development Centres (EMDCs). The aim was to determine the perceptions that the officials have about communication in the WCED and to make recommendations to the WCED to improve the situation, should such recommendations be needed. Chapter 1 gives a background of the organisation where the research was conducted. Chapter 2 focuses on the literature and gives a review of the different communication theories while applying these to the organisation being researched. Chapter 3 provides an explanation of the method of research and refers to the two groups that are compared, the questionnaire that was developed and administered as well as an explanation of how the statements were analysed. Chapter 4 categorises the responses of the two groups and each statement is analysed based on whether the groups agree or disagree with each other. Summaries of the findings, in four groupings, are presented. Chapter 5 places the focus on the conclusions that have been drawn from the analyses and makes recommendations to the WCED regarding how to improve communication. Several findings were made. There are a number of aspects that officials from both groups agree with, but also many issues that they disagree on. The main finding of the research is that both groups perceive the management of the WCED to be autocratic and that this seems to be one main root of problems related to communication in the department.
AFRIKAANSE OPSOMMING: Die Wes-Kaap Onderwysdepartement is verantwoordelik vir die voorsiening van opvoeding vir duisende leerders vanaf graad R to graad 12. Terwyl dit die primere funksie van die onderwysdepartment is, moet dit ook in gedagte gehou word dat dit duisende onderwysers en amptenare in diens het. Die Wes-Kaap Onderwysdepartement moet effektief bestuur word om te verseker dat die hoofdoel bereik word. Kommunikasie vorm 'n integrale deel van die bestuursproses. Die navorsingsverslag fokus op die kommunikasieprosesse tussen twee groepe binne die Wes-Kaap Onderwysdepartement, naamlik Hoofkantoor- en Distriksamptenare. Die doel was om die persepsies wat hierdie amptenare oor kommunikasie het, te bepaal, en om aanbevelings te maak aan die onderwysdepartment om die situasie wat bestaan, te verbeter. Hoofstuk 1 gee 'n agtergrond van die organisasie waar die navorsing gedoen was. Hoofstuk 2 fokus op die literatuur en gee 'n oorsig van die verskillende kommunikasieteoriee, terwyl hierdie toegepas word op die organisasie wat nagevors word. Hoofstuk 3 voorsien 'n verduideliking van die metodiek van navorsing en verwys na die twee groepe wat vergelyk word, die vraelys wat ontwikkel en geadministeer was, sowel as 'n verduideliking van hoe die stellings geanaliseer sal word. Hoofstuk 4 kategoriseer die terugvoering van die twee groepe en elke stelling word geanaliseer, gebaseer op of die groepe met mekaar saamstem of nie. Hoofstuk 5 plaas die fokus op die gevolgtrekkings wat gemaak word van die analise, terwyl daar ook aanbevelings aan die Wes-Kaap Onderwysdepartement gemaak word oor hoe om kommunikasie te verbeter. In die analise van die terugvoering van die amptenare wat op die vraelys gereageer het, word 'n aantal bevindinge gemaak. Daar is 'n aantal aspekte waaroor amptenare van beide groepe saamstem, maar ook aspekte waaroor hulle nie met mekaar saamstem nie. Die hoof bevinding van hierdie navorsing is dat amptenare die persepsie het dat die bestuur van die WKOD outokraties is en dat dit die oorsaak is van die probleme wat verband hou met kommunikasie in die departement.
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Severn, Graham. "The Broschek syndrome : a study of the dual role of the secondary school head of department as classroom teacher and department manager." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396195.
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Naundobe, Robert Natukondye. "Horns of dilemma : Department head and subject teacher : a case study of Heads of Department in a public secondary school, northern Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017354.
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The accountability and responsibilities of school leaders have intensified greatly over the past decades and school leadership has become a strong focus of research. Meanwhile, Bush (2003) asserts that “school leaders [experience] tensions between competing elements of leadership, management and administration” (p. 7). This study uses observations, questionnaires, interviews and document analysis to unpack the perceptions of four Heads of Department (HoDs), the principal, and eight teachers on the tensions inherent in balancing the responsibilities of department head and subject teacher for HoDs in public secondary school. The study goes beyond the mere task of influence in its attempts to unpack how the leadership and teaching practices of HoDs may, or may not, be in conflict with each other. Using distributed leadership as a theoretical framing and drawing in particular on the work of Spillane and colleagues (2001; 2004), the study examines the roles HoDs enact; the challenges HoDs encounter in enacting their responsibilities as department head and subject teacher; and the strategies HoDs employ to combat the emerging challenges. The study found that the roles of HoDs are extensive and stretch across the classroom, the department, the whole school and beyond. However, the majority of these roles are biased in favour of management systems and processes and opportunities for leadership are rare. The many and extensive management responsibilities of the HoDs limit both their classroom teaching as well as their agency as leaders. The weight of their management work thus restricts their leadership, resulting in an authorised form of distributed leadership (Grant, 2010). The data also revealed that HoDs struggle to balance the responsibilities of department head and subject teacher due to both inter-role and intra-sender conflict. However, the study also found that the HoDs strategically adopt a range of strategies to assist them in doing their work, these include: compensatory teaching; delegation; and planning and prioritizing.
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Maja, Tebogo Stanislaus Abel. "School Management Team members' understanding of their duties according to the Personnel Administration Measures." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60955.
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This study aimed to investigate and describe the School Management Team (SMT) members' understanding of their duties as stipulated in the Personnel Administration Measures (PAM, 1998).
A qualitative research approach was used to investigate SMT members' understanding of their duties within school management teams. Principals of three purposively selected Secondary Schools, in the Sepitsi circuit of the Lebowakgomo District of the Limpopo Province of South Africa, acted as participants for this study, together with two purposively selected members of their school's SMT. Each participant was interviewed, using a semi-structured interview. The study was framed by a conceptual framework made up of concepts gleaned from distributed leadership theory, together with the core duties of SMT members as stipulated in the PAM (1998).
The main findings of this study are that most principals still have a problem regarding the concept of working as a team and that although participants have access to the PAM document, many have not read it and therefore do not know what their roles on the SMT require. This causes conflict and disunity among SMT members, with a negative impact on leadership and management effectiveness.Dissertation (MEd)--University of Pretoria, 2016.
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Stringer, Matt. "Department head leadership and the use of faculty credit hours as a measure of faculty workload." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4791.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 10, 2007) Vita. Includes bibliographical references.
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Au, Loretta Yin Ching. "Leadership of the head of subject department and school-based management in Hong Kong secondary schools." Thesis, University of Hull, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402456.
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Strydom, Willemien. "Leadership development of Heads of Department in public primary schools." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/80523.
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It is well known that leadership plays a key role in the overall success of school and learner achievement. Therefore, this multiple case study investigates what developmental programmes and training opportunities are in place to prepare HoDs to meet the demands of a formal leadership position. How these programmes are perceived by HoDs s also be outlined and analysed. The importance of the role that HoDs fulfil in schools is explored, as well as the importance of investing in their leadership development through formal and informal leadership developmental programmes. This qualitative study used interview data obtained from eight purposefully sampled recently appointed Heads of Department (HoDs) in public primary schools in Pretoria. This study outlined the importance of middle managers, such as HoDs and what measures need to be taken into account to ensure they are adequately prepared to meet expectations.Dissertation (MEd)--University of Pretoria 2020.
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King, Sherria Nicole. "Stress and Job Satisfaction in Career College Criminal Justice Department Heads." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5490.
Full textAbstract:
There has been a significant amount of research on the impact of stress and job satisfaction amongst employees in a multitude of professional settings, including the criminal justice and higher education field. Yet, information on criminal justice professionals who work in more untraditional types of higher education institutions, such as career colleges, was lacking. The purpose of this quantitative research study was to examine whether there is a significant relationship between stress, job satisfaction, and being employed as a criminal justice department head within a career college institution and compare whether heads of other departments within career college institutions differ in terms of these relationships. Selye's stress model and Spector's model of job satisfaction were used as the theoretical framework. Nonexperimental quantitative survey data were collected from 77 department heads and instructors who worked in career college institutions. Participants were selected using a nonprobability convenience sampling procedure. The data were evaluated using discriminant analysis. The overall results showed no significant differences in the relationship of stress and job satisfaction between criminal justice department heads and instructors and their counterparts in other academic departments. Further in-depth research regarding the individual work-related experiences of these professionals could be beneficial in gaining a holistic understanding of criminal justice professionals who transition to higher education. With more knowledge, employers within this sector of higher education may be able to better evaluate institutional practices and develop more effective intervention and training programs aimed at improving retention and job satisfaction, as well as, igniting a change in the negative image that is often times associated with career college institutions.
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Middendorf, B. Jan. "Evaluating department chairs' effectiveness using faculty ratings." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1353.
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Schirmer, Amy. "Hey, That's Not Fair! A Comparison of Faculty and Department Head Fairness Perceptions of Pregnancy Leave Practices." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/477.
Full textAbstract:
As more women enter the workforce, employers are increasingly faced with issues such as pregnancy leave. This study addresses perceptions of faculty pregnancy leave practices in a university setting. In part, this study is a replication/follow-up to a study conducted in 1995 on the perceptions of procedural justice when establishing a maternity leave policy. This study examined current pregnancy leave practices and faculty and department head perceptions of fairness of such leave to the pregnant faculty member and other faculty members. Options used most frequently in 1995 are still the options most frequently used by department heads in 2005. Faculty and department heads were in agreement about the options they are most willing to use, option fairness to pregnant faculty, and option fairness to other faculty. Only one of the three options that required more effort from other faculty to cover pregnancy leave was perceived as less fair to other faculty by department heads and faculty members. That option was the one in which the faculty member received no compensation for covering classes. Department head ratings of willingness to use an option were related to their ratings of fairness to pregnant faculty and related to the perceived fairness of that option to other faculty members. Both department heads and faculty perceived the participative decision-making method to be more appropriate for determining which option to use to cover pregnancy leave. The data from this research should prove useful to department heads, deans, and faculty members as they determine which options will be used to determine class coverage for pregnancy leave.
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Wilmot, Ann-Marie. "HOW ENGLISH LANGUAGE HEAD OF DEPARTMENTS PERCEIVE THEIR ROLES in TEACHER DEVELOPMENT AND TEACHER EFFICACY: A STUDY of EIGHT JAMAICAN SCHOOLS." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/468994.
Full textAbstract:
Teaching & LearningEd.D.
This qualitative study sought to gain deeper insights into how English Language Heads of Department (H.O.D.) perceive their roles in teacher development and efficacy, what leadership style inform their role enactment and the different skill sets and beliefs they take to their H.O.D. roles. The population was limited to selected schools in central Jamaica with a sample size of eight Heads of Departments in upgraded and traditional high schools. The motivation to conduct this research arose out of the concerns about Jamaica’s poor ratings in CXC English Language passes and my perception that insights into how H.O.D.s perceived their roles could possibly generate a solution to enable them to facilitate teaching learning experiences that could redound to improved CXC English Language results. Extensive case-based interviews, ranking activity and stimulated recall of artefacts were my primary sources of data, and I used open coding axial coding systems to analyze my data. Presently H.O.D.s engage in more traditional roles align them to a transactional approach as their leadership style. However, the changing roles of the H.O.D.s demand a more transformational leadership style. The findings suggest that some H.O.D.s’ approach is transformational, some transactional, while others display no distinct leadership style. Some play an excellent role in teacher development and efficacy, others play very little or no role. H.O.D.s perception of their role conflict with how they enact these roles and what they believe about them. The conclusion is that i H.O.D.s need a comprehensive system of training in their H.O.D.s specific roles and to help them develop and utilize more transformational leadership skills for use with their departments. Keywords: transformational and transactional leadership, heads of department/department chairs, Jamaican education
Temple University--Theses
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Henrico, Alfred. "Die leierskaprol van die departementshoof in sekondêre skole / Alfred Henrico." Thesis, North-West University, 2005. http://hdl.handle.net/10394/476.
Full textAbstract:
The value of heads of department in the management of their departments and
the school is currently not fully utilised or taken into consideration by the different
role players in education. In many cases the appointment as head of
departments is rather experienced as just another level in the educator's career to
become a principle. The specific responsibilities and roles, coupled to this post,
are not fully realised.
The effectiveness of heads of departments as appointed managers in the school
can only by determined through the degree in which they can provide guidance.
The training of managers is traditionally placed in the forefront, but in changing
times and progress rather endeavours to find a leader who can activate, motivate
and effectively communicate. The objective of this research is to determine which
roles in education are fulfilled by heads of department as leaders, and to what
degree there is a need to develop the leadership skills of heads of department.
To achieve the objective of the research, it was necessary to firstly determine
what leadership roles, functions and skills are expected of heads of department in
secondary schools and why leadership development for heads of department is
important.
A literature study on the determinants of leadership in general and applicable to
the head of department was then done. Focus was also placed on the models
used to determine leadership training of heads of department.
After a questionnaire was distributed to representative secondary schools in the
Potchefstroom and Klerksdorp districts and responses statistically analysed, was
it possible to draw a number of correlations and make recommendations.
iii
The general impression created by the results was that heads of department do
have a need for the development of their leadership skills. The cause of this is in
all probability the dynamic nature of the education environment in South Africa
and the lack of effective leadership in the management of change.
The deduction can justly be made that it is essential that formal attention by paid
to now and in the future. The training of teachers must without a doubt deal with
elements of leadership.
When the preceding requirements are met and when the Department of
Education continuously present empowerment workshops on this subject, it will
definitely lead to more effective and heads of department.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Scisco, Logan Michael. "Vanguard of the Right: The Department of Education Battle, 1978-1979." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1364.
Full textAbstract:
Satisfying a campaign pledge to the National Education Association (NEA), President Jimmy Carter pushed for a federal Department of Education in 1978 and 1979. In the ensuing legislative battle, Carter confronted opposition from states’ rights, social, and religious conservatives that were beginning to form the nucleus of the New Right in the Republican Party. Using divisive racial and religious issues, these conservatives tried, and failed, to thwart the Department of Education project. Congressional testimony, the Carter administration’s internal documents, and newspaper editorials illustrate that the Department of Education battle foreshadowed the Reagan Revolution of 1980.
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MAGALHÃES, CÉLIA ELISA ALVES DE. "SO I FELT BUTTERFLIES IN MY STOMACH: ON STAGE, THE HEAD OF THE ENGLISH DEPARTMENT: A STUDY ABOUT IDENTITY AND EVALUATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21846@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Este estudo investiga a construção identitária do professor coordenador de inglês, com enfoque na avaliação. O arcabouço teórico fundamenta-se no conceito de identidade pelo viés de teorias do socioconstrucionismo (Bhabha, 1994; Bucholtz e Hall, 2003, 2005; Moita Lopes, 2002, 2003) e da Sociologia (Bauman, 2005; Giddens, 1999; Hall, 1992), concebendo a construção de identidades como um processo desenvolvido discursivamente na interação. As interações são analisadas a partir das noções de enquadre (Goffman,1974), esquemas de conhecimento (Tannen e Wallet ([1987] 2002 ), footing (Goffman, [1979] 2002), e face (Goffman, [1967] 2011). As instâncias de avaliação são abordadas na perspectiva da teoria da narrativa segundo Labov e Waletzky (1967) e Labov (1972) e na visão socioconstrucionista da narrativa como prática social (Bastos, 2005; Bruner, 1997; Cortazzi e Jim, 2001; Linde,1993; Mishler, 1999; Moita Lopes, 2003), sendo também consideradas a Teoria Sociocognitiva da Metáfora (Gibbs, 1994) e a Teoria da Avaliatividade (Martin, 2003; White, ([2001] 2012). Esta pesquisa de cunho qualitativo-interpretativo foi conduzida em uma escola da Rede de Ensino Privada do Rio de Janeiro. Além da professora pesquisadora, participaram deste trabalho quatro professores de língua inglesa bem como a professora coordenadora de inglês, a vice-diretora e o diretor da instituição. Os resultados mostram que, durante a interação, os participantes resignificam as suas interpretações a respeito das identidades do professor coordenador de inglês, que é considerado um mediador ou gerenciador de processos, situações e relacionamentos. Os dados revelam que o afeto, julgamentos e apreciações permeiam a construção identitária do professor coordenador, que também é constituída pelas relações de poder e influenciada pela identidade institucional.
This study aims to investigate the identity construction of the Head of the English Department, with a focus on evaluation. The theoretical framework is based on the concept of identity construction according to socio constructionist (Bhabha, 1994; Bucholtz and Hall, 2003, 2005; Moita Lopes, 2002, 2003) and sociological (Bauman, 2005; Giddens, 1999; Hall, 1992) theories that conceive identity building as a process developed in discourse during interaction. For an analysis of the interaction, the notions of frame (Goffman, 1974), knowledge schemas (Tannen and Wallet ([1987] 2002), footing (Goffman, [1979] 2002), and face (Goffman, [1967] 2011) are considered. Evaluation is approached from the following perspectives: the labovian theory of narrative (Labov and Waletzky,1967; Labov,1972), the socio constructionist notion of narrative as social practice (Bastos, 2005; Bruner, 1997; Cortazzi and Jim, 2001; Linde,1993; Mishler, 1999; Moita Lopes, 2003), the Socio Cognitive Theory of Metaphore (Gibbs, 1994) and Appraisal Theory (Martin, 2003; White, ([2001] 2012). This research, which follows a qualitative-interpretative approach, was carried out at a school from the private sector in Rio de Janeiro. Apart from the teacher researcher, four English teachers participated in this work as well as the Head of the English Department and the principal and vice-principal of the institution. Results show that during the interaction participants re-signify their interpretations with respect to the identities of the Head of the English Department, who is regarded as a mediator or manager of processes, situations and relationships. The data reveals that affection, judgment and appreciation permeate the Head of the English Department identity construction, which is also constituted by power relations and influenced by the institutional identity.
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Aifheli, Ratshili. "The impact of performance management on employee morale in Western Cape Provincial head office of Department of local government & housing." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1735.
Full textAbstract:
A mini thesis submitted in partial fulfillment of the requirement for
the award of the Degree of Master of Technology
In
Human Resources Management at the Faculty of Business of the
Cape Peninsula University of Technology
2012Local Government in South Africa has undergone much transformation since 5 December 2000. Much of this change has been implemented to correct the imbalances, inequities and disparities within our local communities as a result of Apartheid policies. However, motivation for this change is also because National Government has realized that like other governments throughout the world, there is a need to continuously modernise all spheres of government. In establishing the background, readers will be exposed to the implicit objectives contained in the new local government legislation and specifically, the legislation relevant to performance management. The development of a performance management system at local government level in South Africa is a highly structured process which is determined by various sets of legislation. To develop a comprehensive understanding of the impact that the municipal has on the implementation of a performance management system, a review of the legislation is therefore imperative. In South Africa, the government's response since 1994 (Calitz and Siebrits, 2002) has been to realign its economic policies in terms of Growth Employment and Redistribution (GEAR). This has required that government becomes more efficient in the delivery and production of its services. Further, the focus has been on technical efficiency with emphasis on better or improved government services without an increase in taxes. Calitz and Siebrits (2002) con~luded that the South African government's focus at a national level has definitely shifted from its regulatory role to that of a facilitator of growth. The overall aims of performance management is to establish a high-performance culture in which individuals and teams takes responsibility for the continuous improvement of business processes and their own skills and contributions within a framework provided by effective leadership. Specifically, performance management is about aligning individual objectives to organizational objectives and ensuring that individuals uphold corporate core values. It provides for expectations to be defined and agreed in terms of role responsibilities and accountabilities (expected to do), skills (expected to have) and behaviours (expected to be). Its aim is to develop the capacity of people to meet and exceed expectations and to achieve their full potential to themselves and the\ organisation.
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Golan, Michal. "How to facilitate effective transition into the Head of Department position : a case study of Initial Teacher Training Colleges in Israel." Thesis, University of Bath, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425870.
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Hill, Sandy. "Understanding the factors which enable and hinder the academic head of department in their ability to be effective in people management." Master's thesis, Faculty of Commerce, 2019. http://hdl.handle.net/11427/31579.
Full textAbstract:
The aim of this study was to first identify which competencies are important to enable the academic Head of Department (HOD) to be more effective in people management, and secondly, to understand the factors which hinder the HOD in achieving this important function of the role. The HOD is pivotal to the running of an effective university in that he or she ensures the academic discipline is well-functioning and successfully operational. An essential requirement to do this is to manage and develop the staff employed to meet these goals. The literature on academic people management was reviewed and the results of this review produced propositions which were used as a basis for the study. To identify the important competencies, data was collected from staff reporting to HODs at the University of Cape Town (UCT) via way of an online questionnaire. To gain insight and understand the perceptions and perspectives of HODs, a qualitative research approach and an interpretative phenomenological inquiry-based research design was used, and data was collected via semi-structured interviews. The data was analysed, making it possible to identify whether the propositions made via reviewing the literature, were able to be supported. A summary of the key findings and a discussion of what needs to be considered for effective people management by HODs at UCT is presented. Recommendations for further studies conclude the dissertation.
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Nombewu, Sakhiwo Bridget. "The role of the head of department in maintaining the motivation of English first additional langauge teachers teaching in educationally deprived communities." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11887.
Full textAbstract:
The purpose of the study was twofold. The first purpose was to determine the role of the Head of Department in maintaining the motivation of English first additional language teachers in deprived communities. The role of the Head of Department will depend on factors that motivate and demotivate EFAL teachers and the influence of demographic factors on the motivators and demotivators reported by the participants. The second purpose was to establish the expectations that EFAL teachers have of their Heads of Departments in order to gain an understanding of the role that the Head of Departments can play in the motivation of the EFAL teachers teaching in schools situated in educationally deprived communities. This study not only aimed at presenting the findings but to also develop recommendations that can be formulated for the Head of Departments of English first additional language department of high schools situated in educationally deprived communities with regard to supporting the motivation of teachers. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The research design was a mix-methods design. The questionnaire for collecting both qualitative and quantitative data was designed in line with instruments used in similar research studies on English FAL teacher motivation by Bennell and Akyempong (2007), Kassagby, et al. (2001) and Yau (2010). The questionnaire was administered to EFAL teachers teaching at high schools located in educationally deprived communities in the Nelson Mandela Metropole where isiXhosa is the home language of the learners and English is the medium of instruction. It was discovered that the main factors influencing teachers in the context of EFAL teaching in educationally deprived communities include the culture of teaching and learning of the school, the teacher’s interaction with learners, colleagues and the recognition and feedback associated with supervision of curriculum implementation. It was found that demotivated learners, unsupportive colleagues and unprofessional or unethical practices by the Head of Department to be the most demotivating factors.
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Garba, Idris. "Computer tomography dose index for head CT in northern Nigeria." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1551.
Full textAbstract:
Thesis submitted in fulfilment of the requirements for the degree Master of
Technology: Diagnostic Radiography, Department of Nursing and Radiography
in the Faculty of Health Wellness Sciences at Cape Peninsula University of
Technology
2014Aim: The aim of this study was to record the values of CTDIw and DLP displayed on the Computed Tomography (CT) scanner monitors of patients undergoing CT examinations of the head as Diagnostic Reference Levels (DRL) for dose optimisation in Northern Nigeria. Background: A brain CT scan is the most common CT examination performed, and this modality is recognized as delivering a high dose. CT, therefore, contributes significantly to the total collective effective dose to the population. Elimination of unnecessary or unproductive radiation exposure is necessary. To achieve this, practitioners must adhere to the principles of the justification of practices, and optimisation of radiation protection. Furthermore, the development of DRLs for the local context is advised. These reference doses are a guide to the expected exposure dose from a procedure and are useful as an investigation tool to identify incidences where patient doses are unusually high. Methodology: The study was conducted in three radiology departments with CT centres in Northern Nigeria. Data was collected, using a purposive sampling technique, from 60 consenting adult participants (weighing 70 ±3 kg) that had brain CT scans on seventh generations 4&16-slice GE and 16-slice Philips CT scanners. Prior to commencement of the study the CT scanners were certified by the medical physicists. For each brain scan, patient information, exposure factors, weighted computed tomography dose index (CTDIw), volume computed tomography dose index (CTDIvol) and dose length product (DLP) values were recorded. The data were analysed using SPSS version (16) statistical software. The mean, standard deviation and third quartile values of the CTDIw and DLP were calculated. An inter-comparison of the measured doses from the three research sites was conducted. A combined dose for the three centres was calculated, and compared with the reported data from the international communities where there are established DRLs. Results: The mean CTDIw and DLP values were: centre A (88 mGy and 713 mGy.cm), centre B (68 mGy and 1098 mGy.cm), and centre C (70 mGy and 59 mGy.cm). Comparison of CTDIw and DLP for the scanners of the same manufacturers showed statistically significant differences (p=0.003) and (p=0.03) respectively. In the case of the scanners of a different model but the same number of slices, the comparison of DLP was statistically significant (p=0.005) while no significant difference was noted in the measured CTDIw. Third quartile values of the cumulative doses of CTDIw and DLP, for Northern Nigeria were determined as 77 mGy and 985 mGy.cm respectively. Conclusion: The study has established Local DRLs (LDRLs) which are significantly higher than most of the reported data in the literature. Also dose variation between centres was noted. Optimization is thus recommended. Keywords: Head Imaging, Radiation Dose, Dose optimization, Computed Tomography, Local Diagnostic Reference Levels, Radiation Protection
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Hlahla, Mmachuene I. "Discrepancies between antemortem computed tomography scan and autopsy findings of traumatic intracranial haemorrrhage at Pietersburg Hospital forensic pathology Department." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3050.
Full textAbstract:
Thesis (MMED. (Forensic Medicine)) --University of Limpopo, 2019Traumatic intracranial haemorrhages are common, carry a high mortality rate and are therefore commonly known in the practice of forensic pathology as unnatural deaths. Studies have demonstrated a significant decrease in mortality rate among patients who received surgical interventions compared to patients who were treated medically. Missed or mis-diagnoses, which may be apparent during an autopsy procedure, present possible missed treatment opportunities. Aim/objective and methods The study investigated the discrepancy rate and discrepancy pattern of diagnosis between antemortem brain computed tomography (CT) scan findings and autopsy findings in deceased patients with traumatic intracranial haemorrhage (TIH). A quantitative retrospective descriptive study was conducted based on bodies presented with TIH at Pietersburg Hospital Forensic Pathology Department. A total of consecutive 85 cases with antemortem CT (ACT) scan findings were compared to autopsy findings using percentage agreement and Cohen’s kappa statistics. Results and conclusion There was a fair overall agreement (k=0.38) with overall discrepancy rate of 24.74%, ranging from 9.41% to 34.12% for individual TIH between ACT scan and autopsy findings. Subarachnoid haemorrhage had the lowest agreement between the ACT scan and autopsy findings for TIH. Patient and doctor factors associated with the discrepancies were assessed. Those associated factors, if addressed, may have a positive impact on patient outcome. As far as the debate on non-invasive autopsy procedure is concerned, as a result of existing discrepancy rate, we conclude that ACT should not be used alone in the determination of cause of death but may be used in conjunction with autopsy findings.
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Molapo, Pogiso. "Assessment of the perception of employees on the effective administration of performance management in the Department of Water Affairs and Forestry (DWAF) head office." Thesis, Link to the online version, 2007. https://etd.sun.ac.za/jspui/handle/10019/402.
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Bredhammar, Andreas, Stefan Helander, and Moa Svensson. "Sex timmars arbetsdag, varför inte? : En studie om förkortad arbetstid." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85156.
Full textAbstract:
Forskningsfråga: Vilka problem försvårar möjligheten att införa en kortare arbetsvecka? Syfte: Syftet med studien är att identifiera problem som mellanchefer förutsätter försvårar möjligheten att införa kortare arbetsvecka Metod: Studien är genomförd utifrån en kvalitativ forskningsmetod med en induktiv ansats. Det empiriska materialet består av sju stycken interjuver med mellanchefer i olika organisationer. Slutsatser: De kategorier vi har identifierat ligga till grund för problem är gemenskap och tillhörighet, normer,legitimitet, styrning, produktivitet och teknologi, kostnader samt hälsoaspekter. De vi har funnit är de alla hör samman och påverkar varandra och skapar ett problem för införandet av förkortad arbetsvecka. Mellanchefens komplexa situation är också en faktor för att det upplevs som problematiskt att införa förkortad arbetsvecka.Research question: What problems limit the possibility to implement shorter working weeks? Purpose: The purpose with the study is to identify problems that the head of the department presume limit the possibility to implement a shorter working week. Method: The study is conducted on the basis of a qualitative research method with an inductive approach. The empirical content consisted of seven different interviews with the head of the department of their organization. Conclusions: Problems have been found to occur within the different categories community and belonging, standards, legitimacy, management, productivity and technology, costs and health aspects. We have found out that all of these affect each other and create problems when it comes to implementation of shorter working weeks. The head of department have shown to be a complex role to handle and has also been perceived as a contributing factor to why an implementation of shorter working weeks is so problematic.
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Yu, Kam Wan Anora. "Being, becoming and belonging : identity ambiguity or identity demystification? : a narrative inquiry into the professional identities of an associate department head of a higher education institution in Hong Kong." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730879.
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Adey, K. R. "Methods and criteria for the selection of teaching staff for appointment to posts in secondary schools with special reference to head of department appointments : A study of practice in one local education authority." Thesis, University of Wolverhampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383616.
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Mnguni, Nombuyiselo. "To investigate and evaluate the implementation of the supply chain management in service delivery with specific focus on procurement processes of goods and services in the head office of the Eastern Cape department of health." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1599.
Full textAbstract:
Supply Chain Management is a well recognized managerial tool and government initiative, primarily aimed at improving all the aspects of the procurement activities in government organizations or any type of the sector. It focuses on meeting the needs of the service providers as well as of the customers. In 1994, South African Government came up with new initiatives to manage its budget and finance resources to meet the needs of the people. One of the new initiatives that the new Government introduced was the Supply Chain Management (SCM). The Constitution of the Republic of South Africa, Act No.108 of 1996, as amended regulates procurement through Section 217. The statutes states that “217(1) when an Organ of State in the national, provincial or local sphere of government, or any institution identified in national legislation, contracts for goods or services, it must do so in accordance with a system which is fair, equitable, transparent, competitive and cost-effective The procurement reform processes were supported by the introduction of a number of legislative measures, including the adoption of the Public Financial Management Act (PFMA) and the Preferential Procurement Policy Framework Act (PPPFA). Public Finance Management Act (PFMA) is a financial act that was developed in 1999 to reform the public financial management of South Africa. The Act promotes the objective of good financial management in order to maximise delivery through the efficient and effective use of limited resources. Public Financial Management Act (PFMA) emphasizes on efficiency, transparency and economic utilization of public funds. The Treasury Regulations 16.5.3 states that, ‘when procuring goods and services, the procurement procedures must be in accordance with a system that is fair, equitable, transparent, competitive and cost-effective. Even though government departments have started implementing the Supply Chain Management strategies, there are still some challenges and deficiencies that hinder appropriate implementation. There are some deficiencies in tender award systems, ineffectiveness of SCM training materials, lack of communication between management and SCM or implementing staff as a result the implementing staff is not aware of the organization’s goals regarding supply chain management activities. Lack of monitoring, evaluation and reporting is also another challenge. Due to these challenges, the Head Office of the Eastern Cape Department of Health had incurred some expenses in trying to address these yet the Supply Chain Management has little impact in improving the service delivery. The key research objective of this study is to investigate and evaluate the implementation of Supply Chain Management in service delivery with specific focus in procurement processes of goods and services in Head Office of Eastern Cape Department of Health. The study intends to establish and highlight the challenges that the Head Office of the Eastern Cape Department of Health is presently faced with in regard to implementation of the Supply Chain Management and the impact it has in service delivery. Data gathering techniques which include interviews and questionnaires had been used. The objectives, methodology and results of the study are presented. The conclusions and recommendations had been made with the basis that they will assist the department in improving the implementation of the Supply Chain Management which will have a positive impact in the service delivery. Further steps needs to be taken by the Provincial Treasuries in assisting department to improve in the implementation of the Supply Chain Management. Further research conduct is recommended for all the institutions of the department of Health as this study was focusing on Head Office only.
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Fourie, Anna Elizabeth Ester. "Bestuursfaktore wat die werkstevredenheid van die vroulike departementshoof in die sekondêre skool beïnvloed / Anna Elizabeth Ester Fourie." Thesis, Potchefstroom University for Christian Higher Education, 2001. http://hdl.handle.net/10394/8985.
Full textAbstract:
The aim of this research project is three-barrelled: • to ascertain the nature of job satisfaction; • to ascertain which factors, according to literature, lead to the job satisfaction of the female head of department at a secondary school; • to ascertain which factors in the practice of education lead to the job satisfaction of the female head of department at a secondary school.
To achieve these goals a literary study as well as an empirical research was
undertaken. The literary study was done from primary and secondary sources. A
DIALOG computer search was done with the following words: females, sex fairness,
leaders, women administrators, career leaders, promotion, motivation, work satisfaction,
female teachers, secondary school. Consequently the nature of job satisfaction was
discussed.
After having identified the management factors that have an influence on the female
head of department job satisfaction, these factors were grouped and discussed under
the following sub-divisions: • Factors that are situated in the head of department herself • Interpersonal relations • Factors concerning the job situation • Career development • Factors on managerial level that have an influence on job satisfaction
Based on these factors a questionnaire was compiled from existing questionnaires
(those of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996;
Kirsten, 2000 and the Minnesota Importance Questionnaire, 1985).
A systemized sample was used by which female heads of department of secondary
schools in the North West Province were involved. The questionnaires were sent to the
study population. The information thus gathered was statistically processed and
interpreted. On account of these data, recommendations were made.
The empirical research showed that female heads of department of secondary schools
experience to a certain extent job satisfaction, but also that certain factors need
attention.
Based on the empirical study, recommendations were made. The most important one
being the need to look incisively into adaptable scales of salary according to
qualifications, as well as compensation that compares well with comparable jobs. It is
important that the programme of rationalisation should be completed as soon as
possible so that the matter of job security can be looked into seriously. The education
authorities need to look into effective and fair evaluation for promotion, as well as into
the physical work conditions of the female head of departmentThesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001
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Haake, Ulrika. "Ledarskapande i akademin : Om prefekters diskursiva identitetsutveckling." Doctoral thesis, Umeå : Pedagogiska institutionen, Umeå universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-344.
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Sandstedt, Thomas. "Om rekrytering i akademin - exemplen prefekter och forskarstuderande." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-25622.
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Sandstedt, Thomas (2013) – On Recruitment in Academia in the Cases of Department Heads and Research Students This thesis study how academic and scientific culture act and handle the balance between different interests, demands and preferences and what is considered central and valuable in the leading and managing within universities in Sweden. These are set against each other whenever department heads and research students are to be recruited. Questions are asked whether procedures come into play when recruiting heads of department, and whether the final choice is determined by regulations and/or academic norms. There has only been marginal research in the field. The recruitment of department heads has not been statutory since 1993, while admission to research studies is regulated in detail. The study was implemented before the autonomy reform of 2011. Central and local regulatory systems between 1993 and 2011 form the juridical framework of the study. My frame of reference is a New Institutional Theory approach together with studies of the environment, history and traditions of academia. The basis of the studied context is the scholarly community of academics. Demands from government and parliament as expressed in regulatory systems, general guidelines, funding, policies and letters of regulation have also been taken into account within the reference frame. The empirical material consists of interviews with professors including associate professors conducted in seven universities and eight departments between 2007 and 2009. The results show that there are certain rules of the game that are applied when department heads and research students are being recruited, which give an indication of what is considered valuable for internal management within Swedish universities. The recruitment processes are informal, collegial and institutionalized. When department heads are recruited all colleagues have the possibility to participate, whereas when research students are recruited the group involved is more limited. In the latter case it is financing as well as the role of the supervisor that seem to play the crucial role in finding the most suitable doctoral student. Internal criteria are reformulated into rules of the game by colleagues and the process is situation-bound. These rules are based on collegial and scholarly interests, demands, norms, traditions and values. Informal criteria offer the opportunity for flexibility and situational adaptation when departments choose their head. These criteria contribute to limiting the number of candidates, which may make it difficult to find the right person. The students admitted to research education are expected to be able to profit by such education and to possess a scientific attitude. These requirements may vary from one admission to another, and the impression is that the circle of potential research students is limited.
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Söderkvist, Sofia. "Ordinerad fysisk aktivitet : En studie av avdelningschefers uppfattningar vidDivision Närsjukvård i Västmanland." Thesis, Mälardalen University, School of Health, Care and Social Welfare, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-7463.
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Den fysiska aktiviteten minskar bland befolkningen. En mer stillasittande livsstil bidrar till övervikt och fetma som i sin tur kan orsaka livsstilsrelaterade sjukdomar. I arbetet för att öka den fysiska aktiviteten i befolkningen har fysisk aktivitet på recept utvecklats som metod inom sjukvården. I Landstinget Västmanland tillämpas denna arbetsmetod under begreppet Ordinerad Fysisk Aktivitet (OFA). På uppdrag av Landstinget Västmanland genomfördes denna studie. Syftet var att undersöka avdelningschefernas uppfattningar kring arbetet med OFA samt arbetet med fysisk aktivitet riktat till medarbetare och befolkning på rehabiliteringsavdelningarna och medicinmottagningarna i Västmanlands län. En kvalitativ ansats tillämpades för studien genom intervjuer. Resultatet visar på svårigheter med införandet av OFA i verksamheten. Avdelningarna saknar rutiner och mål för OFA som arbetsmetod. Men viljan att arbeta med OFA finns på avdelningarna samt förståelsen för dess betydelsefulla hälsosamma effekter för patienterna. Medarbetarna på avdelningarna har tagit del av det material och utbildningar som finns men arbetet med OFA går långsamt framåt. Förmåner för medarbetarna, angående fysisk aktivitet, finns som ersättning från Landstinget Västmanland samt för några avdelningar, friskvårdshalvtimme i veckan. Flera avdelningar deltar i aktiviteter för att öka den fysiska aktiviteten hos medarbetarna. Avdelningarna har däremot inget riktat arbete mot befolkningen angående fysisk aktivitet. Det finns inga riktlinjer för hur detta arbete ska fungera. Utvecklingsmöjligheterna för ett befolkningsinriktat arbete bedöms vara små.
Physical activity decreases among the population. A more sedentary life style contributes to overweight and obesity which can cause life style related diseases. In the work to increase physical activity among the population physical activity on prescription has developed as a method in health care. In the County Council of Västmanland this working method applies under the concept Prescribed Physical Activity (OFA). This study was accomplished commissioned by the County Council of Västmanland. The aim of the study was to examine the opinions of the head of department, in the department of rehabilitation and the department of medicine in the County Council of Västmanland, about the work with OFA and the work on physical activity targeted to the employees and the population. A qualitative approach was applied for the study through interviews. The results show the difficulties with the introduction of OFA in the departments. The departments lack of routines and objectives for OFA as a work method. But the willingness to work with OFA and the understanding of its significant health effects for patients occurs in the departments. Employees of the department have taken note of the materials and educations available but the work with OFA is making slow progress. Benefits for the employees, regarding physical activity, is compensation from the County Council of Västmanland, and for some departments, half an hour of health related activities a week is available. Several departments are involved in activities to increase physical activity among the employees. The departments have no direct work to the population regarding physical activity. There are no guidelines on how this work should be carried out. The potential for a population-oriented work is considered to be small.
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Eric, MANIRAGUHA, NTAGWIRUMUGARA Etienne, and Nenad GLODIC. "UTILIZATION OF WIND POWER IN RWANDA: Design and Production Option." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-240659.
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This Master Thesis is the research done in the country of Rwanda. The project leads to study the climate of this country in order to establish whether this climate could be used to produce energy from air and to implement the first wind turbine for serving the nation. After an introduction about the historical background of wind power, the thesis work deals with assessment of wind energy potential of Rwanda in focusing of the most suitable place for wind power plants. The best location with annual mean wind speed, the rate of use of turbine with hub height for an annual production per year, the mean wind speeds for 6 sites of Rwanda based on ECMWF for climatic data for one year at relief of altitude of 100m and coordinates are reported too. The result of energy produced and calculations were done based on power hitting wind turbine generator in order to calculate Kinetic energy and power available at the best location to the measurement over the period of 12 months, that could be hoped for long term. With help of logarithmic law, where wind speed usually increases with increasing in elevation and the desired wind speeds at all 6 sites were used. The annual energy production was taken into account at the best site with desired wind speed at the initial cost of turbine as well as the cost of energy (COE).However, with comparison of the tariff of EWSA, the price of Wind designed in this Research per kWh is cheaper and suitable for people of Rwanda.I WISH TO PUBLISH MY THESIS
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Lyons, Mollie. "The leadership role of head of department at university." Thesis, 2008. http://hdl.handle.net/10500/1998.
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Leadership is a problematic topic at universities and it is therefore difficult to isolate a leadership theory that is applicable to Heads of Department (HODs). The manner in which HODs construe their leadership roles is the focus of this research project and the study is conducted from a constructivist perspective
The university context in which HODs lead is explored in the literature overview. Definitions of leadership, general leadership theories and leadership issues in academe are investigated.
The research findings are integrated into a leadership model for HODs, consisting of constructs (leadership behaviours, actions and values) and elements (leadership situations).
The following contributions are made by the study:
* The variety roles an HOD has to fulfil is confirmed by the study. However, this study indicates that leadership is interwoven with everything an HOD undertakes.
* HODs construct their roles uniquely, but in general terms most HODs consider academic and scholarly work (own and that of the department) as part of the leadership role they fulfil. Leadership at HOD level at university incorporates both managerial and leadership ideas.
* HODs consider their leadership environment to have qualities of the following known university environments: collegial, enterprise, bureaucratic and corporate.
* This study identifies eight leadership themes with reference to the leadership role of an HOD at university; providing academic guidance, being a figurehead, determining the strategy and positioning the department, liaising with internal and external stakeholders, being a change agent, being a general manager, and being involved in student and staff relations. The following leadership themes can be added to the current body of literature: being a figurehead, own scholarly profile, as well as being involved in staff and student relations.
Leadership at academic departments is at the heart of everything in which an HOD is involved. Leadership is thus becoming indispensable at academic departments at university.Industrial & Organisational Psychology)
D. Com. (Consulting Psychology)
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Shonubi, Ololade Kazeem. "How leadership and management dynamics contribute to school effectiveness." Thesis, 2012. http://hdl.handle.net/2263/28340.
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This study compares an effective school and ineffective school, in terms of how internal leadership and management of each school contribute its effectiveness. As a result, the study explores why one of two schools located within the same socio-economic environment, funded uniformly and controlled by the government at same levels of commitments is effective, while the other seems ineffective. Therefore, this thesis raises questions to know how internal school stakeholders’ leadership and management practices contribute to school effectiveness in each of the schools. A comparison was undertaken by firstly exploring how school leadership and management practices of School Leadership and Management Teams (SLMT) and secondly, understanding how teachers’ classroom leadership and management contribute to school effectiveness respectively. Therefore, in an attempt to answer the main research question: How do leadership and management dynamics contribute to school effectiveness? Other identified sub-questions were raised. Furthermore, a review of relevant literature uncovered what makes good and quality school leadership, management and; classroom leadership and management in ensuring school effectiveness. Data was collected from identified key role players within the two sampled schools. They include a school principal, vice-principal, Head of Departments (HOD), a teacher and classroom student leader (class captain) each, making-up a total of ten participants in the study - (five participants from each school). The researcher utilised one-on-one semi-structured interview, observations and document analysis or review in order to obtain rich qualitative data. By adopting the a-priori approach of data analysis, codes were generated manually from the interviews, observations and documents analysis/reviewed and measured against identified school leadership and management and; classroom leadership and management sub-themes/criteria in the literature reviewed in this study. From the data obtained, analysed and discussed, it was found that School A was exceptional in terms of leadership and management practises compared to School B. Although School A and B showed similar, but negligible characteristics in school planning, organising, management of change and; coordination of school teaching and learning, School A’s strength in terms of management of the school, lies in its availability of school policy on teaching, decision-making, delegating, control, motivating, communicating, management of interpersonal relationships, school climate, culture, change, management of conflict and school school-community relationships. In addition, even though School A and B teacher exhibited similar elements like, teaching methods ability, planning of their teaching and they both lack written classroom policy in their classroom leadership and management practices, differences like classroom leadership, motivation, communication, classroom climate and control exhibited by School A teacher during teaching and learning makes him far better, in comparison to School B teacher. Conclusively, the exceptional leadership and management practices by the School Leadership and Management (SLMT) of School A and its teacher in comparison to School B brought about multiplicity of other findings in this study. In the overall, it is believed that the interrelatedness of the exceptional leadership and management behaviour and practices of school A SLMT and teacher, is a consequence of the culture of the school, which has been built and maintained over the years and thus, influenced its climate in contributing to school effectiveness.Thesis (PhD)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
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Rajoo, Thanesha. "An investigation into the role of the Head of Department (HoD) as an instructional leader in the leadership and management of the teaching & learning of accounting in two secondary schools in one district in Gauteng." Thesis, 2013. http://hdl.handle.net/10539/12737.
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This report draws on the findings from data gathered for a mini dissertation. The research
investigates the role, importance and effectiveness of the Accounting HoD as an instructional
leader in contributing towards learner performance. Data has emerged from questionnaires,
interviews and discussions with principals, educators, some senior learners and from the HoDs
themselves. Much of the literature points to the school principal as the focus of this leadership
style but this study regards the HoD/middle manager/curriculum leader as being well suited to
implement instructional leadership and sees this position as one where it could potentially have
the greatest impact on learning and teaching. The Head of Department (HoD) as the middle
manager should have a vision that is underpinned by an aspiration to strive for academic
excellence within a particular subject area as well as considering the holistic development of
learners. This vision should be transparent to the learners, parents, educators and management.
Accordingly, if the EMS HoD envisions his/her role as that of an instructional leader, the teacher
of Accounting should have the necessary support to make learning successful and ultimately
learner performance should improve. Since the revision and restructuring of the Accounting
curriculum in South Africa the demands on teaching this curriculum have been higher than ever
before and have impacted negatively on learner performance. Many teachers across the country
have not been successful in facing up to those challenges and yet the need for expertise in this
area in South Africa has never been greater. Hence the potential importance the researcher sees
for this study at this time. The two schools investigated were selected for the very similar socioeconomic
profile of their learners, while displaying a wide discrepancy in the pass marks they
achieve in matric. Both had HoDs of Accounting who were qualified in the subject but the HoD
of the successful school was considerably better qualified than the HoD in the unsuccessful
school. Thus as far as possible the only distinguishing factors in the schools selected were the
quality of leadership of the Accounting department and the knowledge levels of their HoDs. As
anticipated from the literature, the findings confirm the key significance of each of these factors.
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Makgoka, Kolobe Philliah. "The leadership experiences of female secondary school principals in Sekhukhune District, Limpopo." Diss., 2016. http://hdl.handle.net/10500/22635.
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Studies on women principals and leadership have been conducted in both developed and developing countries. Not much research on women leadership has been undertaken in Sekhukhune region in rural Limpopo, South Africa. The study’s interests were in the representation of women in leadership in this region. It sought to explore leadership experiences of women principals working in secondary schools in rural areas. In addition, the study sought to understand what led to their appointment, particularly in a deeply traditional and patriarchal society such as Sekhukhune region, considering both barriers as well as enhancers and how they impacted on their progress to principalship.
Data were collected by means of qualitative methods; semi-structured interviews were held with six women principals from public schools only. Structured observation was also conducted during school visits, as well during interviews wherein field notes were also taken. School documents such as SGB and minute books, some policy documents, noticeboard documents, time-books, attendance registers were analysed. Existing literature on women and leadership was reviewed. Data collected was transcribed, analysed, interpreted, and findings were presented.
Women principals spoke of their everyday work experiences within the context of sharing challenges and strengths in their careers. The study found out that women are their own motivators, which serves as a strong enhancer. However, women still face organisational barriers particularly in the selection procedures where gender discrimination is evident. Findings revealed that women principals continue to face myriad administrative and personal challenges when caring out their managerial duties. These include resistance from communities and staff often displayed by stereotypical attitudes and discrimination. In order to cope with some of the challenges, participants in this study innovatively employed various leadership styles such as care and nurturing, collaboration, androgyneity and spirituality. Stereotyping still exists as leadership is viewed from a male perspective. In conclusion, this study discovered that women principals displayed some values of liberal feminism in their leadership experiences; they demonstrated that they can do great things by taking part in the public sphere.Educational Leadership and Management
M. Ed. (Educational Leadership and Management)
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La, Cock Wium. "Management of the migration process of a TVET college to the Department of Higher Education and Training." Diss., 2017. http://hdl.handle.net/10500/25519.
Full textAbstract:
The aim of this study was to investigate the management of the function shift of Technical and Vocational Education and Training Colleges at the Department of Higher Education and Training. When the function shift of TVET Colleges took place, it provided an opportunity to research a phenomenon and obtain data that were not previously researched, as this was the first ever function shift or migration of colleges from the Department of Basic Education to the Department of Higher Education and Training. As such, this research not only explores a new phenomenon but also contributes to the body of knowledge regarding TVET in South Africa. This research was conducted at a TVET College in Newcastle, Kwa-Zulu Natal, South Africa.
A qualitative, phenomenological study was conducted. The instruments for collecting data were individual and focus group interviews. Field notes were compiled during the various interviews, as deemed necessary by the researcher. All interviews were recorded digitally. The said digital recordings were transcribed and emanating themes were identified. Managers were selected as the interviewees. As this research was based on the management of the function shift, they were the most appropriate choice. A sample of staff was also interviewed, as two separate focus groups, to balance the scope and extent of the data, thus attempting to not only view the managerial paradigm as the sole reality.
Findings made from the data were that the function shift was preceded by a previous migration of staff. That migration, however, saw colleges remaining in the same educational stream or level namely that of basic education. The staff at colleges, or technical colleges as they were called at the time, were previously employed by the State. This changed when the State created governing bodies for colleges or college councils, as they are known. Technical Colleges were then renamed Further Education and Training Colleges. These colleges were reporting to the Department of Education which saw a name change to the Department of Basic Education, as explained above. Employees were given the opportunity to migrate from State employment to council employment, which most staff members did. These college councils were later found to be dysfunctional, and the State arranged for colleges to be returned to the auspices of the State, but this time round they were usurped in the newly formed Department of Higher Education and Training. From a management perspective, the function shift was successful with minor challenges. Thus the staff felt that they did not receive adequate communication, thereby adversely affecting their financial positions.
The researcher recommends further research among TVET Colleges regarding the management of this function shift. It is also recommended that all current channels of communication with staff be revisited, and improvement therein pursued, where possible. A final recommendation is that managers involved in a function shift be subject to a refresher course in change management before a function shift is implemented.Educational Leadership and Management
M. Ed. (Education Management)