Dissertations / Theses on the topic 'School management and organisation'
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Jennbacken, Anna, and Katja Hildén. "Mångfaldsarbete i skolans organisation och undervisning." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1106.
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The purpose of this thesis is to clarify the concept of “managing diversity” and to describe how it appears in the Swedish school, in the classroom as well as in the organisation. To support the study, interviews have been carried out with principals and teachers in three different Swedish schools.
The thesis is divided into two sections; a literature study and an interview section where we describe the thoughts and knowledge of principals and teachers. From a diversity point of view, we discuss the relationship between documents, organisation and teaching.
The study described in this thesis shows that managing diversity has not yet had its break-through in a Swedish school context. The official curriculum of the Swedish school system values diversity, although the directives are unclear as to how the managing of diversity is to be carried out in reality. The teachers and principals we have interviewed lack the necessary knowledge of how the management should be designed to produce the best results. Therefore, the diversity is not successfully managed in the Swedish school, which re-establishes discriminative norms and values.
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Jackson, Colleen Anne, and cjackson@outreachdev com au. "A salutogenic approach to the management of critical incidents an examination of teacher's stress responses and coping, and school management strategies and interventions." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050224.113610.
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This thesis addresses the identification of critical incidents in schools, the factors influencing teachers' coping, and the implications for crisis intervention and management. An argument is developed that school communities may be best served by a salutogenic (wellness) perspective for crisis response and recovery, which focuses on the personal and collective resources that contribute to successful coping and mental health. Three aims were addressed. First considered was the potential for commonly occuring events (e.g., the death or injury of a teacher or student, assault, vandalism or damage to school property, professional misconduct on the part of a teacher), to evoke stress, grief, or trauma responses in individuals and organisations. Emphasised was the nature of individual differences in responses to such critical incidents, and ways of dealing effectively with the varying character and intensity of such responses. The second aim was to examine the influence of pre-existing personal wellbeing and resources on individuals' responses, adjustment and growth after an incident. The third aim was to explore the interface between the individual and the organisation following critical incidents, and the nature and impact of intervention and management strategies on an individuals' sense of wellbeing and ongoing investment within the organisation. Two related studies investigated the impact of critical incidents on teachers. In Study 1, 245 teachers completed a self-report questionnaire that gathered quantitative data comprising three measures of personality and positive functioning (Psychological Wellbeing & Sense of Coherence), demographic data, and teachers' previous experience of critical incidents. Teachers also provided an autobiographical account of a personally significant critical incident. Results showed that commonly occuring events, such as the death of a student or teacher, and other issues such as professional misconduct of a colleague, professional conflict, theft and vandalism were regarded as critical incidents by teachers. The four distinct response categories indentified (negative feelings, positive cognitions, negative conditions, & negative impact on functioning) were characteristically grief or stress responses rather than those associated with psychological trauma. Significant relationships were identified among the personality variables and the measures of positive functioning. Extraversion was positively related to positive functioning, and introversion negatively related. The findings point to personal and collective issues that have the potential to facilitate and enhance coping and recovery after a critical incident. In particular, six management strategies (Wellness Factors), comprising both personal and organisational components, emerged as potential contributors to ongoing psychological wellbeing, sense of coherence, and posttraumatic growth outcomes. These Wellness Factors were identified as: (a) emotional and practical support; (b) active involvement; (c) responding according to individual need; (d) access to information; (e) readiness; and (f) leadership. Study 2 involved a more detailed examination of the experience of 30 teachers following a critical incident subsequent to the completion of Study 1. This study examined personality, posttraumatic growth and personal trauma history (gathered through a self-report questionnaire), in conjunction with the pre-event personal characteristics gathered in Study 1. The second component of Study 2 consisted of a semi-structured interview that explored the teachers' personal experiences of the critical incident. Results revealed that PCI Extraversion showed significant positive relationships with Psychological Wellbeing and Sense of Coherence. PCI Emotionality showed a significant positive relationships with Posttraumatic Growth. Interview data showed that 22.5% of teachers reported a high incidence of Acute Stress responses (DSM-IV-TR criteria). In addition, anger directed at the school's leadership, and conflict between disillusionment with authority and the impact of the event. Strong negative relationships were identified among Extraversion and Openness, and the Wellness factors. Results showed that moderate stress responses are associated with Posttraumatic Growth at a personal level. However, the same responses can evoke disillusionment and cynicism at an organisational level. The findings are discussed in terms of the personal and organisational factors that contribute to healing and recovery following critical incidents. Implications for critical incident management planning, intervention and recovery are considered, along with directions for future research.
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Makhoba, Patricia Nosisana. "School organisation development as a strategy for developing leadership and management : the case study of Intlanganiso Secondary School." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9580.
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Bibliography: leaves 85-90.This study is aimed at examining school developmental processes with regard to leadership and management experienced by Intlanganiso, a secondary school located in the disadvantaged community of Khayelitsha (a township situated approximately thirty kilometres from Cape Town), and the relationship of these processes to the school organisation development approach (OD) used by the Teacher Inservice Project (TIP). It also includes discussing the "findings" of this study in terms of education reforms in South Africa. Participants in the study included the principal, deputy principal, heads of department, educators, learners, parents and people from TIP.
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O'Connor, Patrick Paul. "The policy, process and impact of whole school inspection at primary level in the Republic of Ireland from the perspective of some inspectors and teachers." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=113.
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Mboweni, Kwena France. "The causes of ineffective participation of parents in school governance." Thesis, University of Limpopo, 2010. http://hdl.handle.net/10386/784.
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Perestrelo, Helena Ndeyatila. "An organisation development intervention in a rural school in the Omusati region of Namibia." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1007636.
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Organizations globally are challenged with a very volatile, fast changing environment. It is only those organizations that develop the capacity to change timeously that will survive in this millennium. (Meyer & Botha, 2000, p.23) Organizational development (OD) is a planned change approach aimed at changing behaviour and enhancing organizational effectiveness. Central to such an approach is continuous business process improvement. OD rests on the foundation of values and assumptions about people and organizations, and it is imperative that organizations adopt systematic methodologies in introducing business improvement interventions. The study introduced an OD approach to one of the rural primary schools in the Omusati region of Namibia, with the purpose of examining if it would bring change in the school. My goal was to explore participants' experience and perception of the OD process and to investigate the possible short term outcome of such an intervention. The case study involved 16 staff members made up of a principal, one head of department and 14 teachers. Data was gathered through formal interviews with the principal, head of department and three teachers, through a focus group interview with teachers, and through observation and observation note entries. The study found that OD was a new concept approach to the participants which differs completely from the way that change processes are introduced in the schools. Participants felt that introducing change in an organization using an OD approach can bring effective change, but it can also place huge demands on participants' commitment. This is particularly so if they do not adopt it as an internal process of business improvement. The OD approach is a long-term change process and not a quick fix. Finally, the outcome of the intervention indicated enthusiasm for the school to continue addressing the prevailing challenges despite various obstacles that they do not have control over.
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Punter, Anne Lucy. "School governors from business and industry : an analysis of their purposes and functions in the governance and management of schools." Thesis, University of Bedfordshire, 2000. http://hdl.handle.net/10547/285944.
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The theme of this thesis is the involvement of employees from business/industry in the governance of state schools in England and Wales. Following a conceptual analysis and the identification of imprecision in the relevant legislation, the research was designed in two phases. The Phase 1 survey examined the extent of that involvement in 1994 and built up a profile of employee-governors, including their personal and company characteristics. A questionnaire was used to gather descriptive and enumerative data from the school governors employed by twelve national companies, with further qualitative data amassed through some open questions on the questionnaire a,!d from semi-structured interviews of company managers. From 1995 to 1997, Phase 2 assessed the purposes, functions and skills of governors from this sector, through a quasi-experimental design which gathered pre-test and post-test data from thirty-five co-opted business/industrial governors, their headteachers and their chairs of governors. A Likert-type scaling instrument and focus group discussions were used. The main findings from the 1994 survey were that there were few governors from business and industry and even fewer were in governance to represent that sector of the community; most were parent governors. These governors and their company managers felt, however, that there were appreciable benefits to be gained from company employees being school governors. Phase 2 showed that the sample of specifically co-opted business/industrial governors adopted the distinctive purposes of objectivity and non-executive judgement, and brought generic management skills to governance through their company experience at a strategic level. These skills were especially appreciated in inner city schools. The research was the first study of governors from across business and industry and advanced the first model of practice related to purpose for governors from this sector of the community. Aspects of this model have been used to inform the Labour Government's policy for recruiting business/industrial governors for inner city schools.
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Blurton, Malcolm P. "Differentiation and division in a comprehensive school: an analysis of organisation, curriculum, and teacher and pupil interactions and perceptions." Thesis, Aston University, 1986. http://publications.aston.ac.uk/12147/.
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Steenkamp, Angeline Anna. "An organisation development intervention in a secondary school in the Erongo region of Namibia." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003566.
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The challenge for Namibia is to translate Vision 2030 into realistic and implementable programmes and to develop and adopt a set of interventions which will raise the quality of education. The quality of education currently on offer varies from school to school and, indeed, from class to class (Namibia. MoE, 2006, p. 1). The National Standards and Performance Indicators (ETSIP, 2006) for schools in Namibia and the Education and Training Sector Improvement Programme (ETSIP), have been developed to address the quality of education across the country, and to make provision for school managers to be trained. Organisation Development is a planned change approach which focuses on the change processes of the organisation, by opening up communication, decreasing internal destructiveness – such as win-lose conflicts – and by increasing creativity in problem solving. It is based on the values and assumptions about people and their organisations. OD promotes interdependence and interconnectedness, involvement in problem solving and decision making. OD is a process for teaching people how to solve problems, take advantage of opportunities, and learn how to do better over time. OD was introduced to Evergreen Senior Secondary School in the form of a Survey Data Feedback (SDF) where data was collected, analysed and fed back to the participants. The case study involved 20 staff members made up of the principal, two head of departments and 17 teachers. Formal and focus-group interviews, as well as observation, were used to collect data. What was derived from the data was that the OD approach was something new to the participants, and served as an eye-opener. Further, it became evident from the data that participants had high hopes that OD would bring about immediate visible changes regarding the operation of their organisation. It is essential to remind participants that OD is a long-term change process, and not a “quick fix”.
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Seema, Phuti Julius. "The role of the principal towards effective educational leadership in selected secondary schools in Waterberg Education District." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1513.
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Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2016The main purpose of this research study is to investigate and analyse the role of the Principal towards effective educational leadership in selected Secondary schools in Waterberg Education District. The effectiveness of the educational leadership depends on the educational managers’ personal backgrounds, con-duciveness of the school climates, positive learning school cultures, availability of resources in the classrooms, utilisation of learner-teacher support material (LTSM), effective organisation of educational excursions, and other related issues. Principals, by virtue of their positions need to be empowered so as to coordinate activities and provide resources that can be used to enhance effect-tive educational leadership. The most important aspect pertaining to effective educational leadership in schools, is that it must be managed properly. This actually implies that correct and relevant resources should be provided to reinforce the quality of effective educational leadership. The primary study revealed that effective educational leadership cannot be achieved by school Principals in isolation, but through the School Management Team as a whole. Due to the nature of the study, the researcher has employed phenomenology, stratified random sampling and qualitative research design to achieve the in-tended goal of the research project. The researcher has also used case studies and interview research instruments to collect relevant data from twenty (20) SMT members in area of the study. The data collected through case studies and interviews was analysed by coding derived from audio tape recorder. Descriptive analysis was used to analyse the data whose findings were based on to make conclusions and recommendations. The results indicated that the role of the Principal contributes significantly to the quality of effective educational leadership. The results also showed that there is a need for continued support from the members of the School Management Teams. The need for support from the parents, SGBs and government in terms of resources, is vital. The abovementioned support, can also assist the Principals to make a positive impact on effective educational leadership. The researcher believes that, if the findings and the recommendations from the study can be applied properly, they can add value to the educational practice in Waterberg District in particular and Limpopo Province as a whole.
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Cash, John Alexander. "School leaders and the implementation of education management information systems (EMIS) in the Bahamas : a case study of six principals." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/59360/.
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The tension between the leadership of technology and technology as a means of school improvement are still issues of debate. Researchers have argued that education management technology has yet to make a significant contribution to school improvement, while others have experienced small pockets of success. This study seeks to contribute to the debate by exploring the tension associated with the implementation of an education management information system (EMIS) in The Bahamas from the experiences of school leaders. More specifically, this thesis explores EMIS from the understanding of six principals in their schools and its contributions to their schools. This study develops a social constructivist view and relies on the case study approach. Among the major findings of the study was that EMIS was often perceived by principals to be associated with conflict and the primary uses of the technology were for generating report cards, facilitating school administrative tasks and monitoring. Principals' expressed concern for the lack of support from senior management and the impact of using the technology on their role as leader. As conflicts hindered the implementation of EMIS, principals adopted a shared leadership approach. This study offers pertinent information concerning the reasons why EMIS is underutilized and the important contributions of leadership to the successful implementation of the technology. Such information can be useful for understanding EMIS in education organizations.
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Rabie, Jaco. "Electronic performance assessment : applying microsoft business scorecards accelerator in a small public sector serving organisation." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1171.
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Mboweni, Khensani. "The causes of ineffective participation of parents in school governance." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/904.
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Taylor, Graham R. "Anytime anywhere learning : a paradigm shift in the management and organisation of learning and teaching." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269785.
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Shand, Coral Jean, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management." THESIS_CAESS_EEC_Shand_C.xml, 2002. http://handle.uws.edu.au:8081/1959.7/577.
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The combination of literature and technology provides a powerful scenario for learning and it is made a reality through the use of electronic storybook software. This study concentrates on the everyday decisions made by teachers concerning why, how and in what way learning occurs in their classroom. Three case studies show how primary teachers engaged in action research to introduce electronic storybooks into their classrooms, monitoring changes in pedagogy, organisation and management. It is confirmed that teachers can integrate electronic storybooks into their classroom practices to create enjoyable and productive learning experiences. A range of pedagogical approaches was used and the introduction of electronic storybooks had a positive effect on student motivation, enthusiasm and achievement of learning goals, and resulted in changes in the physical composition of the classroom and the way learning was structured. The teachers received confirmation of their own ability to integrate technology into teaching and learning. The results of this study have direct implications for teaching practices and reinforce the need for teachers to develop confidence and competence as technology usersMaster of Education (Hons)
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Shand, Coral Jean. "Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031001.112139/index.html.
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Smith, Colin James. "Coping with difficulties in learning and behaviour : classroom management, school organisation and support teaching: a collection of publications and research." Thesis, University of Birmingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325621.
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Balie, Isaac Ronald. "Improving the organisational perfomance of school by increasing the effectiveness of school management teams." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1612.
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The principal together with the school management team (SMT) of a public school is responsible for ensuring that all areas in the school function effectively. Effective school-based management is no longer a choice in South Africa but, rather, a must. Seventeen years into democracy, the Grade 12 pass rates in the Eastern Cape for the past three years were 50.6% in 2008, 51.0% in 2009 and 58.3% in 2010. Although there has been an improvement over the last three years, the Eastern Cape was still number seven out of the nine provinces in 2010. Against this background the question arose as to whether the schools in the Eastern Cape were effectively managed. The primary objective of the study is therefore to improve the organisational performance of public schools in the Uitenhage education district by investigating the relationship between the perceived effective implementation of basic managerial tasks (planning, organising, leading and controlling), on the one hand, and organisational performance of schools, on the other hand. Convenience sampling was used to select 100 out of a possible 139 senior management team members from 26 public schools in the Uitenhage education district. The sample was stratified to include principals, deputy principals and heads of departments. The empirical results revealed that the management tasks, leading and controlling, were the main determinants of the organisational performance of participating schools. The empirical results showed that planning and organising do not have a significant influence on the organisational performance of these schools. The managerial implications of the results are discussed and recommendations are made on the basis of these discussions.
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Ramcharan, Aneel. "Managing human resources in education : applying organisational communication in educational management." Thesis, University of Zululand, 2004. http://hdl.handle.net/10530/321.
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A thesis submitted in fulfilment of the requirements for the Degree of D.Litt in Communication Science, University of Zululand, 2004.Human Resource Management has become one of the most discussed approaches to the practice and analysis of employment relationship in our modern society. In this thesis I present my recommendations that organisations will function more effectively and efficiently if the people who work in them are encouraged to develop professionally and to use that approach to undertake organisational tasks. Increasingly human resource management is being recognised as crucial, not only to the individual but also to the promotion of effective and efficient organisations. In this thesis I will focus on educational management in two ways — from the perspective of the individual and from the perspective of the organisation. Educational management is a diverse and complex range of activities calling on the exercise of considerable knowledge, skill and judgement by individuals, but its practice is dependent on the culture of particular organisational settings. I focus on this constant interplay between individual capability and organisational requirements, which make human resource management for educational managers both challenging and exciting. In this thesis I will examine how the concepts, skills and insights gained through professional development can be applied by educational managers to specific organisational tasks and systems. At best this thesis encourages school managers to ask questions about their own organisations and to develop their own solutions appropriate to their organisations. My research involves a mixture of theory and practical examples, which it is envisaged will spur students of learning and educational managers to apply and refine in the future. In the final phase of my research I reveal how the concepts, skills and insights gained through professional development can be applied bv educational managers to specific organisational tasks and systems in the effective use of human resources.
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Mustonen, K. (Kari). "Mihin rehtoria tarvitaan?:rehtorin tehtävät ja niiden toteutuminen Pohjois-Savon yleissivistävissä kouluissa." Doctoral thesis, Oulun yliopisto, 2003. http://urn.fi/urn:isbn:9514270037.
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Abstract The main purpose of the study was to clarify the importance and realization of the duties of a principal. An international viewpoint was sought for the management of Finnish schools through studying what kind of school management exists in Holland and Germany. The importance and realization concerning both actions and experiences expressed by principals about their own work were analysed using questionnaires. The image of the school management was collected by a thematic interview. The study was carried out in Finland, Germany and Holland. The postal questionnaires sent to the Lueneburg and Ludwiglust regions of Germany in 1997 were answered by 19 principals and 13 teachers; and the Friesland region of Holland were answered by 18 principals and 17 teachers. In Holland, three principals were interviewed and in Germany five principals and two chief education officers. In Finland, Northern Savo was selected as the research region. The questionnaires sent in 1998 were answered by 129 principals and 154 teachers. The measures and functioning opportunities of a German principal were similar to the management system existing in Finnish schools during the years 1970-1980. In Holland, indications were that independence and decision-making rights were much wider than in our schools. The principals in Northern Savo were of the opinion that it was important to aim for certain measures through administrative reforms: the development of teaching schemes, goal and results-oriented management, more co-operation with interested groups and the development of internal functions in the school. The largest differences between opinions of the principals were expressed concerning the traditional administrative functions of principals. The results indicated that the administrative culture and the management of the schools are changing. To one part of the principals was assimilated the role of a modern human-oriented director, whilst the other part was continuing to do their work through concentrated administrative work at the offices. According to the Northern Savo teachers, implementing the general functions of principals was carried out quite well. The teachers would like to have more support, opportunities and communication, but not so much control and advice. They also wanted to see the principal concentrating more on the pedagogical concept of the school, but they also did not expect to have as much guidance as their German colleagues did. The teachers considered the principal's role to be more administrative in implementing functions, and were of the opinion that principals were carrying out their functions more traditionally, compared with the opinion of the principals. In all the researched countries, monitoring of individual lessons was considered to be quite unnecessary. On one hand, the results express the variability of the principal?s work, and on the other hand they express the contradiction between the work day duties and expectationsTiivistelmä Tutkimuksen päätehtävänä oli selvittää rehtorin tehtävien tärkeys ja toteutuminen. Suomalaisen koulun johtamiseen haettiin kansainvälistä näkökulmaa kartoittamalla, millaista on koulun johtaminen Hollannissa ja Saksassa. Erilaisista organisaatioteorioista ja -malleista valittiin systeemiteoreettinen näkökulma. Koulu ymmärrettiin asiantuntijaorganisaatioksi. Johtamista tarkasteltiin tehtävä- ja henkilöstöjohtamisen perusulottuvuuksien kautta. Koulun johtaminen määriteltiin rehtorin toimenpiteiksi, joiden avulla saavutetaan kouluorganisaatiolle asetetut ja sen itse asettamat tavoitteet. Tehtävien tärkeys ja toteutuminen sekä rehtoreiden kokemukset omasta työstään kartoitettiin kyselylomakkeen avulla. Koulun johtamisen kuvaa täydennettiin teemahaastattelun avulla. Tutkimus suoritettiin Suomessa, Saksassa ja Hollannissa. Saksan L?neburgin ja Ludwigslustin alueelle 1997 lähetettyyn kyselyyn vastasi 19 rehtoria ja 13 opettajaa sekä Hollannin Länsi-Frieslandin alueelta 18 rehtoria ja 17 opettajaa. Hollannissa haastateltiin kolmea rehtoria ja Saksassa viittä rehtoria ja kahta koulutoimenjohtajaa. Suomessa tutkimusalueena oli Pohjois-Savo. Vuonna 1998 suoritettuun kyselyyn vastasi 129 rehtoria ja 154 opettajaa. Tutkimuksen tulosten perusteella pohjoissavolaisia kouluja johdetaan edelleen asiantuntijaorganisaatiomaisesti. Koulun kehittyminen oppivaksi organisaatioksi edellyttäisi hallinnon ja opettamisen vuorovaikutusareenan laajentumista ja avautumista. Näin voitaisiin avoimesti käsitellä ja kehittää sekä opettamiseen että yhteisön hallinnointiin liittyviä asioita. Saksalaisen rehtorin tehtävät ja toimintamahdollisuudet muistuttivat suomalaisen koulun johtamisjärjestelmää 1970- ja 1980-luvuilla. Hollannissa koulujen itsenäisyys ja päätäntävalta todettiin olevan paljon suurempi kuin meillä. Pohjoissavolaiset rehtorit pitivät tärkeinä tehtäviä, joihin on hallinnollisilla uudistuksilla pyritty: opetussuunnitelman kehittämistä, tavoite- ja tuloshakuisuutta, yhteistyön lisäämistä sidosryhmiin ja koulun sisäisen toiminnan kehittämistä. Suurimmat erot rehtoreiden näkemysten välillä ilmenivät perinteisissä rehtorin hallinnollisissa tehtävissä. Tulos viittaa siihen, että koulun hallintokulttuuri ja johtaminen on muuttumassa. Osa rehtoreista oli omaksunut modernin kehittämis- ja ihmissuhdejohtajan roolin osan hoitaessa tehtävänsä edelleen hallintokeskeisesti kansliastaan käsin. Rehtorit olivat onnistuneet keskeisissä tehtävissään pohjoissavolaisten opettajien arvion mukaan melko hyvin. Opettajat odottivat rehtorilta enemmän tukea, edellytysten luomista ja yhteydenpitoa kuin kontrollointia ja neuvomista. He toivoivat myös parempaa paneutumista koulun pedagogiseen toimintaan, vaikkakaan eivät kaivanneet samassa määrin opastusta kuin saksalaiset kollegansa. Rehtorit korostivat opettajia enemmän pedagogista rooliaan. Opettajat mielsivät rehtorin roolin toimeenpanoasioissa hallinnollisempana ja että rehtorit hoitivat tehtäviään perinteisemmin kuin rehtorit itse. Kaikissa tutkimuksen kohteena olleissa maissa koettiin yksittäisten tuntien seuranta jokseenkin turhaksi Tulokset ilmentävät osaltaan rehtorin työn moninaisuutta sekä arkipäivän työn ja odotusten välistä ristiriitaa. Koulun johtamistyölle tulisi luoda nykyistä paremmat edellytykset ja yhteiskunnan tuki. Rehtorit odottavat selkeämpiä tavoitteita, toimintaohjeita ja -valtuuksia
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Armstrong, Paul Wilfred. "A multi-perspective study of school business management in England." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/a-multiperspective-study-of-school-business-management-in-england(0cb4f0cd-ba0f-44fc-a5b7-2fecd83ee98b).html.
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The pace and intensity of educational reform over the past quarter of a century has seen wholesale changes to the nature and organisation of schooling and mounting demands placed on school leaders (Chapman and Gunter, 2009) with increasingly burdensome workloads blamed for problems relating to the recruitment and retention of headteachers (Whitaker, 2003). Since 2002, and largely in response to these concerns, successive governments have invested in national programmes to strengthen the potential of a previously fragmented section of the school workforce whose skills and knowledge are particularly well-placed to improve capacity and reduce the workload of headteachers in the areas of administration and finance: the School Business Manager (SBM). A decade on there is thought to be approximately 13,000 SBM posts across the country (Summerson, 2009) forming an integral part of the school workforce. So how has the role developed in that time? What influence are SBMs having in the schools in which they operate? What kind of work does the SBM role encompass in a modern day educational setting? This thesis focuses on the emergence of SBMs in English schools, specifically drawing upon the composition of the role; the areas of school in which they are impacting and; the facilitators and barriers to the development of successful models of school business management. The research strategy employs a multi-perspective, case study design to explore the sphere of activity of the SBM in a range of schools of different types and phases. A mixed-methods approach was adopted to collect documentary, survey and interview evidence from a number of sources and school stakeholders. The findings identify significant diversity in terms of the responsibilities undertaken by SBMs, the areas of educational provision the role can incorporate and the type of impact they are able to make within, between and beyond schools. The evidence also highlights the varying degrees of leadership and management being exercised by SBMs in different settings while underlining the cultural and contextual factors that can facilitate and inhibit the success of school business management models. What emerges is a role that can be of meaningful, tangible and sustainable benefit to schools but one that is still to be fully accepted, appreciated and understood in some quarters of the school system. To conclude, a heuristic of different approaches to school business management is presented to provide a speculative consideration of some of the key characteristics of school business management models across different school types. This working model is put forward as a means of stimulating further reflection on the implications of the findings.
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Malema, Pinny Wisani. "The implementation of Ingrated Management Systems in Mopani District secondary schools, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1014.
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Thesis (MPA.) -- University of Limpopo, 2013The South African government, through the Department of Education is continually seeking means and strategies to improve the quality of education in the country. Integrated Quality Management System (IQMS) is one of the systems adopted and implemented in all public schools to improve the quality of teaching and learning in schools. IQMS, as outlined in Collective Agreement No 8 of 2003, was informed by the Employment of Educators Act 76 of 1998 and the Constitution of the Republic of South Africa. IQMS consists of three programmes which need to be in place in order to enhance and monitor performance of the education system. Developmental Appraisal’s purpose is to appraise individual educators in a transparent manner with a view to determining areas of strengths and weaknesses and to draw up programmes for individual development; Performance Measurement’s purpose is to evaluate individual educators for salary and grade progression, affirmation of appointments and rewards and incentives, and Whole School Evaluation’s purpose is to evaluate the effectiveness of a school. The research focused on how IQMS is implemented in Mopani District secondary schools, in Limpopo Province, South Africa. Qualitative research methodology was used. Results indicated that some structures and individuals know their roles and responsibilities in IQMS implementation; however, they admit to encountering challenges in implementing it. Educators and structures generally perceive IQMS positively and believe that educator performance may improve if the challenges encountered are addressed by the Department of Education. Recommendations were also advanced on how to make IQMS serve the purpose for which it was intended.
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Irvine, Margaret Hillian. "A critical investigation of a planned organisation change initiative within an educational institution in the Eastern Cape Province." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003360.
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South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.
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Reynolds, Kate. "Maybe it's because I'm a Londoner? : a policy journey through the abolition of the Inner London Education Authority and the introduction of local management of schools in inner London." n.p, 1998. http://oro.open.ac.uk/18858.
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Booysen, Cedric. "The role of the school management team in translating school evaluation into school development : a case study of a school in the Western Cape." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1734_1307339905.
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A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.
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Motsiri, Tlhatswane Martha. "The correlation between the principal's leadership style and the school organisational climate / Tlhatswane Martha Motsiri." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1860.
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This study sets out to investigate how conflict is managed at schools. The literature
review clearly indicated the complexity of the management of conflict in school
organisations. Schools, by virtue of being social organisations aiming at providing
education services to learners, cannot thrive under conditions of dysfunctional
conflict. However, it is also clear that not all conflict is bad and can be functional in
school improvement and renewal.
The most important aspect pertaining to conflict in schools, is that it must be
managed. This actually implies that conflict has to be managed from its sources,
apparent or potential and that, this must involve a process that ranges from conflict
diagnosis to school organisational learning and effectiveness. This clearly relates
to all types of conflict and includes, conflict resolution, prevention and
management.
The empirical study established that school principals largely used the dominating
and avoiding styles of handling conflict. The variance between categories of
responses indicated that conflict handling styles were used contingent on
situational conditions. To this end, it was found that educators from big schools
showed statistically significant differences with educators from small schools in so
far as principals' conflict handling styles are concerned.
Based on this finding and nothwistanding the results of the frequency analysis
which generally indicated almost equal responses in terms of the agree and
disagree responses, it was concluded that the dominating and avoidng styles, and
to an extent, the compromising styles were used predominantly in the surveyed
schools.
The study thus recommends that peer group and needs-specific capacity building
programmes for school principals should be initiated so as to expose principals to
conflict management learning experiences from practice, and in relaxed
atmospheres facilitated by peer coaching and mentoring.
Keywords: conflict; conflict management; conflict management styles, conflict
theories, conflict models; conflict resolution; organisational conflictThesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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Lundén, Ulrika. "En skolas ledningsgrupp och dess arbete : En fallstudie av en ledningsgrupps arbete med fokus på vilka frågor de hanterar." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78926.
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This study focuses on the diverse leadership issues a Swedish primary school faces when responsibilities are not clearly defined between the management/operative organisation and the development organisation. To illustrate this, research results are analysed using Liljenberg’s model ‘Tensions in relation to the development aspects of school organisation’. The five aspects of the model are; Organisational Structure, Goals, Vision and Values, Responsibility and Decision-making, Reflection and Evaluation and Attitudes. They are used to identify to which extent the management team’s focus is operationally or developmentally oriented and how decisions are made. The information is derived from observations, document analysis and semi-structured interviews. The survey shows that the management team deals mostly with operational issues though what issues belong to the running of a school as compared to pedagogical development becomes difficult to distinguish as they can overlap. When it comes to which direction or solutions the school takes, other groups are influential without regard to the designated development group. This division shows that the school has a distributed leadership. The results indicated that without clearly defined division of labour, area of responsibility and leadership, the different groups within a school are less effective and would benefit from an overhaul.Den här undersökningen fokuserar på en låg- och mellanstadieskolas ledningsgrupps frågor, för att se på fördelningen mellan driftsorganisationens och utvecklingsorganisationens frågor. För att belysa detta har undersökningens resultat analyserats utifrån en modell av Liljenberg över spänningsfälten mellan drifts- och utvecklingsorganisationen. Modellens fem aspekter är; organisationsstruktur, mål, vision och värden, ansvarstagande och beslutsfattande, reflektion och utvärdering samt attityder. Dessa har använts för att identifiera i vilken utsträckning ledningsgruppens fokus är drifts- eller utvecklingsorienterat. Ledningsgruppens arbete har undersökts i en fallstudie bestående av observation, dokumentanalys och semistrukturerade intervjuer. Undersökningen visar att den undersökta ledningsgruppen mest hanterar driftsfrågor, trots att det är svårt att utskilja vilka frågor som handlar om att driva skolan eller att utveckla den. När det handlar om utvecklingsfrågor visar det sig att det också finns andra grupperingar än ledningsgruppen där dessa frågor diskuteras. Det kan handla om förstelärarnas uppdrag eller vad resursteamet planerar i utbildningsväg. Denna uppdelning visar på att skolan har ett distribuerat ledarskap. Den här undersökningen visar att utan en tydlig fördelning av arbetsuppgifter, ansvarsområden och ledarskap blir skolan inte så effektiv som den skulle kunna vara, och att strukturen skulle gynnas av en översyn.
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Klang, Daniel, and Helena Mineur. "Shared vision, a make or break? : A study of upper secondary schools." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15625.
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Research has been conducted regarding what relationship demographic diversity have to organisational ambidexterity and team resilience; however never at the same time. This research adds a new context, to this field of research since research has never, to our knowledge, been conducted in a school context. The purpose with this thesis is to explain what relationships gender, age, cultural and tenure diversity have on organisational ambidexterity and team resilience. A cross-sectional research design was used, because of the positivist and deductive approach. The method consisted of a quantitative part in the form of a web based self-completion questionnaire mediated by email, to upper secondary schools, in five Counties, with a minimum of three managers. The qualitative part was in the form of three in-depth interviews, two with School Directors and one with a registrar. The findings shows that gender, culture have a negative relationship to organisational ambidexterity, and age have a positive relationship when moderated by shared vision. The limitations are that only schools with a minimum of three top managers were chosen; the results thereby lack generalisability in other contexts. The implications are that shared vision, when applied to an upper secondary school context seem to decrease in importance and suggestibility. The original value of the conducted study is new insights regarding the relationships demographic diversities have on organisational ambidexterity and team resilience; the choice to conduct the test in a school context.
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Lundqvist, Elin, Jiewen Cheng, and Elshani Kreshnik Fatos. "Occupational Burnout - An Organizational Challenge & Managerial Responsibility : A qualitative study on leadership and managerial factors’ impact on burnout. Case study conducted on four compulsory schools in Sweden." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44312.
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Abstract Background Occupational Burnout is one of the greatest challenges affecting the labour markets today. It is mainly caused by prolonged stress exposure due to the psychosocial work environment and is nowadays the fastest growing cause of long-term sick leave in Sweden. It therefor affects both the society, organisation and individual. It is thus a managerial concern to manage and structure the organisations in a sustainable way that maximises the use of human resources, rather than burning them out. Purpose The aim of the thesis is to investigate the high level of sick-leave or burnout due to organisational and managerial factors in the Swedish educational sector, by focusing on the role leadership, organisational and psychosocial work environment plays in preventing/causing employees’ burnout. The authors attempt to contribute knowledge on why theory may not match reality in this case, as statistics of sickleave due to stressrelated illness remains high. Methods In this qualitative study principals, administrators, and teachers of four public compulsory schools in Jönköping and Öckerö are interviewed. Using semi-structured interviews, data is gathered, coded and analysed in relation to modern research literature on the topic of burnout as well as Swedish Work Environment Authority guidelines, to spot key elements of positive and negative factors which have affected the stress situations of the schools’ employees. Several factors from organizational and leadership perspective are examined to assist organizations to avoid or prevent burnout. Results Prevalence of high burnout rates in schools in the cases studied, was associated with recent large reorganization of employees and administration; weak and inefficient leadership which did not strive to build relationships and open communication with teachers; low integration between sectors and working groups; lack of support and monitoring of stressed employees; low ability of employees to contribute to their workplace environments; the shortage of budgets issued by municipality. Conclusions 1.The reason sick leave related to stress and burnout is high in the cases studied, is that implementation of research and policy guidelines is lacking behind in schools which suffer from employee stress related issues. As well as the current management model of the public sector may not benefit to prevent employee burnout. 2. It is possible to avoid employee burnout through adjusting the management and organizational structure, as adaptations toward dealing with employees’ stress are showing a positive sign on preventing the development of burnout.
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Van, der Colff Jannie. "Die rol van skoolbeheerliggame in die aanbeveling van prinsipale aanstellings : uitdagings vir plattelandse skole." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96927.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The democratic elections in South Africa in 1994 were followed by far-reaching changes. Legislation was changed to entrench the democratic principles of the young democracy and to involve South African communities in decision-making. For example, the South African Schools Act (84 of 1996) was introduced to promote democracy and to transform society. It merged the different pre-1994 education departments, to build an education system on a non-discriminatory basis, to protect the education rights of learners and to give parents more power in school governance. The introduction of school governing bodies with certain powers and responsibilities was a significant step towards the decentralisation of power in the South African school system. The aim of the study was to explore the role of school governing bodies in recommending candidates for appointment as school principals and to establish what challenges they experienced. A qualitative research design was used to answer the research question. Personal interviews were held with eight governing body members of two schools and a departmental official. Data was generated by semi-structured questions, enabling participants to share their experiences and perceptions of the recommendation process. The data was subsequently analysed and findings stated. The literature review in Chapter 2 revealed huge challenges for parents on governing bodies, especially in previously disadvantaged schools, with parents‟ illiteracy as a key factor. The school governing bodies that participated in the study were heavily dependent on the guidance of the departmental official. They moreover admitted that they were unable to carry out the recommendation process without the official‟s guidance. Secondly, the research findings showed that the governing body members had little knowledge of education policies and were inadequately trained. This study attempted to gain a deeper understanding of the school governing bodies‟ perspectives of their own abilities. Despite the challenges they experienced, they believed that they were able to fulfil their duties and that they did not need any schooling to serve on the school governing body. The results indicate that the literacy levels of members of school governing bodies nevertheless do play a role in their ability to carry out their duties and activities and that more intensive training is needed to enhance their capacity.
AFRIKAANSE OPSOMMING: Na die demokratiese verkiesing in 1994 het grootskaalse veranderinge in Suid-Afrika plaasgevind. Wetgewing is verander om gestalte te gee aan die demokratiese beginsels van die jong demokrasie en om die Suid-Afrikaanse gemeenskap te betrek in sekere besluitnemings. Die Suid-Afrikaanse Skolewet (84 van 1996) is byvoorbeeld ingestel om demokrasie te bevorder en om die Suid-Afrikaanse samelewing te transformeer. Dit het die verskillende onderwysdepartemente van voor 1994 verenig om die onderwysongelykhede van die verlede reg te stel, leerders se regte ten opsigte van opvoeding te beskerm en die ouergemeenskap groter inspraak in en deelname aan skoolbeheer te gee. Skoolbeheerliggame is ingestel met sekere magte en verantwoordelikhede. Die vestiging van skoolbeheerliggame verteenwoordig ʼn betekenisvolle desentralisasie van mag in die Suid-Afrikaanse skolestelsel. Hierdie navorsing het beoog om die rol wat skoolbeheerliggame speel in die aanbeveling van kandidate vir aanstelling as prinsipale in skole na te vors en vas te stel watter uitdagings hulle ervaar. Om die navorsingsvraag te beantwoord, is ‟n kwalitatiewe navorsingsontwerp gebruik. Data is verkry deur persoonlike onderhoude te voer met agt lede van twee skole se skoolbeheerliggame en een departementele amptenaar. Semi-gestruktureerde vrae het deelnemers in staat gestel om hul eie ervarings en persepsies van die aanbevelingsproses te beskryf. Daarna is die data ontleed en bevindings gemaak. Die literatuurstudie in hoofstuk 2 dui aan dat daar groot uitdagings is vir ouers op skoolbeheerliggame, veral in voorheen benadeelde skole, as gevolg van die ongeletterdheid van die ouers. Die skoolbeheerliggame in hierdie studie toon groot afhanklikheid van die hulp van die departementele amptenaar en erken selfs dat hulle nie die aanbevelingsproses sonder die hulp van dié amptenaar sou kon uitvoer nie. Tweedens is daar ook bevind dat die skoolbeheerliggame min kennis het van onderwyswetgewing en dat hul opleiding baie gebrekkig is. Hierdie studie het ook gepoog om ʼn dieper insig te verkry van die skoolbeheerliggame se perspektiewe van hul eie vermoëns. Ten spyte van die tekortkominge wat die lede van die skoolbeheerliggame ervaar, glo hulle dat hulle opgewasse is vir die taak en dat hulle geen skolastiese opleiding benodig om in ‟n skoolbeheerliggaam te dien nie. Die resultate toon egter dat die geletterdheidsvlakke van die lede van skoolbeheerliggame wel ʼn rol speel in die uitvoering van hul pligte en werksaamhede en dat meer intensiewe opleiding nodig is om hul kapasiteit te verhoog.
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Staiger, Maria, and Åsa Rönndahl. "Samarbete, autonomi och stora personalgrupper : En personalvetenskaplig fallstudie om förutsättningar för medarbetare i en grundskola." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113521.
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The study is based on a human science perspective in which we are interested in the school as a workplace for adults and work with personnel issues. The aim is to contribute with new knowledge about what conditions an employee considers important to carry out their work, and employees' experiences of working in large personnel groups. We have made a case study in a Swedish local primary school for students in lower ages, with between 60-70 employees. We conducted nine semi- structured interviews with a hand-picked selection of employees from different occupational groups in the school. The study is empirical data -driven qualitative with abductive approach. To analyze the collected datamaterial, we have used the empirical data -driven thematic analysis. From the results of the study some aspects appear clearly; employees need to be seen by his/her boss, importance of employee autonomy and employee experience of stress. Some employees feel to a greater extent than others that they are seen by their boss and have the opportunity to influence their work situation. This appears to be linked to the type of relationship the employee has to school management.
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Haeussler, Stephanie. "Emotional regulation and resilience in educational organisations : a case of German school teachers." Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/16049/.
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This thesis investigates how the regulation of emotions contributes to the resilience of a school’s workforce in Germany, so that teachers develop and maintain the ability to handle obstacles as they occur, while emphasising the role of the organisation in supporting this process. Two areas of literature, around resilience and emotions, respectively emotion regulation, are reviewed and critically discussed. Additionally literature on stress in the teaching profession is reviewed in order to provide the context of this study. It is found that no research has investigated to date which emotion regulation strategies are applied by individuals in an organisational (here specifically educational) context that have the potential to increase their perceived resilience. At the same time it can be shown that the teaching profession is considered a stressful profession due to its high emotional demands (Brackett et al., 2010; Johnson et al., 2005; Kyriacou, 2001) and teachers are in need of high levels of resilience (Brackett et al., 2010), making this study relevant for educational organisations. In this study, both, resilience and emotions, are understood as social constructions. Consequently this research follows a social constructionist approach. With an interpretivist perspective, this study tries to explore subjective understandings of emotion regulation and its influence on the individual’s perception of their resilience, taking a qualitative approach. Semi-structured interviews are conducted with teachers of German schools. This data is complemented by qualitative research diaries, filled in by the interviewees. Interpretative Phenomenological Analysis is the chosen framework for analysis, as it allows the exploration of individuals’ experiences and perceptions (Chamberlain, 1999; Smith & Osborn, 2003). Research participants’ reported intensity of emotional experiences in the workplace combined with the increased risks for teachers’ physical and psychological wellbeing, requires high levels of resilience (Roeser et al., 2012) and a strong capability to regulate emotions effectively (Helsing, 2007; Schutz & Zembylas, 2009). Various antecedent- and response-focused emotion regulation strategies are reported. Many of these strategies can also be considered risk-, asset-, or process focused resilience-promoting strategies. Positive emotions potentially enhance resilience (Fredrickson, 2001; Hobfoll, 1989, 2001; Ong et al., 2006; Zautra et al., 2001), while the regulation of negative emotions reflects the idea that resilience is developed in the face of adversity (Gu & Day, 2007). Therefore the findings of this study contribute to closing the gap between literature focused on resilience and literature concerned with the regulation of emotions by showing how emotion regulation strategies have the potential to promote resilience. Organisational support appears as a promising avenue to promote emotion regulation strategies and consequently resilience in employees in the context of educational organisations, fostering teachers’ personal and professional development. The role of the organisation appears to be crucial in this context. Various suggestions of participants how the organisation could provide support, form the base for a possible development of a training programme which could help teachers to enhance their individual resilience for their own good and the advantage of the organisation, which is a potential practical contribution.
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Kongma, Eakapol. "The Approaches for Implementing Knowledge Management Successfully in Educational Organisations, Case Study : Accounting School in Thailand." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508817.
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Leboea, Paulos Dipholo. "Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2293.
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Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
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Stassen, Carl Christiaan. "An evaluation of participative management in police organisations at station level." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1902.
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Thesis (MA (Public and Development Management))--University of Stellenbosch, 2006.In any organisation it is of the utmost importance that employees form part of the decisions made by management that influence them personally as well as those decisions that have an influence on their daily responsibilities. A sound principle that could be practised by managers to address this aspect is that of participative management. Although it will depend on the type of manager there is legislation in South Africa that forces managers to ensure that their personnel are managed in a participative manner. There are formal and informal methods to practice participative management in an organisation and certain factors that will have an influence on the successful implementation of this type of management style. In this research the focus will be on participative management at the police stations in the Eastern Metropole, Western Cape as well as a benchmarking with the police departments in Wyoming, United States of America. The methods that will be used to gather information to evaluate participative management will entail a questionnaire that has to be completed by the employees at the identified police stations and personal interviews with the individual Station Commissioners and Chiefs at the police departments in Wyoming. The analysis in relation to the questionnaires, interviews and literature review has been used by the researcher to formulate the findings and recommendations. The employees who work at the police stations in the Eastern Metropole are satisfied with the amount of responsibility and accountability that is delegated to them by the management. The employees are therefore adequately empowered to render a professional service to their respective clients. There is a need for the management at the police stations in the Eastern Metropole to improve on the following: to make use of the ideas, talents and suggestions of employees; to obtain commitment from employees before embarking on a course of action; to utilize the ideas on how to solve problems and improve service delivery by employees; the identifying of critical outputs and goals by the employees for their work, although the Performance Enhancement Process has ensured the opportunity it seems that the negotiation of the outputs in the individual performance plans of employees still need improvement; to create a working environment where employees are treated as stakeholders and democracy is enhanced by means of participative management; and the dispute settlement between management and unions. That the management at station level: do not always consult with employees in relation to decisions that affect them; and there are not always opportunities created for employees to participate in decisionmaking. The legislation and collective agreements that relate to participative management in the SAPS are not always adhered to by the management at the police stations in the Eastern Metropole, Western Cape. Shop stewards should get more involved at station level in the representation of their respective employees. Participative management is being practised at the police stations in the Eastern Metropole, but there is a need for the improvement thereof. The police departments in Wyoming do not have legislative prescriptions to formal participative management as the Police Service of South Africa. The organisational The informal methods used in Wyoming to practice participative management are very similar to that of South Africa, despite the fact that there is no legislation or prescriptions to the adherence thereof. The researcher is of the humble opinion that a clear policy in relation to the practice of participative management in police organisations at station level should be compiled that will incorporate existing legislation and collective agreements in the SAPS as well as the methods to practice participative management. The shop stewards that represent their employees at the police stations in the Eastern Metropole, Western Cape should be sensitised on their role and responsibilities. Managers at the police stations in the Eastern Metropole, Western Cape should again be sensitised on the legislation and collective agreements that relate to participative management and that a suggestion box, quality circles and a participative management forum be implemented at station level.
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Mason, Wendy. "Student voice in building schools for the future." Thesis, University of Lincoln, 2007. http://eprints.lincoln.ac.uk/1631/.
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The research explores student voice in the process of designing schools, using a case study of a Buildings Schools for the Future (BSF) One School Pathfinder project, 2005 – 2007. The suggestions made by the students during the design development were compared with those raised by the staff and parents to discover if the student voice brought anything different or unique to the project. Comparisons were then made with the Student Council’s contribution on projects at two schools local to the case study school. To explore the contribution made by ‘non traditional students’ a similar exercise was conducted in a Pupil Referral Unit (PRU) with students who had been expelled from mainstream schools because of behavioural issues. Group interviews and focus group feedback from students at the case study school, from different stages of the design process were examined to assess the impact the student voice may have had on the completed design. Interviews were conducted with members of the design team at the case study school to establish how much impact the student voice was perceived to have had on the completed design compared with the voice of others, whether it brought innovation to the design and if involvement in the project had an impact on the students. Comparisons were then made with interviews held at a second BSF Pathfinder in a neighbouring Local Authority and the findings submitted for peer review. The findings appear to demonstrate that there is very little difference in what the student voice contributes; across schools and across time, the student voice is consistent and predictable. The impact of the student voice was found to be minimal compared with the impact of others. The process of involving students in the design process was however felt to benefit the students and the design process. Finally suggestions are made as to how the involvement of student voice can be improved, and moved from a consultation process to one of collaboration in the future; for ways to address the balance of power within the design team and for further areas of research.
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Cottrell, Matthew R. "An analysis of the socialisation of primary school headteachers from a role boundary perspective." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577752.
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The experience of socialisation for those new to headship can be challenging and often traumatic (Crow, 2007). Research into the socialisation of new headteachers is not extensive and has primarily been concerned with identifying and ordering stages in the socialisation process, for example, phases of headship. Such an approach neither allows for an analysis of the complexity of socialising influences nor does it enable the generation of explanatory theories. The purpose of the current research was to provide an understanding of the socialisation of new headteachers from an analysis of significant socialising experiences. The aims of the research were to: 1.analyse the socialisation of new primary headteachers from a role boundary perspective. 2.test the suitability of the role boundary concept as a rigorous, theoretical and methodological tool that can be applied to researching the field of headteacher socialisation. The research analysed critical incident vignettes from the experiences of seven newly appointed primary school headteachers up to their first three years in post. Data was collected using two research methods; semi-structured interviews and a written log. Twenty two critical incident vignettes were analysed using an interpretive methodology underpinned by an analytical framework based upon the concept of role boundary. The role boundary is described as being the point of delineation between a set of behaviours that are considered to be legitimate in role and those behaviours that are considered illegitimate in role. The role boundary concept allows for an analysis of the socialising experiences of new headteachers as they and the organisation engage in a recurrent, reciprocal and relational socialising process that seeks to establish those behaviours that are, and those that are not, legitimately enclosed by their role boundaries. The research found that socialisation is the process by which the new headteacher and the organisation seek to establish and position their respective role boundaries. Headteachers experience socialisation as a series of emotionally challenging interactions where the central purpose is to establish who has the legitimate authority to take decisions and to take actions in the following three main areas; task role allocation, resource allocation and the creation and application of organisational procedure. These interactions are immediate, are intense and have the potential to lead to conflict where individuals contest the limits of their respective role boundaries. The research finds the concept of role boundary as a theoretical and methodological tool to be of heuristic and analytical value in understanding and explaining headteacher socialisation and presents a role boundary socialisation theory to explain the dynamics of the socialisation process.
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Alhammad, Mohammed. "The issues of implementing inclusion for students with Learning Difficulties in mainstream primary schools in Saudi Arabia." Thesis, University of Lincoln, 2017. http://eprints.lincoln.ac.uk/30675/.
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Saudi Arabia is one of earliest Arab countries to have implemented the integration of students with Special Educational Needs (SEN) (Almosa, 2008, 2010). Recently, the Ministry of Education (MoE), through the King Abdullah Public Education Development Programme, began preparing to introduce inclusion for students with SEN in practice. Thus, the current study explores potential barriers that could challenge the implementation of inclusion for male students with Learning Difficulties (LD) in mainstream primary schools. This research is timely as the issues involved with implementing inclusion remain unclear in Saudi Arabia. The issues were investigated by examining the understanding of teachers regarding the term ‘inclusion’ and exploring the factors that could challenge the implementation of inclusion from the perspective of teachers as well as through an analysis of the current practice of educating students with LD and general education students in mainstream primary schools in the Saudi context. Adopting the interpretivist paradigm, qualitative data was collected in five mainstream primary schools taken as a single case study, through interviews with thirteen teachers from a group of special education teachers and eleven teachers from a group of general education teachers. Moreover, observations of classrooms and schools and an analysis of legislative documents were used as supportive data collection methods. Thematic analysis was employed to analyse the data. The findings showed that the majority of teachers had an understanding of the term inclusion, although a few teachers indicated their lack of knowledge and understanding of this term. Moreover, teacher preparation, in-service training, competence of teachers, teachers’ views, relationships between students, relationships between parents and teachers, human support, curriculum, teaching strategies, assessment, resources, legislations, administrative matters, number of students in classroom and infrastructure were identified as factors that could act as barriers to implementing inclusion effectively. The results of the analysis led to some recommendations for future practice; these include how to support teachers’ readiness for inclusion, improve the practice of teachers in mainstream classrooms, improve the relationships between students with and without LD, the relationships between parents and schools, and improve environmental factors, in order to make inclusion work effectively. This study contributes to knowledge of inclusive education by exploring the issues surrounding the implementation of students with learning difficulties in the Saudi context.
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Weller, Stephen Adrian. "A study of organisational justice and participative workplace change in Australian higher education." full-text, 2009. http://eprints.vu.edu.au/2028/1/weller.pdf.
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This thesis explores employee participation in the management of workplace change through an organisational justice framework within the context of the Australian Higher Education (HE) sector. The thesis examines the extent to which the Australian HE sector makes provisions for participative workplace change, the extent to which participants within the sector perceive participative workplace change as providing fairness, and practices that can facilitate and foster participative workplace change. The provisions for participative workplace change are examined through a longitudinal study of enterprise bargaining agreements across all public universities in Australia for the period of 1997-2006. The research findings identify a decline in both the degree and form of employee participation in workplace change across this decade. The perceptions of participative workplace change are examined through an altitudinal survey of management and union executives within all public universities in Australia. The research findings identify considerable divergence between management and union executives in relation to employee participation, workplace change and organisational justice. The practices for participative workplace change are examined through twenty semi-structured interviews with management and union executives drawn from amongst the respondents to the attitudinal survey. The research findings identify areas of convergence around organisational justice dimensions and workplace change practices between management and union executives. The thesis concludes that it is a combination of fair processes and fair interactions which are most effective in facilitating workplace change and fostering employee participation in the Australian HE sector and which in turn are seen to be able to contribute to shared perceptions of organisational justice.
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Jean-Louis, Lily-Claire Virginie. "An investigation of female leaders' perceptions of organisational culture and leadership in a Catholic High School." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003507.
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For the past thirty years, leadership theories have focused on the importance of the individual within the school organisation. The shared assumptions and beliefs of the individuals working in the same organisation shape the school’s organisational culture, and organisational culture is a salient factor which should be considered when understanding educational leadership. The focus of my study is to explore the relationship between organisational culture and leadership. In the same context, new approaches to the study of leadership have explored the issue of gender in leadership. Female leadership studies - the second focus of this study - seek not only to restore the place of the individual but also argue a place for women in educational leadership. Based in the interpretive paradigm, this is a case study of a Catholic all-girl secondary school called the Loreto Convent School of Pretoria. Historically, the Loreto schools have aimed at promoting and empowering girls’ education and female leadership. It was therefore an appropriate site in which to explore organisational culture and its relationship with leadership, particularly female leadership. I purposefully chose three of the school’s female leaders - the school’s principal, the High school Head of Department and the High school head girl - focusing on their perceptions and experiences of their leadership and the school’s culture. My research findings show that an understanding of the relationship between organisational culture and leadership cannot be complete without acknowledging the importance of the leader as an individual, with his/her personal background and values, taking into account gender as well as the multiple roles that the individual has in society. Furthermore, the ‘humane’ characteristic of educational leadership leads to an understanding that the leader is often confronted with conflicting situations where he/she is caught between personal/organisational values and the need to achieve the task. Finally, my findings show that contemporary leaders are now called upon to work and participate in the promotion of social justice in order to fight against society’s socio-economic inequality and improve the quality of education and life.
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Jessa, Fakier. "An assessment of organisational performance management at the Drakenstein and Stellenbosch municipalities." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20006.
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Thesis (MPA) -- Stellenbosch University, 2012.ENGLISH ABSTRACT: This study set out to assess the degree to which organisational performance management (OPM) has been implemented at the Drakenstein and Stellenbosch municipalities. A purposive sampling protocol was used, as being representative of developing “B” municipalities. A mixed methodology was employed in lieu of satisfying a thorough triangulation. The thesis objectives were to assess four components or themes of OPM, namely, (i) the objectives specified for OPM, (ii) capacity to implement OPM, (iii) resources available to implement OPM and (iv) the instrument(s) employed to measure organisational performance outcomes. The fifth objective was to construct a “normative” for OPM, for the chosen population, based on the findings from the assessment of the first four objectives stated. The findings revealed that OPM was not institutionalised, or formalised in a manner that manifested a dedicated OPM department and operation. Findings revealed too, that there were many factors which led to “indistinctness” in the way OPM is regarded at the municipalities, as OPM is merged with the Integrated Development Plan (IDP) and Service Delivery and Budget Implementation Plan (SDBIP). One critical factor is that the IDP and SDBIP are not instruments designed to measure performance; hence ‘overall’ performance reports issued in the annual reports remain lacking in being comprehensive. The researcher stressed the importance of strategic planning beyond the IDP and the SDBIP and has motivated for a dedicated OPM function with strategic human resources planning. These measures would ensure the alignment of strategic objectives to the municipalities programme and departmental objectives. Furthermore, no clear separations of functions were found between OPM and the individual appraisal (IA) of senior and general employees as stated in the ‘performance management policies of both municipalities. Chapter five of the study evaluates each of the four themes in terms of the survey results, literature and legislation reviews. For each of the four themes, critical success factors (CSF’s) for the implementation of OPM at the municipalities were constructed. In addition, the evaluation of information in chapter five provided a basis for the formulation of the normative framework presented in chapter six, which offers a “normative” picture of what would constitute effective and efficient OPM at both municipalities. Taken together, the empirical findings, CSF’s and normative framework offers solution to the research problem, which was to conclude an assessment of OPM at the Drakenstein and Stellenbosch municipalities. It is envisaged that the results from this thesis would be of strategic value to the municipalities assessed.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die mate waarin organisatoriese prestasiebestuur (OPB) by die munisipaliteite van Drakenstein en Stellenbosch geïmplementeer is, te assesseer. Die steekproef is doelgerig gekies as verteenwoordigend van ontwikkelende “B”-munisipaliteite. ’n Gemengde metodologie is gebruik ten einde ’n deeglike triangulasie uit te voer. Die doelstellings van die tesis was om vier komponente of temas van OPB te assesseer, naamlik (i) die doelstellings wat vir OPB gespesifiseer is, (ii) kapasiteit om OPB te implementeer, (iii) hulpbronne beskikbaar om OPB te implementeer en (iv) die instrument(e) wat gebruik is om organisatoriese prestasie-uitkomste te meet. ’n Vyfde doelstelling was om ’n ‘normatief’ vir OPB vir die steekproef saam te stel op grond van die bevindings van die assessering van die vier eersgenoemde doelstellings. Die bevindings het aan die lig gebring dat OPB nie geïnstitusionaliseer of geformaliseer is op ’n wyse wat ’n toegewyde OPB-departement en -werksaamhede aan die dag lê nie. Die bevindings het ook getoon dat daar talle faktore is wat tot ‘onduidelikheid’ lei oor die manier waarop OPB by die munisipaliteite hanteer word, aangesien OPB in die Geïntegreerde Ontwikkelingsplan (GOP) en die Dienslewerings- en Begrotingsimplementeringsplan (DLBIP) opgeneem word. Een kritieke faktor is dat die GOP en DLBIP nie instrumente is wat ontwerp is om prestasie te meet nie, wat daartoe lei dat die ‘algehele’ prestasieverslae in die jaarverslag onvolledig sou bly. Die navorser beklemtoon die noodsaaklikheid van strategiese beplanning wat verder as die GOP en die DLBIP strek asook van ’n toegewyde OBP-funksie tesame met strategiese menslike hulpbron beplanning. Hierdie maatreël sal verseker dat strategiese doelstellings in ooreenstemming is met die munisipaliteite se program- en departementele doelstellings. Voorts is geen duidelike skeiding van funksies gevind tussen OPB en individuele beoordeling van die senior en algemene werknemers soos gestipuleer in die prestasiebestuursbeleide van die munisipaliteite nie. In hoofstuk 5 word elk van die vier temas teenoor die resultate van die opname, die literatuur en ’n oorsig van wetgewing geëvalueer en vir elke tema word kritieke suksesfaktore gelys vir die implementering van OPB by die munisipaliteite. Hierbenewens vorm die evaluering van die inligting in hoofstuk 5 ’n grondslag vir die formulering van die normatiewe raamwerk wat in hoofstuk 6 aangebied word, wat ’n geheelbeeld gee van wat doeltreffende en doelmatige OPB by albei munisipaliteite behels. Gesamentlik bied die empiriese bevindings, die kritieke suksesfaktore en die normatiewe raamwerk ’n antwoord op die navorsingsprobleem, naamlik om ’n assessering van OBP by die munisipaliteite wat in die steekproef verteenwoordig word, uit te voer. Die resultate van hierdie studie sal van strategiese waarde wees vir die munisipaliteite wat geassesseer is.
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Dixon, David. "Developing a Green leader model for primary schools." Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/2184/.
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This research developed the first ‘Green’ model for primary school leadership, which aimed to address some of the actual and anticipated environmental problems through the way schools operate in the context of Curriculum, Campus and Community. It emerged through an empirical investigative study of eight English primary school Head Teachers who are pioneering environmental sustainability. A Post-modern perspective influenced the research methodology and helped to take a fresh and sceptical look at the leadership aims of primary schools in relation to the education system and general society. This involved a critical examination of the National College of School Leadership’s ‘Leadership for Sustainability’ and literature from the ‘Green Movement’. The findings suggested that leaders are needed with a certain kind of ‘Green’ values, knowledge and skills. Questions arose about how a type of ‘Distributed Leadership’ might lie within the new model and whether the model is feasible, given that the pursuance of its main objectives are not currently the priority of most schools. The thesis pointed to the need for a radical revision of what it means to be a primary school leader, in order to assist with the imperatives of a green sustainable economy which promises a better quality of life for more people. This is a ‘Big Claim’ for a small-scale study. It is hoped, therefore, that this modest thesis could be a catalyst for more wide-ranging research and thinking in this most vital area, in terms of education leadership’s role in securing the viability of modern civilisation.
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Naghieh, Ali. "Organisational intervention development and piloting for staff wellbeing." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:ac8b3c21-6765-40c4-b669-93971f3f7032.
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This thesis presents an empirical investigation to address the psychosocial work environment as an established social determinant of health. The focus was narrowed to a single occupation, teachers, due to high reported stress levels in national surveys and other consequential policy challenges. The focus of intervention was narrowed to tackling the causes of stress after a scoping literature review found that most effort in this area has been directed towards individual-level interventions and programmes. A systematic review was conducted to assess the evidence-base, which demonstrated availability of limited and low-quality evidence for the evaluation of organisational interventions for teacher wellbeing. It was found that organisational interventions lead to improvements in teacher wellbeing and retention rates, although most of the trials in this review were affected by methodological shortcomings. Because of the paucity of such intervention studies, and the heterogeneous nature of the interventions in the four included studies in this review, implications for practice were found to be very limited. Further well-designed research in the development and testing of organisational interventions for teacher wellbeing was recommended as a result, while outlining the requirements for a rigorous study in this area. An intervention development endeavour was subsequently undertaken, which pointed to participatory approaches. An intervention entitled Change Laboratory was identified due to its relatively robust theoretical and methodological basis. An exploratory pilot trial of the participatory organisational change intervention was conducted in four secondary schools in the UK, with 2 schools as intervention and 2 schools as control. Qualitative findings, process evaluation, and quantitative findings of the study are subsequently presented. The analysis focuses on the actions that teachers and managers collaboratively designed in the intervention schools, in order to address organisational and systemic factors generating stress. The common theme in the output of both Change Laboratory cases was their focus on the object of decision-making, and leading to an expansive learning in terms of a reconceptualization of decision-making within their respective organisations. The central contradiction was found to be between the macro perspective and priorities and agendas of the senior leadership that shape policies and processes, and the micro perspective of those having to enact and comply with the decisions made by senior leaders. The intervention outputs can be seen as mediators synthesized from this contradiction. Following the intervention impact longitudinally demonstrated a developing and evolving reconceptualization of pedagogy, which is more central to teachers' object of activity and their professional identity. The analysis demonstrates that professional identity may be a crucial dimension of wellbeing at work in tandem with work-related stress theories. The findings suggest that the Change Laboratory group initially embarked on a re-conceptualisation of decision-making, and utilised the new systems and way of working as a means to address teaching and learning which is more central to their professional identity and their object of activity. The quantitative findings suggests an indication of beneficial effects of the intervention at end-of-intervention point, also considering the limitations. The process evaluation focuses on delineating the different facets of the intervention and assuring intervention integrity, assessing feasibility and acceptability, and generating insights for scaling-up of the intervention. An implementation framework developed in this study was found to be of value in the endeavour to adopt, adapt, and develop process-oriented structural interventions.
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Muspratt-Williams, Angela. "Strategic thinking by non-government organisations for sustainability : a review of the logical framework approach." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1512.
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Thesis (MPhil (Sustainable Development Planning and Management))--University of Stellenbosch, 2009.The awareness of the environmental crisis and the impact of rising poverty globally has led to the search for sustainable solutions. The United Nations Millennium Development Goals (MDGs) describe the solution as a secure peaceful world, a healthier environment and a better quality of life for all. Nongovernmental organisations (NGOs) are important development actors in realising this goal. They work within civil society and focus on the empowerment of the vulnerable and marginalised through the transfer of skills, resources and power. Their flexibility, commitment to social justice and strong relationships with the community allow NGOs to develop creative responses, developing new models for sustainable solutions. A weakness of NGOs is the inability to provide reliable evidence of the effect, or impact, of programmes and their contribution towards a better society. Further the reliance on donor funding can change the focus of accountability from the beneficiaries to donors and stakeholders. The study is based in the given reality that NGOs are required to adopt a more strategic outcomes orientated approach to programme and project planning to be able to measure the impact of services to improve the effectiveness of services and prove their added value to society. This is most often done through the Logical Framework Approach (LFA) as a planning model, as many governments, multilateral aid agencies and donors use this model to develop policies and determine funding priorities. This study therefore gives an overview of the literature regarding the principles, benefits and challenges of the LFA from various sources. These are considered within the diverse and complex development context and how the complexity affects the use of this tool in planning, monitoring and evaluation. The LFA is based on the Management by Objectives model. The LFA provides a relatively objective, systematic and thoughtful guide to project planning which enables organisations to measure their progress in realising goals. The visually accessible log frame explains how the use of resources will contribute towards reaching the goal. It enables the organisation to present their projects to a wider audience increasing its accountability to donors, stakeholders and beneficiaries. Yet, organisations are often very critical of the use of the Logical Framework Approach as it assumes that society is a stable environment where factors can be manipulated to bring about expected results. It ignores the dynamic, complex and frequently unpredictable nature of society and the non-linear path of social learning and empowerment. Further the model can be misused and exploited to enforce power relationships resulting in the development of inappropriate or irrelevant projects that do not meet the needs of the intended beneficiaries. The study concludes that, despite all the criticisms, the Logical Framework Approach can be a very useful tool and provides recommendations that will help find a balance between the structured planning process and the participative and creative social learning techniques. NGOs can be focussed and accountable and still remain more responsive to the needs of communities.
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Dillon, Paul Joseph. "Using the knowledge management discourse as a framework for the self examination of a school administrator's professional practice." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16346/.
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Popular management literature routinely presents management discourses that offer managers with strategies or 'recipes' for organisational improvement. Practitioners often uncritically accept and implement strategies prescribed within these discourses. Management discourses are constantly evolving to seemingly provide newer and better solutions to organisations' problems. The evolutionary pressures are evidenced through the limited life spans of many of the strategies proffered in the various management discourses. So short have been the life spans of some of these management strategies that the question of faddism has been raised (Birnbaum, 2001). Over recent years knowledge management has filtered from the broader management discourse into the discourse of educational administration. Knowledge management practices are said to enable individuals within an educational organisation to add value to the information and knowledge that an organisation possesses. This research used self-study to examine the effectiveness of a school administrator attempting to model explicit knowledge management principles within his professional practice. A focus of the research was the critical investigation of knowledge management as a management fad or a framework for sustainable management behaviour. Employing the living theory approach to action research allowed me to ask questions about 'how' to improve my practice and to provide evidence to support my answers. It allowed me to examine my professional practice as an educational administrator who valued knowledge, its creation and use critically. My research learnings been have presented as propositions related to the 'how' of my professional practice and its influence on the creation and management of knowledge. The propositions are as follows. * Proposition 1: As an administrator my practices when working with knowledge are a reflection of my ontology and epistemology. To consciously vary my professional practices to facilitate knowledge creation and management it is essential for me to make my ontology and epistemology explicit. * Proposition 2: My professional practices related to information sharing and knowledge creation are directly influenced by psycho-social filters. Three primary psycho-social filters are context, need and relationships. * Proposition 3: The influence of the relationship filter on my knowledge creation activities is directly linked to the relationships that exist between me and those involved in the knowledge activities. The ongoing capacity for my professional practices to influence knowledge creation is linked through relationships by my personal resilience. * Proposition 4: My knowledge influencing practices are those practices that support the provision of opportunities for information sharing and the creation of knowledge with the specific intent of applying that knowledge in an organisational context. A primary application of the created knowledge is decision making. * Proposition 5: Knowledge creation is an ongoing process and knowledge is only relevant at a point in time and applicable in a particular context. * Proposition 6: My professional practices that influence information sharing, knowledge creation and decision making are explicit iterations of my power as an administrator. * Proposition 7: Involvement in the decision making process is one of my key roles as an administrator. Decision making is a major example of the creation and use of knowledge within a school. * Proposition 8: I acknowledge that stories are a valuable way for individuals to share information and they can act as a catalyst for the creation of knowledge. * Proposition 9: Using the knowledge management discourse as a framework to support the critique of my professional practice challenges its branding as a management fad. The propositions have been developed and tested through reconnaissance and two cycles of action research. These propositions have been integrated into a model representing my capacity as an administrator to influence the creation of knowledge.
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Awarab, Erwin Ronald. "An investigation into the organisational culture at an academically successful secondary school in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003494.
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The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
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Marthinus, Kenneth Joseph. "Creating a culture of learning : recommendations for public service organisations." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6668.
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Thesis (MPA)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The dawn of the new South Africa, with the election of the first democratically elected government in 1994, provided a huge service delivery challenge to the public service. Delivery challenges included, the different own affairs services that had to be amalgamated into one public service, matters of transformation, with regard to representivity of all race groups in government, and to reduce the huge backlog of access to public services to millions of South Africans previously excluded. Notwithstanding various initiatives by government through legislation and policies, to support the public sector in developing necessary skills and competencies of public servants for the improvement of service delivery, there is currently massive dissatisfaction from citizens regarding government's inability to provide basic services. Research will prove that the “traditional manner” of skills development initiatives cannot alone assists public servants to improve their skills and competencies to allow government to deliver on its mandate to provide minimum services to its citizens. Furthermore the research will prove that the concept of the “learning organisation (LO)” or alternatively “organisational learning (OL)”: Can support the “traditional” training and development methods to improve the skills levels of public servants to deliver on the mandate of government ; Is a planned intervention which must be supported from management as change agents ; Benefit employees more from this approach to learn ; Must be supported by a change of the organisational culture, information and knowledge management and the appreciation of individual knowledge and experience.
AFRIKAANSE OPSOMMING: Met aanbreek van die nuwe Suid-Afrika in 1994, na die nuut verkose eerste demokratiese regering, is groot uitdagings ten opsigte van dienslewering aan die openbare sektor gestel. Hierdie uitdagings sluit onder andere in die verskeie eie-sake administrasies wat geamalgameer moes word, hervormingsaangeleenthede soos om verteenwoordiging van alle rasse in die openbare sektor te verseker en ook om die groot agterstand in dienslewering aan miljoene mense in Suid Afrika wat voorheen daarvan uitgesluit was, te verminder. Nieteenstaande verskeie regeringspogings om dienslewering te verhoog deur nuwe wetgewing te promulgeer om die nodige vaardighede en bevoegdhede van staatsamptenare te verbeter, is daar nog steeds grootskaalse ontevredenheid by die algemene publiek oor die regering se onvermoë om basiese dienste te verskaf. Die navorsing sal toon dat die "tradisionele" wyse van vaardigheids-ontwikkelingsinisiatiewe alleen nie voldoende sal wees om die vaardighede en bevoegdhede van staatsamptenare te verbeter om die regering in staat te stel om aan sy mandaat te voldoen om minimum dienste aan die publiek te lewer nie. Die navorsing sal ook toon dat die konsep van leef "organisatoriese leer (OL)": Die tradisionele manier van opleiding en ontwikkeling kan ondersteun om die vaardigheidsvlakke van staatsamptenare te verbeter en sodoende op die regering se mandaat te kan lewer ; 'n Beplande ingryping is wat deur bestuur ondersteun moet word wie as veranderingsagente in die organisasie moet optree ; Meer voordele bied aan werknemers om te leer ; Deur 'n verandering in die kultuur van die organisasie, inligting- en kennisbestuur, en die waardering van individuele kennis en ervaring, ondersteun moet word.
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Jantjes, Anthea. "An analysis of organisational performance management in the City of Cape Town : from legislation to implementation." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2485.
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Thesis (MPA (School of Public Management and Planning))--Stellenbosch University, 2008.Research was conducted in this paper on organisational performance management. Various definitions are offered in order to provide an explanation to the topic. Different models on performance management were discussed including the balanced scorecard. The City of Cape Town was identified as a case study to ascertain how the provisions for the performance management system, as stipulated in legislation, were implemented. The use of the balanced scorecard was also reviewed. Officials were interviewed, as well as various documentation considered, dealing with performance management in the City of Cape Town. From the findings various recommendations were made to improve the performance management system.
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Ramahi, Hanan. "Teachers leading school improvement and education reconstruction in Palestine." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277681.
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This dissertation presents an intervention-based study that aimed to enable teachers to improve teaching and learning in one school in Ramallah, Palestine. The non-positional approach to teacher leadership was adopted as a means to mobilise all teachers in the drive towards bottom-up, participatory school change processes that increase teacher self-efficacy and collaboration, build professional capacity and social capital, and promote sustainability. The Teachers Leading the Way programme provided a contextually tailored strategy, and set of instruments and tools that through reflective exercises and dialogic activities aimed to support teachers to innovate practice, and impact organisational structures and professional culture. This is significant in the Palestine setting for facilitating the building of locally based and sourced knowledge to inform an authentic Palestinian vision and agenda for policy-making and education reconstruction, with implications for countries of the Middle East and North Africa region. In the process, a grassroots change movement is intended to shift historical and continued reliance on foreign intervention and international assistance, and lay the foundation for democratisation and social transformation. The intervention was investigated using a critical action-based, participatory methodology that emphasised context and researcher reflexivity in one school and amongst a cohort of 12 participants. Data were collected using a range of research-designed and programme-based methods and instruments, analysed deductively and inductively, and narrated critically to maintain coherence, and convey experiential and temporal dimensions. The study outcomes indicate that teachers in Palestine are capable of leading school improvement, and impacting school structures and professional culture for system-wide change, when the proper support is provided. Non-positional teacher leadership is the vehicle and can be developed through Teachers Leading the Way. At the individual level, this is enabled through a transformation in teachers’ perspective towards a self-empowered, agential mindset that leads to action on ways to improve practice. The transition process underscores the role of effective facilitation as an enabling condition for developing non-positional teacher leadership in Palestine and similar settings.
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Manyuchi, Raymond Freddy. "The role of civil society organisations/non-governmental organisations (CSOs/NGOs) in building human capability : the case of Africa Community Publishing Development Trust (Zimbabwe)." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20086.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The study represents an analysis of the role of civil society organisations/non‐governmental organisations (CSOs/NGOs) in building human capabilities through knowledge construction. It assesses the effectiveness of community publishing in building human capabilities under challenges they face in the environment they are operating in. The complex environment CSOs/NGOs are operating in is dealt with. It will be demonstrated that CSOs/NGOs give marginalised communities, especially women, children and the disabled, a platform where they can organise themselves and give them an opportunity to influence policy and development of their community. Community development has many interpretations. This study focuses on communities as central agents responsible for their own development. When communities participate in their own development, they are engaging in an educational process which is both formal and informal in nature. The education process helps them to understand their situations better. This type of education called ‘popular education’, is based on the belief that people involved in the process have important knowledge that they have acquired from their experiences in life and the education they receive mainly consists of dialogue between different knowledge sets that they possess. In the process, when people participate actively in the development of their communities, a sense of ownership is developed. For the purpose of designing the study, observation of the direct involvement of staff from local government, Africa Community Publishing Development Trust and partner organisations as well as working with communities from Shamva, Umzingwane and Buhera provided the basis. It is noted that party politics affects the development of a CSO/NGO sector that is capable of building human capabilities. It is, therefore, clear that government should create an enabling environment that is free from violence and rule of law should be respected as this helps CSOs/ NGOs to implement capability building programmes conducive for all communities to participate in the development of their areas.
AFRIKAANSE OPSOMMING: Die studie ontleed die rol van burgerlike organisasies/nie‐regeringsorganisasies (BOs/NRO's) in die bou van menslike vermoëns deur middel van kennis konstruksie. Die studie beoordeel die effektiwiteit van die gemeenskap uitgewery in die bou van die menslike vermoëns en die uitdagings wat hulle in die gesig staar in die omgewing waar hulle hul bevind. Die komplekse omgewing waarin BOs / NRO’s hul bevind word inmiddels behandel. BOs/NRO's gee gemarginaliseerde gemeenskappe veral vroue, kinders en gestremdes 'n platform waar hulle hul self kan organiseer en gee hulle ' n geleentheid om beleid te beïnvloed en hul gemeenskap te ontwikkel. Ontwikkeling van die gemeenskap het baie interpretasies. Die studie fokus op die gemeenskappe as sentrale agente wat verantwoordelik is vir hul eie ontwikkeling. Wanneer gemeenskappe betrokke is in hul eie ontwikkelings proses, neem hulled deel aan ’ n opvoedkundige proses wat van nature beide formeel en informeel is. Die opvoedkundige proses help hulle om hul situasies beter te verstaan. Hierdie tipe van Onderwys genaamd "gewilde onderwys", is gebaseer op die oortuiging dat mense wat betrokke is in ‘n proses belangrike kennis besit as gevolg van persoonlike lewenservaringe, die opvoeding wat hulle ontvang bestaan hoofsaaklik uit dialoog tussen die verskillende kennis stel dat hulle besit. Wanneer mense aktief deelneem in die ontwikkeling van hul gemeenskappe, word 'n gevoel van eienaarskap ontwikkel. In terme van die ontwikkeling van die studie het die direkte betrokkenheid van die personeel van plaaslike regering, ACPDT en vennoot organisasies asook die werk met die gemeenskappe van Shamva, Umzingwane en Buhera die basis gevorm van die studie. Politieke partye beinvloed die ontwikkeling van die BO/NRO‐sektor en dit stel hulle in staat om menslike vermoëns op te bou. Die regering moet 'n instaatstellende omgewing skep wat vry is van geweld en waar die oppergesag van die reg gerespekteer word. Dit sal BO’s/NRO's help om vermoëns bouende programme te implementeer wat gemeenskappe die geleentheid sal gee om deel te hê aan die ontwikkeling van hul gemeenskap.