Theses and Dissertations (Education Management and Policy Studies)

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Evaluering van bestuurstyle van opleiers in nie-formele onderwys : 'n fundamenteel-andragogiese begronding
Van Aardt, Nicolaas Johannes (University of Pretoria, 1992-10)
Afrikaans: Vanuit 'n fenomenologiese perspektief het die volwassene 'ninherente strewe om toenemend iemand te wil word, dus om te leer. Vanwee sy normatiewe ingesteldheid wil hy sy volle potensiaal binne werkverband ontplooi ten einde die maatskappy te help om gestelde doelwitte te bereik. Die individu-in-indiensopleiding in die bedryfsektor word meer as ooit tevore met die vrae van waardes, lewensdoel en optimale betekenis van die lewe gekonfron-teer. Hulle verkeer in nood en vra leiding. Hoe meer die w~reld se kompleksiteit toeneem, hoe grater die mens se nood. Die werk- nemer raak verward in die nuwe geYndustraliseerde samelewing waarin ans, ans tans in bevind omdat nie genoegsame aandag gegee word aan die essensies van menswees nie. Die gevolg van hierdie verwardheid waarin die werknemer horn tans in bevind, lei daartoe dat produktiwiteit in die slag bly. Die bestuurder gee nie genoegsame aandag aan die menslikheid van sy ondergeskiktes ten einde produktiwi tei t van sy werknemers te bevorder nie. Die andragogiese-essensies van menswees naamlik in-betekenis- wees, medesyn, temporaliteit en self-iemand-wees word nie verwerklik in die sakesektor nie. Die andragogiese-essensies is nie net mensweesessensies nie, maar produktiwiteitessensies. Indien die andragogiese-essensies nie verwerklik word in die sakesektor nie, sal produktiwiteit nooit verbeter word in geindustraliseerde werkomgewing nie. Die fundamentele andrago-giese-essensies moet toegepas word binne 'n maatskappy ten einde verhoogde produktiwiteit mee te bring. Individue-in-indiensopleiding beskik oor die potensiaal om produktief te wees en wil graag hierdie potensiaal tot uiting bring. Die bestuurder as opleier moet die klimaat skep waarbinne hierdie werknemer in die maatskappy kan funksioneer. Indien die bestuurder die andragogiese-essensies ontken, ontken hy menswees. Die werknemer as volwassene strewe inherent na uitnemendheid en het die wil om te presteer. Indien hulle deur deelname gelei word, sal dit lei tot verbondenheid wat op sy beurt lei tot kreatiwiteit. Die werknemer wil 'n betekenisvolle lewe lei en hy wil aan alle aspekte van sy lewe betekenis gee en dus ook in die maatskappy waar hy werk betekenisvol wil funksioneer. Die kernbegrip hoe volwasse leer by die werknemer plaasvind, is dat die volwassene selfrigtend is. Die vo--lwasse leerder wil deur andere gesien word as onafhanklik en selfbepalend. Wanneer die ondergeskikte dus 'n. situasie ervaar waar hy/sy nie toegelaat word om onafhanklik en selfbepalend op te tree nie, kan dit lei tot 'n onderbewuste gevoel van weerstand en woede. Dit kan lei tot onproduktiwiteit deurdat hy nie die geleentheid gegun word om sy potensiaal tot uiting te bring nie. Uit die navorsing het geblyk dat die wyse hoe volwasse leer plaasvind nie net mensge-orienteerde leerteoriee bevat nie, maar byvoorbeeld assosiatiewe, funksionele en kognitiewe leerteoriee. Die werknemer strewe na die transendente. Dit beteken dat hy gedurig in wording is en dat hy op pad is om iemand te word. Die andragogiese-essensies is daarop gemik om vir die werknemer wat ongeborgenheid beleef, vertroue in die eie saak te gee. Die Christelike lewensopvatting in besonder bepaal dat God Drie-Enig, die Skepper, Onderhouer en Regeerder van die ganse werklikheid is en dat die werknemer groepe is om God in al sy aktiwiteite te eer en te verheerlik. Hierdie lewensopvatting soos gehuldig deur 80% van die RSA se bevolking moet dus as basis dien vir 'n gesonde bedryfsektor. English: From a phenomenoligical perspective the adult has an inherent desire to be entertained increasingly; that is, to learn. Because of his normative propensity, he strives to develop his full potential in the working context in order to assist the company in reaching his objectives. The individual in in-service training in the operations sector is more than ever before, being confronted with questions regarding values, the purpose of life and the optimum value of life. They find themselves in distress and seek guidance. The more the world's complexity increases, the greater man's distress. The employee becomes perplexed in the new industrialised society in which we are presently became inadequate attention is being given to the essentials of humanity. The result of this confusion in which the employee finds himself presently, leads to a decline in productivity. The manager does not give sufficient attention to the humanity of his subordinates which could promote the productivity of his in-service training personnel. The andragogical essentials of humanity namely being a part of a meaningful world, fellowship, temporality and self-esteem are not being satisfied in the business sector. The andragogical essentials are not human~ essential, but productivity essentials. If the andragogical essentials do not materialise in the 1:fosiness sector, productivity will never improve in the industrialised working environment. The fundamental andragogical essentials have to be applied within, the company in order to bring about increased productivity. Individuals engaged in in-service training have the potential to be productive and have the need to express this potential. The manager must create the climate in which the employee can function within the company. The manager who denies the andragogical essentials denies humanity. The employee as adult inherently strives toward excellence and has the will to perform. If they are guided through participation, it will lead to commitment which in turn leads to creativity. The employee wishes to lead a meaningful life and wants to add significance to all aspects of his life as well as in the company where he works. The basic concept of how the adult doctrine transpires, is that the adult is self-directed. The adult learner wants others to regard him as independent and self-determined. When the employee therefore, experiences a situation in which he is not allowed to act independently and self-determining, it may lead to unproductivity because he is denied the opportunity to demonstrate his potential. Research revealed that the adult doctrine not only contains human orientated learning theories, but for instance, contains associative, functional and cognitive learning theories. The employee strives towards the transcendental. This means that the employee is constantly in the making and on the way of becoming someone. The andragogical essentials are aimed at giving the employee experiencing insecurity, trust in his own situation. The Christian outlook in particular determines that God triune is Creater, Provider and Ruler of the entire universe and that the employee is destined to honour and glorify God in all his activities. This outlook, recognised by 80 % of the population of the RSA, must therefore serve as basis for a sound operations sector.
Departmental heads’ and teachers’ understanding and implementation of the assessment policy statement in the foundation phase
Nkosi Duduzile Kate (University of Pretoria, 2025)
South Africa has had several changes in the curricula from the time it became a democratic country. The implementation of changes in the curricula has been problematic which made it necessary to introduce further changes. This study explored how Foundation Phase teachers and Department Heads (DHs) understand assessment and implement assessment policy. A total of three primary schools in the Gauteng, district of Ekurhuleni North was chosen as the sites of the study. Three teachers and three DHs from Foundation Phase (Grade 1-3) were chosen to participate in the study. Two participants (one teacher and one DH) were selected in each school. Data was generated through interviews with the participants. A thematic content analysis was used to analyse the data from the interviews. Thematic analysis was suitable for this study because it is a technique that enables the researcher to systematically identify, organize and give an in depth understanding of themes across the generated data. The findings of this study show the different ways in which the teachers and the DHs understand assessment and how they implemented the assessment policy. The teachers perceived assessment as a tool that is used to determine the progression of the learners as well as identifying the learners who are not performing well and assisting them. While the DHs perceived assessment and assessment policy as a tool for planning as well as obtaining feedback of the teaching and learning process. While teachers played the role of developing learners to improve in their performance, the DHs performed the leadership and management role in the implementation of the assessment policy. The challenges that the teachers experience as well as the support that they need are also presented. This study gives recommendations that other stakeholders like parents should play a supportive role in the pre-assessment, during assessment and post-assessment periods of the assessment policy to improve the performance of learners.
A capability approach analysis to school governing bodies' experience of financial management
Shokane, Dipolelo Kgatetse (University of Pretoria, 2025-03)
School Governing Bodies (SGBs) must be financially capable, which is a significant aspect of managing school finances. The South African Schools Act No. 84 of 1996 (SASA) mandates principals and SGBs to manage school funds well. This suggests that they need to have the necessary knowledge and financial skills to ensure that funds are used effectively for the benefit of schools, yet literature shows they fail to do so. Given that SGBs struggle with the demands of managing school finances effectively, this study employed the capability approach (CA) framework created by Amartya Sen. The framework seeks to enhance people’s ability to function effectively to expand their capabilities and functioning until they have reason to value the lives they lead. Several individual and structural conversion factors contribute to issues of financial management in rural public schools. Such issues include lack of formal education, illiteracy, poor training, and lack of resources to enable them to contribute effectively to schools. This study sought to provide a CA analysis to SGBs’ experience of financial management in rural public primary schools. The findings showed that principals and SGBs wish to use their capabilities to contribute to and develop schools. However, they lack financial knowledge, proper training, good knowledge and usage of finance policies. The methodology used to implement the framework involved data collection through individual semi-structured interviews which were analyzed through deductive thematic analysis. Based on the findings, this study concludes that rural public schools are certainly faced with persistent gaps in financial literacy, poor training of the SGBs, lack of accountability and poor skills and knowledge to make informed choices concerning the development of schools. The findings highlighted that individual constraints play a major role on how school finances are managed in these school. The study further recommends continuous training for all the SGB members to enable them to carry out their duties successfully, enforce the implementation of finance policies in schools and for the Department of Education to normalise school visits to monitor and promote effective educational practices.
Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools
Van Niekerk, Petrus Albertus (University of Pretoria, 2025-07)
Learner assessment is vital for measuring their academic success. While the development of textbooks and social sciences content has progressed significantly, this qualitative study rooted in the interpretivist paradigm focuses on how teachers from two public primary schools in the Overberg district Western Cape apply the Curriculum and Assessment Policy Statement in teaching social sciences at the Intermediate Phase and Entry-Level Senior Phase. Although teachers assess their learners, the rigour of their assessment practices varies. The study addresses the literature gap concerning what constitutes fair, valid, and reliable curriculum and assessment practices. Grounded in the Integrated Course Design theory, 10 participants were purposively selected, and data collection methods included semi-structured interviews followed by thematic data analysis. The study argues that government policies and strategies often present challenges for teachers to deliver the social sciences curriculum effectively. The study found that when one teacher’s assessments are significantly easier than another’s, learners’ grades may not accurately reflect their skills, understanding of content knowledge, or ability to apply knowledge. It is further unclear how social sciences teachers’ assessment practices are legitimately measured or compared for compliance. This ambiguity undermines the very ‘raison d’être’ of assessments to ensure accountability and consistency in evaluating learner performance. The study contends that such ambiguity and uncertainty in evaluation methods contradict the fundamental goal of education: fairness. The study recommends the need for ongoing professional teacher development so that teachers may identify, establish and implement effective, consistent, fair, credible, and dependable curriculum and assessment practices in South African public primary schools.
Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools
Moyo, Eles (University of Pretoria, 2025-04-24)
Abstract Transitions are an integral part of the educational journey, marking significant milestones for learners as they progress from one stage to another. Like many other nations, South Africa faces unique challenges and opportunities in transitions and learner performance in schools due to its diverse population and complex educational landscape. A successful transition in any educational system hinges on the quality of teaching and its teachers, who are undeniably the most critical resources in schools as they play a pivotal role in shaping the educational experience of learners. The study argues that poorly managed transitions into Grade Four classrooms can negatively impact academic development, and the role of teachers in guiding learners cannot be understated. Their perspectives, attitudes and beliefs create the environment where learners learn and grow and ultimately achieve successful transitions, setting the stage for a lifetime of academic and personal success. Understanding how transitions affect learner performance is not only a matter of educational interest but is also intertwined with broader social and economic implications. Using Bronfenbrenner’s ecological model, the study investigated teachers’ perspectives on learners transitioning from the Foundation Phase to the Intermediate Phase in South African public schools. The interpretive-constructivist research approach included multiple case studies of three township schools. This qualitative multiple-case study used semi-structured interviews, document analysis and field notes as data-collecting methods. Twenty-four participants were interviewed, and documents and field notes were analysed to gain insights into the dynamics surrounding this phase transition. The study highlights Grade Four transitions as challenging, requiring all stakeholders to view learners as components of a system made up of interconnected and dynamically interacting aspects. If not managed properly, transition into Grade Four classrooms may delay or sometimes permanently affect the learners’ academic development. The study also provides recommendations for improving teacher pedagogy during the transition period to make the transition successful.
Principals and educators' perceptions of the implementation of the quality management system in Gauteng
Letsatsi, Neo (University of Pretoria, 2024-10)
Studies indicate that educator performance management systems and continuous educator development and support in the provision of quality teaching and learning in all classrooms are of importance, however lacking. Consequently, nations worldwide are investing heavily in educational systems to establish strong quality management frameworks that will ensure excellent educator performance and provide high-quality education for all students. South Africa is no exception as the government recently revised the Integrated Quality Management System to (IQMS) to the Quality Management System (QMS). This study uses a qualitative research approach inspired by the interpretive paradigm to identify the perceptions that principals and educators have on the implementation of the new Quality Management System (QMS) in the South African education system. Six secondary schools in the Gauteng East district of the Gauteng province were used as research sites, each school resembling a case in this multiple case study. A purposive sampling was used to select eighteen participants, which included six principals, six departmental heads and six educators, with an equal representation of fee-paying and no- fee- paying schools. Data was collected through face-to-face semi-structured interviews, in order to extract a detailed account from the participants, with document analysis used to triangulate the findings. The European Foundation for Quality Management (EFQM) was used as a theoretical lens indicating how quality education can be managed in schools. The data was analysed thematically, and gave rise to five themes. The findings show that there are differences in how educators interpret the QMS document, which inevitably influence how it is implemented. Furthermore, although the QMS is re-branded after the IQMS, some participants are of the opinion that the QMS will not yield the expected results due to its close association with the IQMS. A number of factors that threatened the possible prosperity of the QMS were uncovered. This study suggests that educators should be central in policy formulation processes and be sufficiently capacitated regarding all performance management systems.
Leadership experiences of female middle leaders in independent schools of Mpumalanga province
Mangal, Kanishka (University of Pretoria, 2025-01)
This study explored the leadership experiences of female middle leaders in selected independent schools in the Mpumalanga province. The study aimed to understand how female middle leaders identify as middle leaders, the enhancing and inhibiting factors they face in the independent school context and how the independent school context influences their leadership experiences. The role congruity theory and context-responsive leadership concept constituted the framework through which the leadership experiences of female middle leaders in the independent school context were understood. A narrative inquiry design was adopted to explore female middle leaders' lived experiences. This design is grounded in life experiences and focuses on how one fills one’s world with meaning and how we assist one another in building lives and communities. Data was generated through an unstructured interview and collages inquiry methods. The data was then analysed using two methods: narrative analysis and analysis of narratives. The finding of this study revealed factors that prevent female middle leaders from ascending to senior leadership positions. These include resistance from both males and females.
Applying the duty of care outside the formal school day at primary schools
MacKay, Teresa Anne (University of Pretoria, 2025-02)
Underpinned by the Contextual Safeguarding Theory, this study investigated how primary schools apply their duty of care before and after the formal school day. A qualitative approach using the interpretivist paradigm was adopted to better understand the experiences of the participants in their application of duty of care. Twenty-four participants from six primary schools participated in the study. Data was collected through semi-structured interviews and the analysis of documents provided by the participating schools. The findings suggest that contextual factors play an important role in how schools apply their duty of care before and after form school hours. The participating schools acknowledged that safety of learners is compromised when learners are dropped off early at school or learners are left waiting after school to be collected. As a result, all the participating schools have institute pro-active and reactive measures to mitigate the safety threats to their learners during these times when they are most vulnerable. In addition, this study proposes a Contextual Safeguarding Framework for South African Schools.
Teachers' experiences of implementing the SIAS policy in selected Gauteng East township primary schools
Kambule, Thandekile Precious (University of Pretoria, 2024-10)
South Africa became a democratic country in 1994. In the democratic dispensation, the country reformed its education system by establishing several legislations and policies. These include policies aimed at promoting inclusive education. Through these policies, the country desired to develop and strengthen the educational support afforded to every learner in the education system. This study focused on one of the policies on inclusive education; this policy came into effect in 2014 and is known as the policy on screening, identification, assessment, and support (SIAS). This study aimed to explore teachers’ experiences in implementing the SIAS policy in selected township primary schools in the Gauteng East district. Four research questions gave direction to the study: What are teachers’ experiences of implementing the SIAS policy in Gauteng East township primary schools? What are the factors enhancing teachers’ implementation of the SIAS policy in Gauteng East township primary schools? What are the factors inhibiting teachers’ implementation of the SIAS policy in Gauteng East township primary schools? How do teachers respond to the factors that inhibit the implementation of the SIAS policy in Gauteng East township primary schools? What support do teachers require to improve the implementation of the SIAS policy in Gauteng East township primary schools? To understand teachers’ experiences of implementing the SIAS policy, the policy implementation theory was used as the theoretical framework of the study. The qualitative approach was adopted, and the case study design was employed to engage with teachers’ experiences. In addition, semi-structured interviews and document reviews were used as methods of collecting data; this data was then analysed using the thematic analysis method. The findings of this study provided knowledge on the implementation of the SIAS policy in township schools. Among other themes that emerged from data are teachers’ understanding of the SIAS policy, their practices in its implementation, and various factors affecting this implementation. The factors included strengths such as the functional SBST influence collaboration, school learning support programs, and applying the pull-out system to provide additional support. The study contributes knowledge on the kind of support required by teachers to improve the implementation of the SIAS policy.
Implementing the Mathematics Curriculum and Assessment Policy Statement in an online context : experiences of teachers
Smit, Christiaan (University of Pretoria, 2024-11)
The global COVID-19 pandemic forced educational institutions to seek measures to adapt in order to ensure the continuation of quality teaching and learning. Framed against Van Hiele’s levels of geometric thought, this qualitative study uses a phenomenological research design to investigate the experiences of mathematics teachers when implementing the Curriculum Assessment Policy Statement (CAPS) for Mathematics in an online context. A document analysis of the CAPS policy document, as well as semi-structured interviews conducted among were used to collect data from fourteen teachers who teach mathematics in the Further Education and Training Phase (FET phase) in five secondary schools in Gauteng were used to obtain the data from. All the participants were purposively selected because they taught mathematics online during the COVID-19 lockdown. Preliminary findings suggest that the Mathematics CAPS policy document could not be effectively applied in an online teaching and learning context when compared to an in-person context. This is because assessments could not be conducted effectively, the time allocation to each topic in the Mathematics CAPS curriculum could not be adhered to, a lack of information and communication technology (ICT) related resources for both teachers and learners, as well as the lack of required ICT-related skills and competencies skills of teachers to teach mathematics online. The geometry section of the mathematics curriculum was also found to be the most difficult section to teach online.
School leaders’ use of ICT to engage parents in their children’s education
Mogapi, Keabetswe B. (University of Pretoria, 2024-11)
Parental engagement in children’s learning at all levels is associated with a learner’s academic success as well as the overall success of the school. Despite the significant amount of evidence on the importance of parent engagement in student learning, there seems to be a lack of parent engagement in schools due to schools not creating opportunities for engagement, a lack of inclusivity in schools, and the socio-economic status and personal circumstances of parents. This requires school leaders to develop innovative ways of reaching out to parents and fostering engagement in their children’s learning. This study views ICT as a tool that secondary school leaders can use to engage parents in the day-to-day activities related to their children’s education. It appreciates the role of ICT in teaching and learning against the backdrop of the rising use of social media and online platforms. Its purpose is to examine how secondary school leaders at Tshwane East district use ICT to engage parents in their children’s learning. Based on a case study design and following a qualitative approach, the study generated and analysed data collected from nine (9) participants drawn from three (3) secondary schools. The participants included purposively selected principals, deputy principals and departmental heads. Semi-structured interviews enabled participants to share their experiences of using ICT to engage parents in student learning. The Hoover-Dempsey and Sandler model underpins the study and sustains its focus until its completion. This study concludes that, despite the challenges regarding parent engagement in schools and the use of ICT in fostering this engagement, there are strategies that secondary school leaders can adopt to ensure success.
Implementation of legal principles in learner disciplinary processes in secondary schools
Segapo, Tshepang Kabelo (University of Pretoria, 2024-08)
Learner discipline management continues to be a common problem for educators, parents and learners in most South African schools. The purpose of this research was to examine the implementation of the legal principles pertaining to learner disciplinary processes in secondary schools. Three (3) secondary schools were chosen from the Ngaka Modiri Molema district, in the North West province as research sites. The study adopted a qualitative approach through an interpretive paradigm, and it employed a case study design. The conceptual framework for this study was developed with the set of legal principles that govern the learner disciplinary processes. The participants in the study involved the principals/deputy principals, educators, SGB Chairpersons/deputy chairpersons and SGB parent components. Semi-structured individual interviews were conducted to gather data from the participants. The study’s findings revealed that participants held diverse perceptions regarding the legal principles related to learner disciplinary processes. The majority of school disciplinary committee members demonstrated an unclear understanding of their roles in accordance with the legal framework governing learner disciplinary processes. Schools reported several challenges with complying with legal principles in learner disciplinary processes which included the development and implementation of the code of conduct for learners, the absence or limited involvement of parents, and insufficient support from the Department of Basic Education (DBE). One school explored strategies such as involving legal experts to ensure proper implementation of legal principles. There were expectations for the DBE to provide support in drafting and implementing disciplinary policy documents and to offer ongoing training for school disciplinary committee members on learner discipline.
Utilising information and communication technology in classroom management practices in Gauteng independent primary schools
Bakos, Pascale (University of Pretoria, 2024-10)
The global significance of ICT integration in education has been widely acknowledged, prompting nations across the world to prioritise equipping educators with the requisite skills for the seamless integration of technology into their pedagogical practices. Consequently, a comprehensive examination of ICT’s impact on the management skills of educators promises to provide profound insights into the enhancement of teaching practices and the improvement of learner outcomes. However, many educators still lack the necessary competencies to use technology for teaching and learning and this poses a problem in the context of the technological advancement of the education landscape. This study examines the role of Information and Communication Technology (ICT) in classroom management practices among educators at independent primary schools in Gauteng. The research seeks to answer the main question: How do educators in Gauteng independent primary schools use ICT to manage their classrooms? The chosen theoretical frameworks for this study are the Technology Acceptance Model (TAM) and Actor-Network Theory (ANT), each offering unique perspectives on the integration of Information and Communication Technology (ICT) in classroom management practices. A qualitative research methodology was employed, utilising semi-structured interviews and classroom observations to gather rich, detailed data. Thematic analysis was conducted on the collected data. Findings indicate that educators are increasingly reliant on ICT tools to facilitate various aspects of classroom management. It was also revealed that ICT integration has significantly transformed classroom management practices, with educators reporting its time-saving benefits in administrative tasks, improved learner engagement, and more effective monitoring of learner behaviour. However, the study highlights challenges, such as the need for ongoing professional development, and the digital divide among learners and educators.
Managing the integration of information and communication technology in township secondary schools in Gauteng
Kganyago, Kgabo Ezekiel (University of Pretoria, 2024-09)
The rapid change in the pedagogical landscape has increased the incorporation of information and communication technology (ICT) into the classroom globally. However, there has been relatively limited progress in increasing ICT integration in South African public schools. Integrating ICT into the classroom can be innovative and transformative, potentially accelerating, enriching, and deepening learners’ understanding of the curriculum. However, it comes with several challenges, as discovered by other researchers. Such ICT integration is a complex process that fully supports useful resources, teaching, and learning rather than completing it through a single step. As such, the effective management of the complex process of ICT integration is essential. This research study aimed to explore the management of ICT integration in teaching by the school management team (SMT) in Ekurhuleni North township secondary schools. Activity Theory and the Technology-Organisation Environment Framework guided this study. This qualitative study used a purposive sampling technique to select 16 participants four school principals, four departmental heads, and eight educators from four secondary schools. Data generation was done through semi-structured interviews, document analysis, and non-participant observation. The findings of this study seem to indicate that participants have a positive perception of ICT integration in teaching and recognise its benefits in improving teaching and learning. Participating schools employed various strategies, including educator training and technical support, to manage ICT integration effectively. However, challenges related to policy, technical issues, and power supply hinder seamless implementation. The study proposed a model for managing the integration of ICT in teaching that involves a structured framework that schools can follow effectively to use ICT in the teaching process.
South African school principals' perspectives on continuing professional teacher development for knowledge economy
Mahlaela, Mphuphuthane Abram (University of Pretoria, 2024-03-30)
Continuing professional teacher development is a global phenomenon and the focus of all education departments. However, with its dynamic education system, South Africa faces challenges implementing successful teacher development programmes. The national curriculum has changed several times in the democratic era, and teacher development has been affected. The role of school principals in national teacher development policies has also been ever-changing. In the previous Education Labour Relations Council collective agreement, the Integrated Quality Management System [IQMS], principals played a smaller role because the responsibility of staff development fell on the chairperson of the staff development team, who was not necessarily the principal of the school. The recent Collective Agreement, the Quality Management System [QMS], has restored the responsibility to the principal. Therefore, this study examined how South African school principals connect continuing professional teacher development to the knowledge economy. The researcher believes that school principals are responsible for implementing teacher development. The study adopted a qualitative research approach to collect data through semi-structured interviews. A qualitative case study design was used, and the sample comprised 10 school principals. Thematic analysis was used to analyse the collected empirical data. The findings from the data analysis underscore the significant challenges that South African school principals encounter when attempting to link continuing professional teacher development to the knowledge economy. These challenges, as the study reveals, must be effectively addressed. In response, the study proposes a model for continuing professional teacher development that can facilitate this connection and enhance the economic value of teaching staff. KEYWORDS: school leadership, continuing professional teacher development, knowledge economy, school context, social learning theory
Distributed instructional leadership at underperforming schools in Johannesburg Central District
De Klerk, June Virginia (University of Pretoria, 2024-11)
There is a continuous debate about leadership approaches and their sustainability to enhance teaching and learning in schools. This study explored distributed instructional leadership at underperforming schools in Eldorado Park in the Johannesburg Central District. The majority of the schools in the area had a change in leadership in the last three years and it is assumed that this change might have contributed towards the decline in their grade 12 learners’ pass rate. This study adopted a qualitative approach anchored in an interpretivist paradigm and a case study research design. Collegial theorical framework served as the foundation and support that guided this study. One principal, one departmental head and one teacher from each of the three secondary schools in Eldorado Park in Johannesburg Central District were purposively selected to participate in this study. Data were collected through face-to-face semi-structured interviews. Thematic data analysis was adopted to analyse data. During the process of the study, the required ethical considerations were adhered to. This study found that the principals, departmental heads, and teachers have little understanding of distributed instructional leadership, and are not working as a collective. This deficiency in management hampered teaching and learning and also affected the general academic performance in their schools. This study recommends to the Department of Basic Education to induct and mentor newly appointed principals, departmental heads and teachers to ensure collegiality when executing their school responsibilities, to engage newly appointed principals, departmental heads and teachers in appropriate training programs to enhance their knowledge and understanding of distributed instructional leadership to ensure positive outputs in their schools.
The role of principals and departmental heads as curriculum leaders in fee-paying Gauteng secondary schools
Bhila, Johnson (University of Pretoria, 2024-06)
This study employed a qualitative descriptive case study design that investigated the roles of curriculum leadership in South African fee-paying secondary schools in the Gauteng Province. Adopting an interpretive paradigm, the study used Instructional Leadership theory as the theoretical framework. The study responds to challenges associated with poor coordination in the implementation of the curriculum, teaching, assessment, and evaluation to promote quality teaching and learning. The study’s target population comprised principals and departmental heads in fee-paying secondary schools within the Gauteng Province. Purposive sampling was used to select 12 participants, comprising principals and departmental heads from six secondary schools, to explore the roles of these curriculum leaders through in-depth interviews and document analysis. The data was analysed thematically, and findings indicated that principals adopt holistic responsibilities, encompassing teaching, community engagement, and overall school functionality. In contrast, departmental heads focus on specific domains, ensuring high-quality teaching within their departments and highlighting the collaborative nature of educational management. The study exposed challenges curriculum leaders face, such as external pressures and resource constraints. Results indicated that addressing these challenges necessitates balanced approaches, integrating collaborative professionalism, evidence based practices, and comprehensive leadership training. Strategic initiatives, including stakeholder engagement and positive school climate promotion, emerge as key strategies in effective curriculum leadership, aligned with established educational leadership principles. The research paints a comprehensive picture of curriculum leadership in South African fee-paying secondary schools. The study argues that despite the identified challenges, strategic, evidence-based, and collaborative approaches pave the way for effective curriculum leadership. The study offers practical, policy, and theoretical recommendations, emphasizing continuous professional development, standardized disciplinary guidelines, and the integration of Instructional Leadership Theory into official policies.
How women principals negotiate school culture
Mabusela, Mapula Rebecca (University of Pretoria, 2008-11)
School leadership remains a male-dominated position in many schools. This is largely the reason why few women, who happen to be principals, find it difficult to command respect as core partners within the educational arena, and, they, therefore, need to negotiate school culture. This research intends to explore how women principals negotiate school culture in the rural schools of the North-West Province of South Africa. The purpose is to understand how women handle this leadership role as they handle the business of the day in a school setting. The research took the form of a case study to provide detailed descriptive information of each participant. The case study used semi-structured interviews, observation and document analysis to collect data. I purposefully selected three women principals to participate in this research. Selection was made from the three categories of schools: primary school, middle school and high school. The multiple setting was deliberate, in order to explore the differences and commonalities that might occur amongst the women principals in their leadership role. A consent form covering all the ethical issues of voluntary participation, confidentiality and anonymity was sent to the participants. The use of qualitative research methods helped me to understand how women, as leaders, navigate the way things are done, given the demands of school-based management in the midst of adversity, discrimination, marginalisation and lack of support. The study is based on the data drawn from two semi-structured interviews of one hour each, a one-day shadowing session and the analysis of one artefact of each woman. The study is significant in that the findings might add to the growing body of information about women in leadership.
Influence of the quality management system on the professional development of secondary school educators
Clarke, Chanté (University of Pretoria, 2024-07-26)
The shift from an integrated quality management system to the current quality management system has unveiled fresh avenues for research. This study, conducted in Tshwane, South Africa, delved into how the quality management system affects the growth of secondary school educators. A conceptual framework was constructed, combining Sims' four developmental purposes with Gilmour's factors for enriching teacher quality. This framework focussed on the dynamic relationship between quality management and professional development. Employing a qualitative research methodology, the study conducted semi-structured interviews with eight purposively chosen participants. Their insights revealed a consensus: the quality management system held substantial value and was acknowledged for its influence on educators' professional growth. It suggested that educators who highly regard such a system and consistently advance professionally can significantly elevate the quality of teaching and learning. The study underscores the potential of a quality management policy to augment educators' professional development, emphasizing the need to merge this system into professional growth initiatives. The study argues for implementing continuous classroom monitoring overseen by departmental heads, accompanied by meaningful and constructive feedback for educators. Essential to this process is the sustained professional advancement of educators, which necessitates ongoing training opportunities, whether internally conducted within schools or externally sourced. Ultimately, the research reaffirms that an active, supportive approach motivates and assists educators in leveraging a quality management system for their professional progression. This integration promises not just the improvement of committed educators but, by extension, the enhancement of the overall quality of the teaching and learning landscape.
Departmental Heads' mentorship experiences of novice teachers' professional development in low socio-economic schools
Antoniadis, Chantellé (University of Pretoria, 2024-03)
Despite ongoing professional development efforts in South Africa, novice teachers in low socioeconomic areas are still struggling with low morale and high turnover rates. Challenges like inadequate infrastructure, crime, violence, and health risks are particularly pronounced in these settings. Global research indicates that adequate professional development and mentoring can help novice teachers overcome these challenges and succeed. Despite mentoring, novice teachers continue to face pedagogical and managerial difficulties. This qualitative study investigated the professional development of novice teachers at two low socioeconomic primary schools in the Cape Town Metropolitan district, Western Cape Province. Twelve individuals, including six departmental heads and six novice teachers, were purposively selected. The study utilised a conceptual framework examining the interplay between socioeconomic status, professional development, and mentoring, which guided the research. Data collection involved semi-structured interviews and document analysis, gathering rich data related to the participants' experiences. These results were cross-referenced to validate the findings. The study revealed a gap between what novice teachers expect from the teaching profession and their actual experiences, signalling insufficient preparatory training from universities to tackle professional challenges. This study found that the professional development in low socioeconomic status schools does not meet the specific needs of these environments, resulting in misalignment with teachers’ and learners' needs. Burdened by limited time and resources, departmental heads face difficulties in providing effective mentoring. Based on the findings, this study recommends that professional development programmes be made relevant to teaching large classes and guided by novice teachers' challenges in low socioeconomic status schools.

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