How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers

dc.contributor.advisorMalan, Beverlyen
dc.contributor.emailsharon.mampane@up.ac.zaen
dc.contributor.postgraduateMampane, Sharon Thabo
dc.date.accessioned2013-09-07T13:00:45Z
dc.date.available2009-10-02en
dc.date.available2013-09-07T13:00:45Z
dc.date.created2009-09-01en
dc.date.issued2008en
dc.date.submitted2009-09-25en
dc.descriptionThesis (PhD)--University of Pretoria, 2008.en
dc.description.abstractThis study investigated the legislation (the Education Laws Amendment Act, Act 24 of 2005) dealing with teacher selection and appointment. It focused specifically on the principles equity, redress and representivity changes in legislation. Not only do these principles encourage the equal advancement of everybody’s interests but they also serve as a means of establishing an appropriate balance between conflicting interests. The primary purpose of the study was to determine whether or not the racial group to which the school governing body members belong had an effect on the way in which they interpreted and implemented legislation, and if so, to what these could be ascribed. Five schools’ governing bodies in the Tshwane South District of the Gauteng Province were interviewed using semi structured, open-ended interviews to investigate the extent to which their staff composition has changed as a result of the new legislation. A qualitative research paradigm allowed me to adopt a constructivist/interpretivist approach to data collection and analysis. Indications from data were that the understanding and interpretation of SGBs across racial divides are influenced by their different cultural and linguistic preferences, their different political and educational histories and the contexts in which they work. These differences indicated that deeply entrenched racial stereotypes and strong attachments to a specific school culture, language or ethnic traditions could be influencing the final decision on short listing taken by the SGBs represented in my study. Suggestions are that legislation implementation should be addressed at all stages; that is, reviewing performance, considering reasons for governance difficulty or failure, designing alternative interventions, and interpreting evaluation results as an intervention practice for legislation success. Based on my research findings I would therefore suggest that the key reason for the lack of transformation in the staff composition of public schools is the short period of time that has elapsed since the promulgation of the Education Laws Amendment Act of 2005. Given that transformation is a social process and that stereotypes are key obstacles to transformation, I believe that, as far as the schools in my sample are concerned, their staff compositions will eventually change.en
dc.description.availabilityunrestricteden
dc.description.departmentEducation Management and Policy Studiesen
dc.identifier.citationMampane, ST 2008, How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/28176 >en
dc.identifier.otherD666/agen
dc.identifier.upetdurlhttp://upetd.up.ac.za/thesis/available/etd-09252009-002505/en
dc.identifier.urihttp://hdl.handle.net/2263/28176
dc.language.isoen
dc.publisherUniversity of Pretoriaen_ZA
dc.rights© 2008, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.en
dc.subjectSchool governanceen
dc.subjectSchool cultureen
dc.subjectSchool authorityen
dc.subjectRepresentivityen
dc.subjectRedressen
dc.subjectLegislationen
dc.subjectIntegrationen
dc.subjectEquityen
dc.subjectDemocracyen
dc.subjectTeacher selection processen
dc.subjectStaff compositionen
dc.subjectUCTDen_US
dc.titleHow school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachersen
dc.typeThesisen

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