THE ROLE OF LEADERSHIP IN SECONDARY EDUCATION IN SOUTH AFRICA

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INTRODUCTION

  • sense that it would serve as a guide in as far as public policy implementation is concerned. Seen from another perspective, this thesis will identify and put in place an approach that could enhance the chances of successful public policy implementation with limited resources and within a predetermined period The study will identify critical perspectives that are impacting on the role of leader ship in secondary education.
  • In order to identify which factors play a dominant role in the National Curriculum Assessment Policy Statement, it is necessary to examine and investigate policy making and analysis, organising, staffing, financing, determining work methods and procedures and control.
  • The nature of this study dictates that the research procedure relies heavily on relevant literature study and legislative directives Information gained from a literature study is essential as it assists in identify in gcritical factors affecting school principals in implementing the National Curriculum Assessment Policy Statement. Furthermore, the study will add value to the body of knowledge in Public Administration. It will give insight into what public policy actually is, and the critical factors that are impacting on the role of leadership in secondary education in South Africa scheduled times for teaching and learning, including all other activities, specific time for starting and closing the school day, and management structures which are main lyhierarchical (Dunklee, 2000:34). The highest position in that school is that of the principal.
  • Thus, the responsibility of managing the school is that of the principal (Van Deventer, 2003: 124)In spite of the similarities in the organisational and administrative structures of schools, studies have shown that schools are different, one from the other in the way they function as well as the effects they have on the lives of learners.

For example,Head’s (1999:84-85) report of Rutter, Maughan, Mortimore and Ouston research findings indicate that some schools are superior to othersThis research aim is to devise a leadership programme for public policy imple-mentation within the secondary education sector in South Africa. In particular, this thesis considers ways and means that can be followed by the principal and management team to implement the National Curriculum Assessment Policy Statement in the secondary education in South Africa. Its focus is futuristic in they.

  • TABLE OF CONTENTS
  • Title page
  • Declaration
  • Acknowledgements
  • Abstract
  • CHAPTER 1 : INTRODUCTION, RATIONALE AND RESEARCH STRUCTURE
    • 1.1 INTRODUCTION
    • 1.2 BACKROUND OF THE STUDY
    • 1.3 RESEARCH OBJECTIVES AND PROBLEM STATEMENT
      • 1.3.1 Objective of study
      • .2 Problem statement
    • 1.4 RESEARCH METHOD AND DESIGN
    • 1.5 DEFINITION OF KEY CONCEPTS
    • 1.6 STRUCTURE RESEARCH
    • 1.7 CONCLUSION
  • CHAPTER 2 : RESEARCH DESIGN AND METHODOLOGY
    • 2.1 INTRODUCTION
    • 2.2 CHALLENGES OF CASE STUDIES
    • 2.3 QUALITATIVE RESEARCH APPROACH
    • 2.4 THE FORMAT
      • 2.4.1 The case study as an aspect of qualitative research
      • 2.4.2 Critical qualitative research
      • 2.4.3 Particularistic
      • 2.4.4 Descriptive
      • 1.4.5 Heuristic
    • 2.5 DATA COLLECTION AND ANALYSIS IN QUANTITATIVE RESEARCH
      • 2.5.1 Interviews as data collection strategy
      • 2.5.2 Limitations and strengths of interview
      • 2.5.3 Mining data from documents
      • 2.5.4 Observation as a research tool
      • 2.5.5 Procedures of data analysis and processing
      • 2.5.6 Context analysis
      • 2.5.7 Sampling
      • 2.5.8 Assessing and evaluating qualitative research
      • 2.5.9 Authenticity – reliability, validity and triangulation
    • 2.6 QUALITATIVE RESEARCH DESIGN
      • 2.6.1 Applying the framework for content analysis
      • 2.6.2 Searching for suitable data
      • 2.6.3 Searching for contextual knowledge
      • 2.6.4 Developing coding instructions
      • 2.6.5 Searching for contextually justifiable procedures
      • 2.6.6 Deciding on quality standards
      • 2.6.7 Budgeting and resources allocation
    • 2.7 EXECUTION
      • 2.7.1 Report writing
      • 2.7.2 Statement of problem
      • 2.7.3 Background of the problem
      • 2.7.4 Objectives of content analysis
      • 2.7.5 Data, methods and design
      • 2.7.6 Procedures
      • 2.7.7 Presentation of findings
      • 2.7.8 A self-critical appraisal
    • 2.8 APPLICATION OF RESEARCH METHODOLOGY
      • 2.8.1 Phase 1: Selection of a research topic
      • 2.8.2 Phase 2: Formal formulations
      • 2.8.3 Phase 3: Initial planning of the quantitative research process
      • 2.8.4 Phase 4: Implementation of decisions
      • 2.8.5 Phase 5: Interpretation and presentation of data
    • 2.9 WRITING THE RESEARCH REPORT
      • 2.9.1 Definition of key concepts in content analysis
      • 2.9.2 Goals and objectives of a research report
      • 2.9.3 The author himself
      • 2.10 CONCLUSION
  • CHAPTER 3 : PUBLIC ADMINISTRATION
    • 3.1 INTRODUCTION
    • 3.2 PUBLIC ADMINISTRATION
    • 3.3 PUBLIC MANAGEMENT AS AN INTEGRAL COMPONENT OF PUBLIC ADMINISTRATION
    • 3.4 LEADERSHIP IN CONTEXT OF PUBLIC ADMINISTRATION AND SERVICE DELIVERY
    • 3.5 POLICY MAKING AND POLICY ANALYSIS PERSPECTIVE
      • 3.5.1 Policy formulation
      • 3.5.2 Establishment of the context
      • 3.5.3 Formulation of the problem
      • 3.5.4 Search for alternative solutions
      • 3.5.5 Setting the policy
      • 3.5.6 Context of policy making and implementation
      • 3.5.7 Types of policies
      • 3.5.8 Role players and factors in policy formulation
      • 3.5.9 Think tanks and shadow cabinets
      • 3.5.10 Interest groups
      • 3.5.11 Members of legislative bodies
      • 3.5.12 Circumstances and environment
      • 3.5.13 Needs and expectations of the populations
      • 3.5.14 Policies of political parties
    • 3.6 ORGANISING
      • 3.6.1 The principle of specialisation and division of work
      • 3.6.2 Organisational structures
      • 3.6.3 Line organisational structure
      • 3.6.4 The organising process in a school
      • 3.6.5 Problems in organising
    • 3.7 DELEGATING
    • 3.8 CONTROL
      • 3.8.1 Planning and control
      • 3.8.2 The process of control
    • 3.9 DETERMINING OF WORK PROCEDURES
    • 3.10 PUBLIC ADMINISTRATION AND THE EXTERNAL ENVIRONMENT
    • 3.11 CONCLUSION
  • CHAPTER 4 : THE ROLE OF LEADERSHIP IN SECONDARY EDUCATION IN SOUTH AFRICA
    • 4.1 INTRODUCTION
      • 4.2 SCHOOL CULTURE
      • 4.2.1 Implications for school culture and climate
      • 4.2.2 Development and cultural change
      • 4.2.3 Paying teachers
      • 4.2.4 Trust and support
      • 4.2.5 The structural model
      • 4.2.6 Correlates of effective culture
      • 4.2.7 Values and interest, not power and position
      • 4.2.8 Access to quality information
      • 4.2.9 Broad participation
      • 4.2.10 Lifelong growth
      • 4.2.11 Individual empowerment
    • 4.3 HUMAN RESOURCE
    • 4.3.1 Managing the implementation process
    • 4.4 FINANCING
    • 4.4.1 Financing: Implications for policy implementation
      • 4.4.2 Procedural arrangements
    • 4.5 THE EDUCATOR AS A PROFESSIONAL PRACTITIONER
      • 4.5.1 South African Council of Educators
    • 4.6 STRATEGIC PLANNING
      • 4.6.1 Whole school evaluation
      • 4.6.2 Individual and school self-evaluation
    • 4.7 THE NATURE AND IMPORTANCE OF LEADERSHIP
    • 4.7.1 Leadership characteristics
    • 4.7.2 Participative leadership and total quality management (TQM)
    • 4.7.3 Implementing TQM and the five tasks
    • 4.7.4 TQM teams as the focus for organisational design
    • 4.7.5 Transactional leadership
    • 4.7.6 Charismatic leadership
    • 4.8 MOTIVATION
    • 4.8.1 Basic motivation rewards issues
    • 4.8.2 Motivation
    • 4.8.3 The role of the principal in implementing Maslow’s theory
    • 4.8.4 The importance of motivation
    • 4.9 CONCLUSION
  • CHAPTER 5: POLICY ANALYSIS
    • 5.1 INTRODUCTION
    • 5.2 SACE DOCUMENT BY R BRIJRAJ
    • 5.2.1 Code list for analysis operations
    • 5.2.2 Analysis of SACE document by Rej Brijraj
    • 5.3 TRANSFORMATION ISSUES AND A POSSIBLE WAY FORWARD
    • 5.4 THE MINISTERIAL COMMITTEE ON SCHOOL GOVERNANCE
      • 5.5 KEYNOTE ADDRESS BY JOHN PAMPALLIS
      • 5.5.1 Code list for operations
      • 5.5.2 Analysis of the keynote address by John Pampallis
    • 5.6 DOCUMENT BY MARTIN PREW
    • 5.6.1 Code list for operations
      • .2 Analysis of document presented by Martin Prew
    • 5.7 DOCUMENT BY MZWANDILE KIBI
    • 5.7.1 Code for operations
    • 5.7.2 Analysis of paper presented by Mzwandili Kibi
    • 5.8 CONCLUSION
  • CHAPTER 6 : RESULTS: PRESENTATION AND DISCUSSION
    • 6.1 INTRODUCTION
    • 6.2 DISCUSSION OF DATA AND SOME SALIENT POINTS
    • 6.2.1 South African Council of Educators document
      • 6.2.2 Document presented by Mzwandile Kibi
      • 6.2.3 Document presented by John Pampallis
      • 6.2.4 Document presented by Dr Martin Prew
      • 6.2.5 Human resources
      • 6.2.6 Ethics in education
      • 6.2.7 Human resources: Implications for policy implementation
      • 6.2.8 Financing
      • 6.2.9 Budget
      • 6.2.10 Financing: Implications for policy implementation
    • 6.3 MOTIVATION
      • 6.3.1 Cultivating a culture of learning and teaching
      • 6.3.2 The organisational climate of a school
      • 6.3.3 Effective policy making
    • 6.4 PRESENTATION OF RESULTS
      • 6.4.1 Research finding
      • 6.4.2 Research finding: Issue: Financing in functional school governing bodies
      • 6.4.3 Research finding: Issue: Dysfunctional governing bodies
      • 6.4.4 Research finding from a SASA policy implementation
      • 6.4.5 Research finding in respect of resistance to change
      • 6.4.6 Research finding from a transformation perspective
      • 6.4.7 Research finding in respect of commitment
      • 6.4.8 Research finding in respect of capacity
      • 6.4.9 Research finding in respect of absenteeism of educators
    • 6.5 CONCLUSION
  • CHAPTER 7: SUMMARIES, RECOMMENDATIONS AND CONCLUSION
    • 7.1 SUMMARY
    • 7.1.1 Summaries of chapters
    • 7.2 INTERPRETATION OF RESULTS
    • 7.2.1 Main findings
    • 7.3 RECOMMENDATIONS
      • 7.3.1 Recommendation one
      • 7.3.2 Recommendation two
      • 7.3.3 Recommendation three
      • 7.3.4 Recommendation four
      • 7.3.5 Recommendation five
      • 7.3.6 Recommendation six
      • 7.3.7 Recommendation seven
      • 7.3.8 Recommendation eight
      • 7.3.9 Recommendation nine
      • 7.3.10 Recommendation ten
    • 7.4 CONCLUSION
    • BIBLIOGRAPHY
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