A critical analysis of communication channels and systems in the Department of Education, with relevance to districts, circuits and schools of eThekwini

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dc.contributor.advisorKlopper, R.M.
dc.contributor.authorMngoma, Ntombifuthi Patricia
dc.date.accessioned2010-06-02T08:02:48Z
dc.date.available2010-06-02T08:02:48Z
dc.date.issued2007
dc.descriptionA dissertation submitted in fulfillment of the requirements for the Degree of D. Litt in Communication Science at the University of Zululand, 2007.en_US
dc.description.abstractThe main task of Chief Superintendents of Education Management (CSEMs) and Superintendents of Education Management (SEMs) and principals is to achieve the goals of the Education Department. They direct the activities and performance of their supervisees. In pursuing this, a leadership relationship and interaction between the supervisors and his supervisees is necessary. These leaders however, perform two significant roles; that of leading and that of being led. The leadership of these leaders is influenced /affected by the relationship the leader has with his supervisor to perform optimally or rninimally. For these managers in Education to lead effectively, they need to be well and timeously informed about matters. The SEMs need to be kept abreast of education related issues because of the type of work they do. It ranges from communicating departmental goals and objectives, consultation with stakeholders, chairing workshops and meetings of principals, parents and School Governing Bodies. They also serve on recruitment panels, among many other functions. Various forms of communication styles systems and communication strategies are viewed as significantly crucial in the work of the SEM. The SEM however relies on senior management for information. Latest and revised policies come to the SEM via the line function. Reaching the set destination depends on the leadership styles of the supervisors, whether they are traditional or transformational leaders. The SEM likewise, disseminates the information to the principals of schools. They in turn do the same to their supervisees at school and to School Governing Bodies, where necessary. The leadership styles of the SEMs and principals also affect information dissemination either positively or negatively. The results of the study points out that communication channels are not always adhered to in the Department of Education. Information does not reach the SEMs on time. E-communication is still minimally used in the Department of Education.en_US
dc.identifier.urihttps://hdl.handle.net/10530/317
dc.language.isoenen_US
dc.publisherUniversity of Zululand
dc.subjectCommunication channels -- Department of Education -- South Africaen_US
dc.titleA critical analysis of communication channels and systems in the Department of Education, with relevance to districts, circuits and schools of eThekwinien_US
dc.typeThesisen_US
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