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Supervision and total quality education in KwaZulu-Natal secondary schools

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dc.contributor.advisor Imenda, S.N
dc.contributor.author Ntuli, M.S
dc.date.accessioned 2015-09-18T09:46:27Z
dc.date.available 2015-09-18T09:46:27Z
dc.date.issued 2012
dc.identifier.uri http://hdl.handle.net/10530/1366
dc.description.abstract The fundamental aim of the study was to investigate the extent to which supervision of programmes in the FET band were geared towards TQE. The study systematically investigated the issue of TQE in selected schools in KZN province, South Africa. Chapter one introduced the problem and briefly outlined the research procedures that were followed in investigating the problem. This was followed by a theoretical enquiry into the problem, highlighting what other people have said about TQM, TQE and supervision. This problem was brainstormed on how it could be resolved by reviewing literature in chapter two. In surveying the relevant literature, this study presented educational management theories as they relate to TQM. A wide spectrum of literature relating to the TQM was explored. In doing this, the first section focuses on the distinction between TQE and TQM. The broad concept of a learner, leadership and management was looked into from the perspective of TQE. Models of TQE as they relate to school leadership ware also explored. The concept of Total Quality Education Management (TQEM) was explicated in an attempt to customise initiatives by business management. This was followed by models of supervision, and how these synchronise with some educational laws, policies and regulations. Thus, the study revealed negative and positive factors that affect TQE, and this information is very crucial and needs to be known by school management teams. This led to the development of the research instruments that are explained in chapter three. These instruments were administered in the field and were analysed using the SPSS computer programme. Chapter four reflects the results emanating from the data. The results are presented in the form of tables and graphs. These results are discussed against the literature and conceptual framework. The researcher collected both qualitative and quantitative data through a survey of research designs, with built-in elements of triangulation. The primary tools used to gather data were questionnaires that were designed for educators and principals of schools. The reliability and validity of the instrument used in the study were ascertained by subjecting them to a pilot study that resulted in their refinement and finalisation. Data collected was analysed by the use of the Statistical Package for Social Sciences (SPSS) computer programme. Information gathered scarcely viii antagonises the assumption that poor school management in KwaZulu-Natal is the result of poor supervision. It was found that educators were suitably qualified and more than half (58%) of them were well experienced. It was also found that half (50%) of the schools did not have administration buildings. In this way, classes were converted into staff-rooms and principals’ offices. Educators rated the school management teams (SMTs) as having the capacity to lead the school effectively in their journey to effectiveness. More than three-fifths (62%) of the educators believed that there were no factors that hindered their schools working towards effectiveness. However, the shortage of funds and poor capacity of the school governing bodies (SGBs) negatively affected the school based staff development. It was also found that more than a fifth (22%) of schools had the nationally initiated Developmental Appraisal System (DAS) running. Over three-quarters (78%) of schools in the region had visions and mission statements. Principals took a superior position in communicating the vision and mission statements of the school. Deputy Principals took the second position after principals in those schools that had them. Educators viewed heads of departments (HODs) as personnel that least communicated the vision and mission statements of schools. On the contrary, those schools that did not have visions and mission statements had problems such as lack of regular meetings, less commitment by principals and a lack of capacity by the school governing bodies. Findings of the study led to the making of both general and specific recommendations as listed in the study. In a summary, it was mainly recommended that the Department of Education (DoE) help schools by filling the vacant supervisor posts (Deputy Principals and HODs) to ensure that the strength of the strategic apex and middle management is fortified. This will also ensure a correct supervisor-educator ratio and all educators to receive appropriate supervisory attention. Education circuit and district managers should closely monitor the effective use of time as a resource. The DoE should organise staff development programmes for principals, where they may be work-shopped on the principles of TQE. ix It was also recommended that the shortage of classrooms should be addressed so that teaching and learning takes place under good conditions. On the same note, for the purpose of principals’ effective management and proper dignified supervision, principals’ offices (where these do not exist) should be built as well as staff rooms. To achieve this, the DoE should help schools in the proper budgeting and utilisation of funds so that resources are speedily supplied to schools, including learner support materials. The study concluded that supervision cannot be singled out as the factor that affects schools’ performance, but those multifaceted factors that affect school management. However, A Practical Supervision Model is proposed, as a major contribution of this study, to inform both future research and professional practice. If well applied, this model has the potential to make schools turn the corner through a paradigm shift and become more effective. The model emphasises the good relationships among all educators, irrespective of their post levels, must be maintained. At the same time, it emphasises how effective supervision could be achieved. It is therefore believed that recommendations and suggestions made will be taken into consideration by all concerned so that in the final analysis there is improvement in the province en_US
dc.language.iso en en_US
dc.publisher University of Zululand en_US
dc.title Supervision and total quality education in KwaZulu-Natal secondary schools en_US
dc.type Thesis en_US

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