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Teachers' perceptions of the essential features of whole school development / organisation : towards a model for intervention

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dc.contributor.advisor Sibaya, P.T.
dc.contributor.author Myeza, Qalokunye Andrias
dc.date.accessioned 2011-07-04T10:14:38Z
dc.date.available 2011-07-04T10:14:38Z
dc.date.issued 2003
dc.identifier.uri http://hdl.handle.net/10530/700
dc.description Sublllitted to the Faculty of Education in fulfilment of the requirements for the DEGREE Of DOCTOR Of EDUCATION in the Department of Educational Psychology and Special Education at theUniversity of Zululand, 2003. en_US
dc.description.abstract This study examines teachers' perceptions of the elements of whole school development and the extent to which certain essential features of such development are associated with school effectiveness. The study aims at determining the extent to which school effectiveness is associated with the following four elements (or sets of elements) in terms of respondent dimensions: (1) access to technical and human resources; (2)adoption of a clear culture, vision and identity; (3) involvement in efficient strategic planning, structural arrangements and procedures; and (collectively) (4) gender, age, teaching qualifications and teaching experience. To this end an instrument was constructed based on the Government bluebook for inspection of schools. The bluebook-based instrument was found to be descriptive and, therefore, intended to collect data of a qualitative nature. On the grounds of this serious omission the instrument had to be adapted so as to yield quantitative data covering all the essential features of school organisation. Care was taken to ensure that the instrument has content validity that covers all the essential features of school organisation. The findings revealed that there is a very strong association between the essential features of whole school development and school effectiveness. The analysis of responses in respect of these essential features has enabled us to arrange them in a rank order. The factor that covers adoption of a clear culture, vision and identity was rated in the first position. This was followed by a factor dealing with access to technical and human resources. The last position was occupied by the factor dealing with involvement in efficient strategic planning, structural arrangements and procedures. The study revealed that while age, gender and teaching experience, as aspects of teacher characteristics, did not influence teachers' opinions on the essential features of school organisation, the variable of teaching qualification was found to be influential in this regard. en_US
dc.language.iso en en_US
dc.subject Post-apartheid era--Education. en_US
dc.subject Educational change--Social aspects--South Africa. en_US
dc.subject School improvement programs--South Africa. en_US
dc.title Teachers' perceptions of the essential features of whole school development / organisation : towards a model for intervention en_US
dc.type Thesis en_US


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