Faculty of Education

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Browsing Faculty of Education by Author "Bhengu, P."

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    Position power of the principal in decision making
    (2002) Bhengu, Thenjiwe Octavia; Ngcongo, R.P.G.; Bhengu, P.
    The research examines the position power of the principals in decision making with a view to establishing how learners and educators respond to the principals' decisions. It also explores the principals' involvement with school management team and school governing body in decision making and how the Department of Education helps or hinders the principals in decision making. Questionnaires were used by the researcher to establish the above scope of the study. The researcher found that the principal's decisions are accepted by school management team, school governing body and learners if these parties were involved in the decision-making process. Educators were found to be sometimes difficult and, instead of contributing positively to decision making, they use the opportunity to criticise the principal and thereby hinder the decision-making process. The study reveals that the respondents feel that the attitude of the principals towards learners, educators and parents contribute to how their decisions are accepted by all these parties. From the study it is established that principals use their skills and knowledge to facilitate the effectiveness of their position power, and thereby influence the decisions positively in order to get work done. The study also reveals that the principals involve the school governing body in decision making. This improves the relationship between principals and school governing bodies and results in commitment to the implementation of decisions, and therefore the success of the school. There is a low involvement of school management team in decision¬making, and this is a problem for the school community as a whole as it will result in poor implementation of decisions. The study further reveals that the interaction between the Department of Education and the principals is inadequate. The principals are not involved in the policy-making decisions that affect their schools and this in turn causes problems for the principals in the implementation of these decisions. This results in principals having to contact the Department of Education requesting direction even on petty issues. Inadequate involvement of principals by the Department is disempowering, and threatens the fulfillment of the Department of Education's intention of empowering schools.
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    The transformational leadership role of the school principal
    (2003) Nzimande, Emmanuel Mthembeni; Ngcongo, R.P.; Bhengu, P.
    The study examined the transformational leadership role of the principal in schools. It sought to ascertain whether school principals have the capacity to implement the new educational changes that the educational system in our country seeks to implement. The study depicts the views/perceptions of Primary and Secondary school principal from Camperdown district; a district which serves predominantly conservatism people. The district proves to be associated with, rural conservatism a factor which is a challenge to transformation. A questionnaire comprised of closed and open-ended questions was used to establish the scope of the study. On the basis of the research, the study concluded that most of the principals in the area studied, were indeed grapping with transformational. There are quite a few areas in which the school principals in their leadership abilities need to develop in order for them to be able to implement educational changes as duly required of them. • The provision of transformational strategies to enhance the quality of education in school. • The availability of transformational structures to meet the challenges brought by educational changes. • Capacity to deal with change. • Monitor transformational processes.
University of Zululand