Educational Planning & Administration

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A mentoring model to enhance work integrated learning for B.ED Third year student teachers within the King Cetshwayo District
(2022) Buthelezi Thembinkosi Cuthbert
Mentoring of pre-service teachers during teaching practice has been characterised by many challenges, however, little is known about the availability of a model for effective mentoring of pre-service teachers in South African schools. The aim of this study was to develop a model to enhance the mentoring programme for B.Ed. third-year student teachers, within the King Cetshwayo District, KwaZulu Natal, South Africa. Data for the study was collected through interviews from twelve subject mentors who were purposively selected from twelve schools within the King Cetshwayo District and was analysed thematically. Results revealed that while there has been a noticeable interest among educators to mentor pre-service teachers who come for the teaching practice exercises, there seems to be a dearth of models or techniques to guide subject mentors on what to do when it comes to effective mentoring of pre-service teachers. School mentoring plays a significant role in the professional development of pre-service teachers, especially the teaching practice exercise which is geared towards exposing pre-service teachers to real life classroom teaching experience before they are eventually certified. Subject mentors rely mainly on their experiences and expertise to mentor pre-service teachers without following any mentoring model. Any communication breakdown between the university and the host schools’ subject mentors has a negative influence on the student-teachers. Based on the findings, a Six Grounding Model was developed. The study also recommends for universities with B.Ed. degree programmes to conduct adequate screening and pre-assessment of selected primary and secondary schools before mobilising pre-service teachers to such schools.
Alternatives to corporal punishment in maintaining discipline in rural primary schools
(University of Zululand, 2019) Sekhwama, Avhashoni Molly; Kutame, A.P.; Dube, M.C.
The abolishment of corporal punishment has left many teachers with high stress on how to deal with undisciplined learners. Teachers in both public and independent rural primary schools find it difficult to maintain discipline resulting in the number of criminal activities and ill-discipline of learners. In South Africa, the department does not seem to be assisting educators in dealing with abusive and disruptive learners. The aim of this study was to investigate the application of alternatives to corporal punishment for maintaining discipline in rural primary schools. Both qualitative and quantitative research approaches were used to collect data. The results of this study indicate that alternatives to corporal punishment are effectively applied in primary schools and are effective. However, some do not encourage those alternatives, they think these result in misconduct. Some educators suggest that learners need to be punished corporally in order to maintain discipline in them, which is why the majority of teachers are still practicing corporal punishment. They think it is effective in maintaining discipline. All schools using alternative methods have reported positive response to their methods in dealing with misbehaviour of learners in classroom and outdoors. It can be concluded that teachers are still applying corporal punishment in maintaining discipline and therefore need training in dealing with disruptive learners in maintaining discipline in schools as corporal punishment is lawfully banned in schools.
An analysis of the nature and function of the education policies at colleges of education in the National States in South Africa
(1992) Ndlala, Mangena William; Nxumalo, O.E.H.M.
The purpose of this study was to investigate how the educational policies formulated by the Department of Education and Training as well as the Departments cf Education and Culture, influence the functioning of the colleges of education in the National States in South Africa. It was also to determine the extent to which policies, evolved within the colleges themselves, are-af-feeted—by—interventions from the various Departments and political movements. Methods of research included, among others, interviews of college rectors, lecturers and students, serving teachers and some educators attached to the Departments of Education and Culture. This researcher intended to establish how these people perceive the influence and impact of these policies on the selected sample of Colleges of Education in the National States. The literature review revealed that policy serves as a guide and a source of reference in any given venture, involving a choice amongst a wide range of alterntives; and that it provides a reasonable guarantee that there will be consistency and continuity in the decisions that are made. This investigation demonstrated, however, that there is a stigma attached to policies formulated by the Education Departments in the National States. This is due to the negative perception that the National States are illegitimate administrative structures created to perpertuate apartheid policies. The policies which are formulated by the Department of Education and Training are also challenged by the students in particular, and lecturers in general, who argue that these policies are oppressive and therefore unacceptable. The negative perception held by students and lecturers on the current educational policies manifests itself in the emerging college culture of violence which is characterised by the rejection of current authority structures. Students seem to rely on coercion and intimidation as means of problem solving instead of the use of negotiation tactics. College policies therefore do not always serve as guides and thus cannot guarantee any consistency and continuity in the decisions that are made. In this way education policies do not empower the college authorities to be fully in charge of their institutions. Emerging from these findings are the following recommendations: * that education policy makers should consider various options which will encourage a wider spectrum of consultation and involvement of interest groups, including Thompson's model of policy development and redefinition cycle (in Monahan, 1982), Muschkat1 s (1986) morphological model and those of Saran and Kogan. that policy makers formulate policies which are based en the rule of law and on the principles of justice and fairness. It is hoped that this research will be a source of reference for further research in policy studies undertaken -especially— for postgraduate studies. It will also serve as a useful source material for educational policies in South Africa, especially with regard to colleges of education.
Burnout syndrome in the teaching profession
(2005) Vilakazi, Sipho Arnold; Gabela, R.V.
This study set out to investigate the prevalence of burnout among teachers. To this end, the following objectives were formulated: To (a) ascertain the incidence of burnout among teachers in KwaZulu-Natal. (b) determine the manner in which teachers manifest burnout, (c) find out whether there is any association between teachers' biographical factors and burnout. In order to investigate the aims of the study the Maslach Burnout Inventory - Educators Survey was used. This instrument was administered to a sample of 364 teachers who teach in traditionally black secondary schools in three districts of the Zululand region of the province of KwaZulu-Natal. Data was analysed by means of the chi-square one-sample test and the analysis of variance (ANOVA). After the analysis and interpretation of data was done, the study came to the following conclusions: (i) teachers differ in the extent to which they experience the incidence of burnout. There is a group of teachers who experience low burnout levels, there is also a group that experience moderate burnout levels and a group that experiences high burnout levels. However, the test revealed that the majority of teachers experience low burnout levels, (ii) There is a positive relationship between the variable of the level of education and emotional exhaustion, and between the variable of gender and personal accomplishment. This means that teachers who hold a postgraduate qualification experience high emotional exhaustion compared to their counterparts who hold lower qualifications. This further means that male teachers experience high personal accomplishment levels compared to their female counterparts, (iii) Finally the study revealed that there is no relationship between teachers' biographical factors (gender, age, marital status, level of education, position at school, work experience, average number of learners in classes taught, location of school) and burnout.
Challenges faced by principals in managing heads of departments for promotion of quality teaching and learning processes in UMkhanyakude secondary schools
(University of Zululand, 2020) Sibanda, Dion
Percentage pass rate is a serious problem in uMkhanyakude schools which is attributed to problems principals face in managing HoDs to ensure that there is effective teaching and learning. The aim of this study was to investigate the challenges faced principals in managing heads of departments in the promotion of quality teaching and learning processes in uMkhanyakude Secondary Schools. Mixed method research design was used. Findings from the study reveal that most school principals exercise total power over the entire administration. HoDs hardly receive internal guidance and training in schools to make them better managers, milestone setting is a challenge with most principals. There is little follow up being done on supervision data. Most principals rarely prioritise motivation as means of stimulating drive to achieve more. Principals have neglected setting and consistently maintaining the tone in shaping up the desired school culture. Principals limit the process of resource mobilisation as means of strengthening their financial muscle. Little time is given to policy planning and administration which makes the school derail from its vision. HoDs participation needs to be enhanced through collaborative participation with the principal in drawing up the vision within the organisational scope. The study recommends that principals apply change management strategy for any development strategy. Following the principle of decentralisation, decision making principals’ transformational leadership helps them to impart authority to the HoDs and the staff. This will improve instruction in schools hence learners will obtain good results.
The challenges faced by school management teams in promoting quality teaching and learning
(University of Zululand, 2017) Madondo, Nomphalalo Primrose Bongekile; Mncube, D.W; Duma, M.A.N
This investigation studied the challenges faced by the School Management Teams in promoting quality teaching and learning. The outcry of unsatisfied and demotivated educators and the poor academic performance of learners that is experienced as a result of challenges faced by SMTs in their daily function of school management, administration and leadership prompted me to conduct this investigation. Most South African schools, particularly the state schools perform poorly. It is believed that this study will alert the stakeholders in the education fraternity about challenges encountered and contributions each stakeholder has to make to help remedy the situation. The interpretive paradigm was used and the research design was qualitative. I generated data by means of literature reviewed and empirical research. The multi-case or multiple collective case study method was used for data collection. Data gathering techniques used were the semi-structured interviews for both individuals (school principals) and Focus Groups (all other SMTs excluding the principal), observation, documents and artefacts. Three data gathering techniques were used in order to ascertain credibility and trustworthiness of the results. The tools used were the Interview Schedule, Observation Checklist, Field Notes Pads, and the Voice Recorder. The research covers areas which include problems encountered by SMTs that result in poor academic performance, the role of the SMTs in promoting quality teaching and learning, and measures to employ in solving problems encountered. The findings indicated that some practices and policies of the department of education, uncommitted employees and the lack of full involvement of stakeholders, particularly parents and learners, affect academic results. Urban, township and rural schools are all challenged, but the complexity of problems encountered varied, as did the performance standard. Recommendations made include reviewing departmental policies and practices, giving incentives to hardworking employees, and the need for stakeholders to join hands in supporting teaching and learning in South Africa.
Challenges facing female managers at Emondlo Circuit in Nqutu district
(2003) Zwane, Phumzile Debra.; Gabela, R.V.; Legotlo, M.W.
The purpose of this study has been to determine the challenges facing female managers in the schools that they manage in the Emondlo circuit of the Nqutu district. Literature, strategies and models were used to determine empirically how the female managers manage their schools effectively. Little has been documented about the challenges facing female managers in the new dispensation in South Africa. In addition, little attention is paid to support them in their management roles in schools. In this study, a self-administered questionnaire method was used to gather data. A 31-item questionnaire was developed to determine the perceptions of respondents regarding the challenges facing female managers at Emondlo circuit. A random sample of 11 schools managed by females were chosen. In each school, the questionnaire was filled in by the female school manager only. The empirical investigation conducted revealed that the female managers experienced problems including discipline and absenteeism among both educators and learners. The study also revealed that some of them lacked relevant management skills and knowledge. The study finally revealed that some female managers have greater barriers to overcome than their male counterparts and that discrimination is a major obstacle to their advancement. Finally, conclusions were drawn with regard to data gathered from the literature as well as from empirical research findings. In this study, some recommendations are made with regard to research findings. It was found that workshops, staff development programmes and seminars are some of the best strategies in helping the female managers to perform their duties effectively.
Challenges that heads of departments face in managing teaching of Tshivenda home language in rural primary schools of Dzindi circuit Vhembe district
(University of Zululand, 2019) Mulaudzi, Fulufhuwani Grace; Kutame, A. P.; Kapueja, I.S.
The 1994 democratic government of South Africa brought greater responsibility and growth of school-based management in schools which impacted on the role and workload of school leaders. Principals of public foundation phase school teachers delegated greater responsibility to Heads of Departments who had to ensure that teachers are professionally developed. The assumption was that teachers should be supported and developed professionally to do their best work with learners, and, to be retained. Despite the belief that school-based Teacher Professional Development may have a positive impact, little is known about the challenges Heads of Departments’ of Tshivenda Language in a rural context face in managing teachers for them to promote quality teaching and learning. The aim of this study was to investigate the challenges that heads of departments face in managing the teaching of Tshivenda home language in rural primary schools of Dzindi circuit in Vhembe District. This study was positivist in nature following the quantitative research methodology. Self-administered questionnaires were used to collect data from 107 respondents from the 200 who were sampled through simple random sampling procedure. Several challenges that face the HODs were identified. These include the need to supervise teachers in the process of teaching to improve learning in schools. The study points to a strong need for workshops to fully capacitate HODs of Tshivenda in rural primary schools of Dzindi Circuit. However, the various management challenges that have emerged should be considered. Mentoring of Tshivenda Home Language teachers by HODs remains very crucial for the promotion of teaching and learning in rural primary schools of Dzindi Circuit. The study recommends a need for HODs to motivate teachers in their management process.
Change management: a case study of IQMS implementation at Samungu Ward School
(2006) Mathonsi, Aurelia Xolile; Ntuli, M.S.
The momentum of change continued to build. Some schools adapt to ongoing change, whilst others are playing the difficult role of catch-up. The management of change is a challenge for school leaders, which requires an approach that will impact positively on educator attitudes, so that change is implemented successfully. The key to organisational change management included promoting effective change, by gaining the educators' support and commitment for implementation.
Communication as a management tool for corporate social investment programmes
(2003) Sibeko, Nhlanhla Joshua; Ngcongo, R. P. G.
The study investigates the extent to which communication is used as a management tool for Corporate Social Investment (CSI) programmes. To this end, the following objectives were formulated; To (a) determine if communication between funding business organisations and communities facilitate the realisation of mutually beneficial goals, (b) determine if communication between funding business organisations and communities is regular, (c) determine if communication between funding business organisations and communities is empowering to communities, (d) determine if corporate social investment managers find a difference in communication efficiency between corporate social investment programmes in education and training on the one hand and other forms of CSI programmes on the other hand. In order to investigate the aims of the study two instruments were used viz, a closed-ended questionnaire and an interview schedule. There were two samples for the study which were corporate social investment practitioners (Public Relations Managers, Community Affairs Managers, Corporate Communications Managers or any other person designated to perform such a role) and the community members who are recipients of CSI funding. The close-ended questionnaire was administered to corporate social investment practitioners and the interview schedule was used, to solicit data from recipients of funding. For the analysis of data a chi-square one sample test was used for the first four research objectives. After the analysis and interpretation of data was done, the study came to the following conclusions (a) Communication within CSI programmes facilitates the realisation of mutually beneficial goals between funding business organisations and the community (b) Communication between funding business organisations and communities is regular because there are scheduled dates for meetings and both parties observe these scheduled meetings (c) Communication between funding business organisations and communities is empowering to communities, and (d) There was a difference in communication efficiency between education and training programmes on the one hand and other sectors on the other hand.
Conflict management and resolution in Secondary Schools in KwaZulu
(1993) Ngcongo, Rejoice Phumelele; Nxumalo, O.E.H.M.
This research has looked into the methods which teachers and principals use to handle student-student, student-principal and student-teacher conflicts in KwaZulu secondary schools. It has revealed that teachers tend to use authoritarian and power based methods to manage conflicts with students. Authoritarian methods rely on coercive and position power to force students to comply. They include punishment and force of different kinds. The research has shown that authoritarian and power based methods of managing conflict in schools tend to have short term benefits only. The study has also found that some principals use competitive and authoritarian methods to manage conflicts which involve students. However, there is a definite effort by some principals to employ problem solving methods such as negotiation to solve conflicts with students. Where problem solving methods were used, positive relationships were enhanced. In some cases new ways of doing things at school were developed. The* extent to which other methods like avoidance and accommodation are used to deal with conflict was highlighted. The outcomes of these in schools were also shown. The research also indicated that the socio-economic and political history of education for Blacks in South Africa and KwaZulu, has created a great potential for conflict in schools. It was shown that schools in KwaZulu are in a situation where education does not adequately fulfill needs of students. As a result a lot of frustration occurs and students displace their feelings by resorting to socially disapproved means like violence. v(b) Other variables such as clash of values between teachers and students, misperceptions especially by students and lack of student involvement in decision making also contribute to conflict. According to the observations of principals, students also deal with conflict in aggressive and competitive ways. They demand whatever they believe they are deprived of; they become violent or resistant to school authority. Further, the study concluded that some teachers and principals increase the potential for conflicts in schools through defective management styles and negative interaction with students. The latter, namely negative interaction with students, was seen to be either part of estranged student-teacher or student-principal relationships or, in some cases, a result of poor communication and interpersonal skills of teachers or principals. All three parties (namely teachers, students and principals) cloud issues on conflicts by mixing them with emotions and by operating from certain belief systems. Such emotions as uncontrolled anger and resultant violence or beliefs that students cannot or may not participate in decisions at school, often worsened conflicts. The research discerned that a principal's or teacher's approach to managing conflicts tends to influence the outcomes.
Conflict management as perceived by secondary school principals in the Natal region of the Department of Education and Training
(1994) Mlambo, Siphiwengesihle Thamsanqa Eustace; Thembela, A.J.
In this dissertation conflict is accepted to refer to divergent perceptions about a situation or issue. These perceptions which are inevitable have both; (i) the potential of promoting disordelines, ineffectiveness and inefficiency; and (ii) the potential for promoting order, effectiveness and efficiency. Conflict may have costs or benefits. The importance of conflict management as a management function should be appreciated against the background of what conflict is capable of contributing for and/or against the school. Conflict management in this dissertation therefore means a process or resolving excessive conflict without discouraging a reasonable sharing of different ideas for the best result. It refers to controlling the amount of conflict required for the school to perform in an orderly manner, efficiently and effectively. It is against this background that the rearcher embarked upon this study. He had observed that in secondary schools conflict seem to be always unproductive, for example boycott of classes, vandalism, violence on school premises, etc. These instances of conflict result in poor performance, high drop-out rate, withdrawal of parents from school matters, demotivation and non effective functioning of the school. The researcher purpoted to describe the secondary school principal's perception of conflict as it influences their perception of conflict management. He assumed that these principals perceived conflict negatively and they consequently perceived conflict management as conflict resolution. Research revealed that 51% of the principals actually perceived conflict negatively, that is, as a bad element that brings about chaos in the school, and consequently 53% actually perceived conflict management as conflict resolution. The researcher conceded that the perception of conflict does not always influence the perception of conflict management, for example the number of principals that perceived conflict management as conflict resolution dropped by 4% from those that perceived conflict negatively. Factors like qualification, school enrolment and actual experiences of conflict were also found to be influential in the perception of conflict and its management. The researcher concluded that secondary school principals in the Natal Region perceived conflict negatively and as a result they perceive conflict management as conflict resolution. He then identified a need for further education and training of school principals in the aspect of conflict management. Principals need to appreciate that conflict is not only inevitable but infact necessary for ensuring the development of the school and improving the quality of its service. If conflict is less than moderate it should be stimulated. Excessive conflict is dangerous for the school. It promotes disorder which results in inefficiency and ineffictiveness. If it is more than moderate it should be resolved.
Conflict management in staff-employer relations in education
(1996) Hlatshwayo, Herbert Mthandeni.; Ngcongo, R.G.P.
This study investigated the management of staff-employer conflict in schools in KwaZulu-Natal. The researcher has identified various approaches to conflict management in schools and has indicated implications of each approach in staff employer relations and in the education of students. The research has also highlighted, through a careful application of content analysis of cases of conflict, the significance of useful conflict management and resolution methods. Examples of these approaches are consensus and collaboration. Furthermore, the study has offered a review of the Education Labour Relations Act (Act 146 of 1993). This Act is pertinent to conflict management in South Africa. Finally, the research recommends that effective approaches to conflict management be used by superintendents of schools, principals and the Department of Education to facilitate the satisfaction of needs of people involved including those of students.
Developmental appraisal in Primary Schools at eSikhalenisenkosi ward
(2010) Khuzwayo, Hellen Phindile; Gabela, R.V.; Duma, M.A.
The study focused on developmental appraisal in primary schools at Esikhaleni senkosi ward.
Discipline in schooling: a study of rural secondary schools in KwaZulu-Natal
(University of Zululand, 2014) Kapuela, Ingrid Sibongile; Duma, M.A.N.
This study was influenced by a variety of disciplinary problems experienced by educators in rural secondary schools in KwaZulu-Natal. Educators regard discipline as a problem which they have to endure everyday. Teaching and learning have become difficult in some schools, and impossible in others, because some educators do not understand how to foster discipline in classrooms. The concern here is quality management and the fostering of disciplinary measures in schools. One of the important characteristics of an effective school is good discipline. The problem is that effective school discipline does not happen by chance; it has to be planned and implemented in an organised manner. The purpose of the study was to investigate the nature of discipline, and how principals of schools in rural secondary schools in KwaZulu-Natal perceive and manage discipline in their schools.The researcher chose Zululand district in KwaZulu-Natal as the field of study because that is where most rural schools are. The “mixed method research design” (the quantitative and qualitative approaches) was used in combination to provide a better understanding of research problems. Two hundred and sixty (260) schools were randomly selected. Data were collected by means of questionnaires and interviews. The following are some of the key findings that emanated from the empirical study:  Schools have the following policies: discipline policy; code of conduct for learners; code of conduct for educators and alternatives to corporal punishment but their implementation is poor.  Principals of schools still regard corporal punishment as a disciplinary option.  Schools in rural KwaZulu-Natal still resist the use of alternative punishments.  Schools have the problem of dysfunctional members of the governing bodies.  Parents do not cooperate with schools.  A high percentage of educators are not willing to enforce discipline. On the basis of the above findings the researcher recommends among other measures that principals of schools should implement the policies they have put in place. The Department of Education should empower newly appointed principals by giving them an induction course in management in order to ensure that they have the required skills. Principals should receive training in changes that are taking place in education; for instance, the implementation of alternatives to corporal punishment, legislation and regulations that govern discipline and punishment in schools and parent involvement strategies. Principals must work collaboratively with the school governing body, educators, learners and parents to formulate a unifying mission and develop school rules that will take care of discipline, the indispensable foundation for all other scholastic success.
Educational Distress of a child from a deprived milieu
(2009) Bhengu, Thulani Brian; Vos, M.S.
The aim of this investigation was to determine educators’ perceptions of the educational distress of children that live in a deprived milieu. An introductory literature review was provided of the characteristics of the child in educational distress. Educational distress surfaces when the quality of the occurring education is intrinsically bad. The child who finds himself within a situation of dysfunctional education thus experiences educational distress. The child’s education is impaired by affective neglect while factors in the social environment, such as a deprived milieu, compound the problem. Educational problems at home or in school affect the child adversely with regard to his meaningful experiences, knowledge, volition and behaviour, which results in a ‘deviate psychic structure.’ The child in educational distress experiences lack of security, an obscured future perspective, affective neglect, rejection and unfavourable comparisons. The life-world of the child in educational distress, which comprises the significant and meaningful physical and psychological environments of the child, was described. Besides the geographical world, the child’s life-world also includes his relationships with the self, other people, objects, ideas and religion. Actions of the child in educational distress, such as ascribing significance to matters, i.e. the formation of meaningful relationships, are of insufficient quality. This gives rise to inadequate actions of hoping, planning, gaining insight in his own life-world of never attaining freedom to be responsible. “The child in educational distress reveals signs of being unloved and left alone, a low self-esteem interpersonal distrust, anxiety and depression. For the purpose of the empirical investigation, a self-structured questionnaire was utilised. An analysis was undertaken of the questionnaires completed by the respondents, namely educators that are employed in schools situated in a deprived milieu. The data was processed, analysed and interpreted by means of descriptive and inferential statistics. In conclusion a summary of the study and findings emanating from the literature and empirical investigation were presented. Based on these findings the following recommendations were made:  To inculcate positive attitudes in children from a deprived milieu. Educators should be helped to develop ways of assisting these children to change their attitudes.  To develop and implement involvement programmes for the parents from a deprived milieu. Parental involvement in the child’s schooling is important for the effective education of the child.
Educator involvement in decision making in secondary schools
(1999) Ngidi, Mduduzi Jordan; Ngcongo, R.P.G.
The South African School Act No. 84 of 1996, the White Paper on Education and Training of 1995 and many other policy documents on Education and Training in and after 1994, proposed greater involvement of major stakeholders, in particular, the educators, in the process of decision-making in educational institutions. This opened a chapter of a major transformational shift from the apartheid and bureaucratic governance to integration and democratic system of education. In this study, a small sample of educators in the Upper South Coast area of Durban South Region in Umbumbulu district has been chosen to investigate their responses to the issue of educator involvement in decision-making in schools. The questionnaire was used as the research instrument for this study. The major findings that emerged from the survey were as follows: The educators in the Upper South Coast area of Durban South Region regard the decisions made about the management of the school as directly affecting them. They believe that they have a major role to play in the management of the school and should therefore be not limited to the classroom. They support the participation in the planning, development and general management of the school but believe that they are not being trained by the Department to meet the challenges of a new democratic system. In particular, they (educators) believe that they lack skills in managing the school because they were not adequately prepared during their teacher training and no relevant in-service programs are currently organised for such developments. As recommendations to the above major findings, educator development holistic approach should be adopted to provide educators with basic managerial skills. The Department, Universities and Colleges must work jointly in organising short-term accredited courses for educators. The Department of Education must involve educators in the planning of in-service programs for educators. In order to create a favorable climate for educator development, it must be integrated with whole school development through, for example, school focussed in-service training.
Educator representation through trade unions
(2004) Mthabela, Bhekisisa Heavystone.; Ngcongo, R.G.P.
The study evaluates the efficiency and effectiveness of representation of educators, by their unions. Questionnaires and open-ended interviews were used to collect data from educators, union officials and school principals. Data is analysed both quantitatively and qualitatively. The study reveals that, while union officials recognize the significance of their role in educator representation, there are challenges in performing this role. Chief among these are: > Inadequate communication between union officials and educators. > Limited ability of union officials to: □ Build the capacity of educators as professionals. □ Familiarize educators about legislation such as the Labour Relations Act, Employment of Educators Act and others. Lack of capacity of both union officials as representatives of educators and educators as the constituency, presents a potential to threaten accountable industrial democracy. The candidate makes a series of recommendations to foster educator representation. These recommendations culminate in a model tabled in the last chapter of the study. This model gives guidelines on systems and processes, which underpin and enhance efficient and effective educator representation. The model is a contribution to building responsible democracy in general, but industrial democracy in particular, within the educator system in the country.
Educators' perspectives of the implementation of the integrated quality management system (IQMS) in secondary schools within the Umlazi district of KwaZulu-Natal
(2005) Buthelezi, Cutbert Thembinkosi Ndodakayidlile; Chetty, M.K.K.
Current demands in education necessitate a shift away from traditional inspection and supervision models for school improvement, toward a transparent and democratic approach for Whole School Development (WSD). This has resulted in the need for schools to implement an Integrated Quality Management System (IQMS). The IGMS, in an educational context, is a collective concept that integrates three fundamental components of WSD, namely the Developmental Appraisal System (DAS), the Performance Measurement (PM) and Whole School Evaluation (WSE). This study investigates the implementation of the IQMS in secondary schools within the Umlazi district. Insight into the IQMS is provided via a review of relevant literature. Furthermore, questionnaires have been used to access data from educators about the implementation of the IQMS. Although most secondary schools have introduced the IQMS, many educators are still confused, not only about the process of implementing the IQMS, but also about the concepts used by the IQMS. Key findings of this study indicate the following: • In some schools, educators do not understand the IQMS instrument. • Advocacy and training programmes, in respect of the IQMS, are ineffective in some schools. • Some IQMS structures are not yet in place. Although the majority of educators indicated that they were aware of the IQMS instrument, 32% of the educators who participated in the survey indicated they had never heard about the IQMS instrument for educator evaluation. It is evident that such educators need greater exposure to the IQMS through advocacy and training programmes. It is also clear from this study that most schools are aware of the IQMS instrument but that implementation thereof remains problematic. This study is significant in that it exposes, in its findings, some of the problems experienced by schools in the implementation of the 1QMS. Recommendations to address some of these limitations are made in the last chapter of this publication.
Educators' views on total quality management in secondary schools in Eshowe circuit
(University of Zululand, 2007) Magwaza, Lungile Thokozile; Gabela, R.V.; Nzima, D.R.
A number of sources and articles have been published on the subject of Total Quality Management (TQM). The majority of them have not been specifically targeted at how educators view TQM and how it could be used to improve teaching and learning in schools. The purpose of this study was to detennine the views of educators on TQM in secondary schools. The study aimed at finding out how TQM principles could be used to achieve quality teaching and learning. The focus was on TQM as a universal management tool for quality improvement in education. A questionnaire was administered to a total of eighty-eight respondents comprising ten principals, ten deputy principals, twenty heads of departments and forty-eight educators selected from ten secondary schools in the selected circuit. The data was analysed in percentages and recorded in tables. The results were also illustrated by means of the graphs to make interpretations easier.

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