The role of the principal in staff development

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dc.contributor.advisorGawe, N.
dc.contributor.authorBhengu, Thamsanqa Thulani.
dc.date.accessioned2011-07-13T10:35:06Z
dc.date.available2011-07-13T10:35:06Z
dc.date.issued1999
dc.descriptionA dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 1999.en_US
dc.description.abstractStaff supervision is central to the improvement of the quality of teaching in a school and if educators are well supervised and are aware of the benefits inherent in supervision, they need to be amenable to supervision. Yet educators are not, and they use every trick in the book to avoid or resist supervision. On the other hand, the principal struggles to persuade educators to understand the value of the exercise. Some resort to threats which may lead to animosity and resentment. The bottom line is that the principal is not able to play his/her role to encourage staff development, and as a result, the quality of teaching may drop. This study sought to assess the principal's understanding of his/her role in staff development. Secondly, it sought to ascertain the extent to which principals' supervision strategies enhanced educators' professional development. Lastly, the study aimed to obtain an understanding of educators' perceptions regarding supervisors as an aspect of staff development. Review of relevant literature of supervision and staff development was undertaken for the conceptual framework upon which the problem could be analysed. An interview schedule was administered in principals with an aim to soliciting information that would reveal the approach that they used to supervise their staff. Questionnaires were adrriinistered to educators with an aim of obtaining information from them about the perceptions that they had regarding supervision and staff development. The study established that principals have the desire to play a constructive role in the professional development of their teaching staff, but they unfortunately lack the capacity to do so. Secondly that principals' supervision strategies as currently employed do not enhance the educator's professional development. Lastly that educators do not have a clear understanding of supervision as an aspect of staff development. They seem to understand the role that the principal can play but they have problems in implementing that role.en_US
dc.identifier.urihttps://hdl.handle.net/10530/728
dc.language.isoenen_US
dc.subjectSchool management and organizationen_US
dc.subjectCareer development.en_US
dc.subjectStaff developmenten_US
dc.titleThe role of the principal in staff developmenten_US
dc.typeThesisen_US
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