Principals and their possible power to influence quality education
Date
2012-03
Authors
Le Roux, Moses Jakobus
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
ENGLISH ABSTRACT: The National Department of Basic Education is aware that it is not succeeding in providing
quality education for all school children. At present the performance of grade 3 and grade
6 learners, in both international and local assessment, is a matter for great concern. The
results suggest that most learners lack basic literacy and numeracy skills. Learners’
performance in the National Senior Certificate Examinations is also far from what it should
be.
The way in which schools are managed largely determines the quality of education
learners receive. As the managers of schools, therefore, principals are held responsible for
the poor performance of learners during these annual systemic evaluations.
The study aimed to investigate whether the school principals are aware of their powers
and whether they perceive themselves as able to use their power to influence school
practices positively and thus promote quality education.
The study indicates that principals rely on a combination of positional and personal power
sources to promote quality education. The study also indicates that principals are aware of
their power but have a limited understanding of the concept of power. They also seem to
lack the knowledge and understanding to exercise these powers effectively. Although they
seem able to exercise considerable power in different situations, principals are reluctant to
use their power. It seems that various external and internal factors influence their ability to
use their power effectively.
AFRIKAANSE OPSOMMING: Geen Afrikaanse opsomming
AFRIKAANSE OPSOMMING: Geen Afrikaanse opsomming
Description
Thesis (MEd)--Stellenbosch University, 2012.
Keywords
Education, Primary -- Quality assurance -- Management, Primary school teaching -- Rating of -- South Africa, School ethics, Ethical consideration, Community factors, External factors, Primary school principals -- Training of -- South Africa, Theses -- Education policy studies, Dissertations -- Education policy studies, School principals -- Educational accountability, School principals -- Decision making