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Principals and their possible power to influence quality education

dc.contributor.advisorHeystek, J.en_ZA
dc.contributor.authorLe Roux, Moses Jakobusen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2012-01-31T14:36:43Zen_ZA
dc.date.accessioned2012-03-30T10:33:55Z
dc.date.available2012-01-31T14:36:43Zen_ZA
dc.date.available2012-03-30T10:33:55Z
dc.date.issued2012-03en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/20015en_ZA
dc.descriptionThesis (MEd)--Stellenbosch University, 2012.en_ZA
dc.description.abstractENGLISH 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.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Geen Afrikaanse opsommingaf_ZA
dc.format.extentvi, 70 p.
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectEducation, Primary -- Quality assurance -- Managementen_ZA
dc.subjectPrimary school teaching -- Rating of -- South Africaen_ZA
dc.subjectSchool ethicsen_ZA
dc.subjectEthical considerationen_ZA
dc.subjectCommunity factorsen_ZA
dc.subjectExternal factorsen_ZA
dc.subjectPrimary school principals -- Training of -- South Africaen_ZA
dc.subjectTheses -- Education policy studiesen_ZA
dc.subjectDissertations -- Education policy studiesen_ZA
dc.subjectSchool principals -- Educational accountabilityen_ZA
dc.subjectSchool principals -- Decision makingen_ZA
dc.subject.otherEducation Policy Studiesen_ZA
dc.titlePrincipals and their possible power to influence quality educationen_ZA
dc.typeThesis
dc.rights.holderStellenbosch Universityen_ZA


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