Die ervaringe van beginnerprinsipale na aanleiding van kurrikulumleierskap en -bestuur by hul skole: ‘n gevalle studie van vier beginnerprinsipale
| dc.contributor.advisor | Davids, Nuraan | en_ZA |
| dc.contributor.author | Swarts, Jerry | en_ZA |
| dc.date.accessioned | 2017-09-12T07:22:44Z | |
| dc.date.accessioned | 2017-12-11T10:41:53Z | |
| dc.date.available | 2017-09-12T07:22:44Z | |
| dc.date.available | 2017-12-11T10:41:53Z | |
| dc.date.issued | 2017-12 | |
| dc.description | Stellenbosch University. Faculty of Education. Dept. Education Policy Studies | en_ZA |
| dc.description | Thesis (MEd)--Stellenbosch University, 2017 | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT : In South Africa, as in various other countries, novice school principals are exposed to high expectations and curriculum challenges. Curriculum management and –leadership are fundamental functions of school principals, which require certain particular sets of knowledge and expertise. Questions are constantly being raised in relation to how novice school principals should be prepared for their roles and functions as curriculum leaders and managers. Yet, as this study reveals principals have not necessarily been prepared to meet the demands and challenges of effective school management before their appointment – that is, they have not been exposed to, training or formal mentorship, that are necessary for effective curriculum leadership and management. The aim of the study is to explore the experience of novice school principals in relation to their leadership and management of curriculum at their schools. Firstly, the literature revealed that curriculum leadership and management differ from person to person and it is being influenced by context, grading of the schools as well as the composition of staff and the school community. Secondly, that it is very difficult for these novice principals, to demonstrate their leadership role and management function as curriculum leaders effectively and to provide good support and direction. Novice school principals are faced with the challenge of empowering themselves, enabling them to implement curriculum change continuously so that the curriculum is managed effectively. Interviews were conducted with four novice school principals in relation to curriculum management and –leadership in their own particular contexts. By presenting this research as a case study, it is possible to obtain in-depth information, experience and perceptions about their particular context in relation to curriculum management and leadership. Data was generated by means of semi-structured questions to provide rich descriptions and explanations of the experience and perceptions of curriculum leaders in their particular contexts. The high prevalence of effective schools, often underscored by ineffective leadership practices suggest that there might be a lack of focus and continuity in training for principals, especially in relation to curriculum leadership and management. The study reveals that the preparation of novice school principals is critical to the purpose, functionality and effectiveness of schooling. If a curriculum is not adequately led and managed, it has direct implications for learner performance. In turn, poor learner performance holds particular implications for perceptions both the school and its leadership. The research findings indicate that the novice principals do, indeed, fulfil their responsibilities regarding curriculum leaders. Nevertheless, they are not sure what their management function and role should be. Furthermore, the study revealed that there is a need to develop specific guidelines and clear policy to help novice school principals to execute their roles and responsibilities in relation to curriculum leadership and management. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : In Suid Afrika, asook in verskeie ander lande, word beginnerprinsipale aan hoë eise en uitdagings van skoolbestuur blootgestel. Kurrikulumleierskap en –bestuur is tog ‘n fundamentele bestuursfunksie van die prinsipaal en vereis dat hy of sy kundig moet wees met kurrikulumsake. Vir beginnerprinsipale in hierdie studie beteken dit dat hulle ‘n buitengewonne swaar las moet dra omdat van hulle, vanweë onvoldoende voorbereiding, nie voór hul aanstelling met die vereistes van effektiewe skoolbestuur vertroud kon raak nie. Vrae word deurlopend gestel oor hoe beginnerprinsipale voorberei te word en hoe bevredigend die voorbereiding in die opvoedkundige stelsel is, aangesien dit blyk daar ‘n gebrek aan fokus en samehang in van die programme is. Soos in hierdie tesis deeglik bespreek, is daar geen formele ondersteuningsprogramme in die voorbereiding van beginnerprinsipale, in spesifiek kurrikulumleierskap en –bestuur, in Suid- Afrika nie. Kort kursusse, in dié verband, word wel aangebied deur Universiteite, Nie Regeringsorganisasies (NRO) en sekere onderwysunies. Die studie het dit ten doel gehad om die ervaring van vier beginnerprinsipale na aanleiding van kurrikulumleierskap en -bestuur by hul skole, te ondersoek. Die resultate toon eerstens dat kurrikulumleierskap en –bestuur verskil van prinsipaal tot prinsipaal en word beïnvloed deur die skoolkonteks, gradering asook die samestelling van die personeel en skoolgemeenskap. Tweedens is dit uiters moeilik vir hierdie prinsipale om hul leierskap- en bestuursfunksie as kurrikulumleiers effektief te demonstreer en om effektief leiding en ondersteuning te bied. Die uitdaging vir beginnerprinsipale is om hulself te bemagtig om voortdurende kurrikulumveranderinge te kan implimenteer om sodoende kurrikulumbestuur te verseker. Onderhoude is gevoer met vier beginnerprinsipale na aanleiding van kurrikulumleierskap en –bestuur by hul skole. Deur hierdie navorsing as ‘n gevallestudie aan te bied, word indiepte-inligting verskaf oor hul ervaring en persepsies van hul onderskeie kontekste, aangaande kurrikulumleierskap en –bestuur. Data is gegenereer deur gebruik te maak van semi-gestruktureerde vrae om die ervaring en persepsies van beginnerprinsipale, as kurrikulumleiers en –bestuurders, binne eie verband, volledig te beskryf. Een van die gevolgtekkings wat tot hierdie studie gekom is, is dat die voorbereiding van beginnerprinsipale in hul kernbestuurfunksie, kurrikulumbestuur en –leierskap van groot belang is, omdat dit vir hulle implikasie inhou: ‘n skool met swak leerderuitslae word as ‘n swak skool gesien en word die bevoegdheid van die prinsipaal bevraagteken. Uit die resultate is bevind dat beginnerprinsipale wel probeer om hul verantwoordelikhede ten opsigte van kurrikulumbestuur te vervul. Nietemin ervaar hulle dat hulle nie heeltemal seker is oor wat hul leierskapfunksie en rol behoort te wees nie. Verder toon die studie dat beginnerprinsipale ‘n behoeftes het aan ‘n duidelike beleid en raamwerk wat hulle sal help om hulle verantwoordelikhede na aanleiding van kurrikulumleierskap en -bestuur effektief te kan uitvoer. | af_ZA |
| dc.format.extent | xiv, 159 pages | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/102689 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | School principals -- Skills -- South Africa | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.subject | School principals -- Novices -- South Africa | en_ZA |
| dc.subject | School management and organization -- South Africa | en_ZA |
| dc.subject | Schools -- Curricula -- South Africa | en_ZA |
| dc.title | Die ervaringe van beginnerprinsipale na aanleiding van kurrikulumleierskap en -bestuur by hul skole: ‘n gevalle studie van vier beginnerprinsipale | en_ZA |
| dc.type | Thesis | en_ZA |