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Author Chikoko, Vitallis
Title Education Leadership, Management and Governance in South Africa
Imprint Hauppauge : Nova Science Publishers, Incorporated, 2012
book jacket
Descript 1 online resource (242 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Series African Political, Economic, and Security Issues
African Political, Economic, and Security Issues
Note Intro -- EDUCATION LEADERSHIP, MANAGEMENT AND GOVERNANCE IN SOUTH AFRICA -- EDUCATION LEADERSHIP, MANAGEMENT AND GOVERNANCE IN SOUTH AFRICA -- Contents -- Preface -- Introduction -- Structure and Content of the Book -- Organizational Learning -- Leadership and Management of Schools -- Gender Issues in Leadership and Management -- Policy Implementation -- School Governance -- References -- Part One Organizational Learning -- A Postcolonial Storytelling Theory of Organizational Learning - Schools as Storytelling Organizations -- Department of Learning and Philosophy, Aalborg University, Aalborg East, Denmark -- Abstract -- Introduction -- Living Story -- Schools as Storytelling Organizations -- Storytelling and Organizational Learning -- Problem-Based Learning -- Conclusion -- References -- Part Two Leadership and Management of Schools -- Leading and Managing Diversity in School Staffrooms -- Abstract -- Introduction -- A Brief Background -- Education in the Spotlight -- A Focus on the Staffroom -- Communities of Practice - A Conceptual Framework -- Identity Formation -- Integration or Assimilation - An Issue of Power? -- The Limitations of Rationalism -- The Context of Change and Direction of Policy -- Changes in the Classroom and Staffroom -- Unmanaged Diversity? -- Towards a New Way of Thinking About Diversity -- Traditions of Managing People and Diversity -- Why a More Critical Approach? -- The Rationale for a Critical, Integrated Approach -- Diversity Discourses -- Conclusion -- References -- Daring to Lead: The Possibility of Teacher Leadership in Kwazulu-Natal Schools -- Background and Context -- Defining the Concepts of 'Education Leadership' and 'Education Management' and Exploring the Relationship between Them -- Teacher Leaders: The Change Agency Role -- The Study -- Enabling Teacher Leadership: A Model of Possibility
Zone One: Teacher Leadership Can Exist within the Classroom as Teachers Lead and Manage the Teaching and Learning Process -- Zone Two: Teachers Can Also Lead Beyond the Classroom as They Develop Working Relationships with Other Teachers -- Zone Three: Teachers Can Become More Involved in Whole School Development Issues Such as Vision Building and Policy Development -- Zone Four: Teachers Can Extend Themselves Beyond the School and Lead in Community Life and Cross-School Networking -- Leadership Practices in Mainstream Schools and the Need for Change -- The Conundrum -- Pre-Requisites for the Development of Teacher Leadership -- Theorising Distributed Leadership through a Community of Practice Lens -- The Critical Role of the Principal in Enabling Teacher Leadership -- Conclusion -- References -- What Teachers Understand About the Leadership of Pupils -- Abstract -- Introduction -- Understanding the Term 'Leadership' -- A Leadership Role: We Were Unaware of that Policy -- Leadership: Knowing -- Having Subject Knowledge -- Knowing the Children, and Knowing About Them -- Leadership: Doing -- Inspiring Others -- Taking Charge -- Providing a Vision -- Empowering Others -- Leadership: Being -- Walk the Talk: Being a Role Model -- The Essential Role of Values -- Being Emotionally Intelligent -- Being of Service -- Passion and Energy -- Being Surgent -- Leadership: Relating -- Reaching out and Building Trust -- Reaching out and Building Relationships -- She Gave Respect -- Touching Hearts -- Communicating with Pupils -- Listening to Pupils -- Presence in Teachers -- A Synthesis -- References -- Part Three Gender Issues in Leadership and Management of Schools -- Gender, Educational Leadership and Change: Unsettling the Norms to Achieve Gender Equity -- University of Warwick, U.K. -- Abstract -- Introduction -- Mrs Nzama's Story -- Mrs Mlipha's Story
Background to Gender Inequity -- Gender and Leadership: The Analytical Framework -- Assimilation Approach -- Celebration Approach -- Equal Opportunity Approach -- The Work Culture Approach -- The Work Culture Approach at Work: -- Disrupting Gendered Social Practices -- I. Formal Policies and Procedures -- II. Informal Work Practices, Norms and Patterns of Work -- III. Narratives, Rhetoric, Language and Other Symbolic Expressions -- IV. Informal Patterns of Everyday Social Interaction -- Summary -- Conclusion -- References -- Women Managing Change in Zimbabwean Schools -- University of KwaZulu-Natal, KwaZulu-Natal, South Africa -- Abstract -- Introduction -- Forces of Change and the Zimbabwean Context -- Educational Leadership -- Managing Change -- Gender and Education: Impact on Women Leadership -- Family Influences and Women Leadership -- Theoretical and Conceptual Framework -- Methodology -- Study Findings and Discussion -- Conclusion -- References -- Part Four Policy Implementation -- School Principals' Experiences of Policy-Practice Interplay at School Level: Perspectives from Schools Inkwazulu-Natal -- Abstract -- 1. Introduction -- 2. Conditions in Rural Communities and Schools -- 3. Methodology of the Study -- 4. Key Concepts in Leadership and Management -- 4.1. Decentralised Structures and Democratisation -- 4.2. People Participation in Decision-Making Processes -- 4.3. Schools as Learning Organisations -- 5. Leadership Typologies in Kwazulu-Natal Rural Schools -- 5.1. Open- Participatory Leadership -- 5.2. Authoritative-Participatory Leadership -- 5.3. Closed- Participatory Leadership -- 6. Discussion -- Conclusion -- References -- Policy on Educator Post Provisioning in Public Schools: A Critique of the South African Experience -- University of KwaZulu-Natal, KwaZulu-Natal, South Africa -- Abstract -- Introduction
Legislation Informing Funding of Educator Posts -- Ideological Underpinnings of Policy on Educator Post Provisioning -- Educator Post Provisioning: The Policies and Processes -- Political Processes at Provincial Level -- Administrative Processes at Provincial Level -- School-Based Processes -- The Post Provisioning Model (PPM): The 'Nuts and Bolts' -- Educator Post Provisioning and Learner-Educator Ratios -- Implementation of the Post Provisioning -- Norm (PPN) at School Level -- Conclusion -- References -- Principals Influencing Education Policy Practice: A Case Study of Two Schools -- University of KwaZulu-Natal, KwaZulu-Natal, South Africa -- Abstract -- Introduction -- Background -- Contextualising Education Policy -- Will and Capacity -- Understanding Policy -- Some Policy Making Models -- The Context of Participating Schools -- Method -- Findings -- Marble Secondary School -- Management Control System -- Educators' Monitoring Tool -- Correctional and Warning Strategy -- School Structures -- The School Cabinet -- Mbune Secondary School -- Principal and School Management Team (SMT) -- Teach External Classes in Grade 12 -- SMT Submits Required Documents First before Asking Staff -- Parental Involvement -- School Competing Against Its Record -- Working Hard as a Promotion Criterion for Teachers -- General Discussion -- References -- Part Five School Governance -- Learner Involvement in School Governance: Where Are We? -- University of University of KwaZulu-Natal, KwaZulu-Natal, South Africa -- Abstract -- Introduction -- Background -- South African Literature on Learner -- Involvement and 'the Problem' -- Methodology -- Learners' Understanding of Their School Governance Role -- The Extent of Learner Participation -- The Challenges -- Emerging Issues -- Conclusion -- References
School-Community Relations as a Case for School Governance Support in Rural Kwazulu-Natal -- University of KwaZulu-Natal, KwaZulu-Natal, South Africa* -- Abstract -- Introduction -- What is School Governance? -- The Evolution of School Governance in South Africa -- The Policy Context of School Governance in South Africa -- Examples of Current Experiences of School Governance in Rural Communities -- Safety and Security of Schools in Ngcolosi and Ndlangubo Secondary Schools -- Community Ownership of Schools to Address Vandalism of Property in Isibani Primary School -- Infrastructural Development of Schools in Khongozela, -- Ngcolosi and Nkandla Communities -- Conclusion -- References -- Index
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Chikoko, Vitallis Education Leadership, Management and Governance in South Africa Hauppauge : Nova Science Publishers, Incorporated,c2012 9781621008538
Subject Education and state -- South Africa.;School management and organization -- South Africa.;Educational leadership -- South Africa.;Educational change -- South Africa.;Education -- Social aspects -- South Africa
Electronic books
Alt Author Jørgensen, Kenneth Mølbjerg
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