Thesis (MPhil)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: There are many new developments in the field of schooling. Some of these
developments - school based management, new curriculum developments and
devolution of control to the school level have brought with it policy changes.
Many educational leaders are struggling to keep pace with these changes that
are taking place in the management of education. Others are struggling against
the changes, while possibly not fully understanding the dynamics of these
changes.
In a time of rapid political and social change, the need for spelling out the
concomitants of educational leadership has become both necessary and
essential. Planned quality intervention by the state has completely
underestimated the lack of managerial competencies among educational
leaders. Quality in leadership is not a luxury item in educational
transformation, changes in leadership are in fact central to instilling the
democratic values and principles which underpin the new educational policies.
There must also be a comprehensive strategy which addresses educational
leadership as a school-wide intervention. There needs to be a more coordinated
effort between provincial education departments and schools to bring
their collective resources to bear on school quality change; but the process
must be prioritised and co-ordinated by the state.
This assignment seeks to establish what challenges and constraints educational
leaders face in their attempts to effect transformation in South Africa. It details
the daily strategies and plans used by educational leaders as they go about
running their schools. Strategic opportunities in the policy field should be
harnessed to drive education quality improvements. It is vital to link in-service
development to policy implementation.
Ultimately the monitoring and evaluation system in place must track the impact
of the changes more carefully. This would allow departments to define future
poiicies and programmes based on informed choices about which quality
interventions make a difference. This is critical since the evidence shows that
most changes have not always resulted in the planned leadership
improvements. There is no reason for this trend to continue as this research
shows that many schools have considerable advantages working in their
favour: a relatively stable schooling infrastructure, a growing corps of qualified
educational leaders and a policy environment in which there is optimism about
change and transformation in the school sector.AFRIKAANSE OPSOMMING: Daar is huidiglik vele nuwe ontwikkelinge in die onderwysstelsel. Sommige van
die ontwikkelinge: skool - gebaseerde bestuur, nuwe kurrikulum ontwikkelinge
en die afwenteling van bestuur na skoolvlak, het verskeie beleidsveranderinge
meegebring. Vele onderwysleiers vind dit problematies om tred te hou met die
veranderinge in die bestuur van opvoeding. Ander weer, toon 'n weerstand teen
die veranderinge, moontlik omdat hulle nie die dinamika van die verandering
verstaan nie.
In 'n tyd van politieke en sosiale veranderinge, is dit belangrik en noodsaaklik om
gepaardgaande verskynsels van onderwysleierskap na vore te bring. Beplande
bevoegde toetredings van die staat het die tekorte aan bestuursbekwaamheid van
onderwysleiers heeltemalonderskat. Bevoegdheid in leierskap kan nie geag word
as 'n luukse item in onderwystransformasie nie. Veranderinge in leierskap is
inderdaad sentraal tot die vaslegging van die demokratiese waardes en beginsels
wat die nuwe onderwysbeleidsverklaringe ondersteun.
Daar moet 'n allesomvattende strategie en -toetreding wees, wat onderwys
leierskap as 'n skool aangeleentheid aanspreek. Daar word 'n skool
gekoordineerde poging tussen provinsiale onderwysdepartemente en skole
benodig om hulle kollektiewe hulpbronne toe te wy aan
skoolkwaliteitsveranderinge, maar die proses moet deur die staat gekoordineer en
goedgekeur word.
Hierdie werkstuk poog om te bepaal watter uitdagings en beperkinge
opvoedkundige leiers in die gesig staar in hul pogings om by te dra tot
tranformasie in Suid-Afrika. Die strategieë en metodes wat deur opvoedkundige
leiers gebruik, word in die daaglikse bestuur van instellings, word gespesifiseer.
Dit is belangrik om onderwysontwikkeling aan beleidsimplementering te koppel.
Die monitering en evalueringstelsels wat in plek is, moet noodwendig tred hou
met die gevolge van die veranderinge. Dit sal toelaat dat departemente hul
toekomstige beleide en programme, op ingeligte en kwaliteitstoetredings baseer,
wat 'n verskil maak. Dit is krities, want bewyse dui aan dat veranderinge nie
altyd in die beplande leierskapverbeteringe eindig nie. Daar is geen rede vir die
veloop van gebeurtenisse nie, want die studie wys dat die skole aansienlike
voordele in hul guns het: 'n betreklike stabiele skoolinfrastruktuur; 'n groeiende
komponent van onderwysleiers, en 'n beleidsomgewing waarin daar optimisme
oor veranderinge en transformasie in die opvoedingssektor is
