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The principal's role in teacher empowerment in the Northern Province

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dc.contributor.advisor Prof. B.R. Grobler en_US
dc.contributor.author Rapudi, Mapudi Max
dc.date.accessioned 2012-09-12T09:52:34Z
dc.date.available 2012-09-12T09:52:34Z
dc.date.issued 2012-09-12
dc.date.submitted 1999
dc.identifier.uri http://hdl.handle.net/10210/7631
dc.description M.Ed. en_US
dc.description.abstract The crisis of leadership in historically black schools is deepening. Those who occupy positions of authority seem to be powerless and merely drifting. This demonstrates Gramsci's morbid symptoms of the interregnum, in which the old authority is dying and the new is waiting to be born. Schooling is taking place within an untidy maze of rudderless and often unpredictable interactions. This not only renders schooling asunder but also the fabric of the society in which it takes place. Despite the COLT campaigns, schooling for the disadvantaged masses remains a fragile and vulnerable plant that needs constant and sensitive nurturing in an unrewarding environment. The disintegration of the teaching — learning environment bodes ill for the future of our children. These problems demands that school management systems should move towards a paradigm that empowers teachers through shared governance. The growing complexity of the whole educational enterprise gives weight to this need. The aim of this investigation was to probe whether teacher empowerment through participatory management would contribute to the restoration of the culture of teaching and learning. This provided an opportunity to analyze the conditions that contribute to the lack of commitment by both learners and teachers, and feelings of powerlessness by principals. The findings of this research highlighted among others the following: Participatory management schools are characterized by democratic climates in which decision-making takes place through interactive dialogue and cooperation amongst teachers and the principal. Organic governance structures promotes active involvement rather than exclusivity during the decision making process. Empowering principals find authority in their personal, interpersonal and professional competencies rather than in formal positions. The relocation of the principal's leadership from the apex of the organizational pyramid to the centre of the network of school relationships makes them function as change agents. The challenge facing principals demands that they must change from being implementors of other people's ideas to innovators, from compliance officers to risk takers, from bureaucratic managers to collaborative colleagues For our school management system to survive the premature arrival of change, they must, as learning organizations, engage in lifelong learning in which leaders become teachers and teachers become leaders. en_US
dc.language.iso en en_US
dc.subject School principals - South Africa - Northern Province. en_US
dc.subject School management and organization - South Africa - Northern Province. en_US
dc.subject Teacher participation in administration - South Africa - Northern Province. en_US
dc.subject Teacher-principal relationships - South Africa - Northern Province. en_US
dc.title The principal's role in teacher empowerment in the Northern Province en_US
dc.type Mini-Dissertation en_US

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