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The principal's role in implementing the EAZ as an intervention strategy.

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dc.contributor.author Hlatywayo, Mmapula Abea
dc.date.accessioned 2008-08-21T12:49:25Z
dc.date.available 2008-08-21T12:49:25Z
dc.date.issued 2008-08-21T12:49:25Z
dc.identifier.uri http://hdl.handle.net/10210/899
dc.description.abstract Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. en
dc.description.sponsorship Prof. K.C. Moloi en
dc.language.iso en en
dc.subject school management and organization en
dc.subject academic achievement en
dc.subject effective teaching en
dc.subject high school administration en
dc.subject high school principals en
dc.subject secondary education en
dc.subject Gauteng (South Africa) en
dc.title The principal's role in implementing the EAZ as an intervention strategy. en
dc.type Thesis en

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