Institutional Repository

The changing principalship in South African schools

UnisaIR/Manakin Repository

Show simple item record

dc.contributor.author Steyn, G.M.
dc.date.accessioned 2009-06-17T11:55:12Z
dc.date.available 2009-06-17T11:55:12Z
dc.date.issued 2002
dc.identifier.citation Steyn, G.M. 2002. 'The changing principalship in South African schools'. Educare, 31(1&2):251-274 en_US
dc.identifier.issn 0256-8829
dc.identifier.uri http://hdl.handle.net/10500/232
dc.description.abstract A current international trend in education reform is the devolution of decision-making powers from central level to the school level. Together with certain structural reforms regarding shared decision-making, the South African government has also initiated programmes of curriculum reform, and a general drive to improve the culture of teaching and learning in schools. The devolution of authority through decentralisation is the first dimension of school-based management. The second dimension of school-based management refers to the participation of stakeholders. The key changes in the way schools in South Africa are organised with regard to the role of principals are outlined in this article. Two reform initiatives, whole school evaluation and developmental appraisal are briefly described. The article concludes with a model for management of resistance to change. en_US
dc.language.iso en en_US
dc.publisher Unisa Press en_US
dc.relation.ispartofseries Educare en_US
dc.relation.ispartofseries 31(1&2) en_US
dc.subject educational reform en_US
dc.subject curriculum reform en_US
dc.subject school management en_US
dc.subject school principals en_US
dc.title The changing principalship in South African schools en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UnisaIR


Browse

My Account

Statistics