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Policy and practice of managing values in public secondary schools in the North-West province

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dc.contributor.advisor Van Niekerk, Magdalena Petronella en
dc.contributor.author Mavimbela, Uvusimuzi Johannes en
dc.date.accessioned 2012-06-27T11:31:01Z
dc.date.available 2012-06-27T11:31:01Z
dc.date.issued 2012-01
dc.date.submitted 2012-06-27
dc.identifier.uri http://hdl.handle.net/10500/5898
dc.description.abstract Education in South Africa requires a framework for the implementation of policies pertaining to the management of values in schools. The transition from the former apartheid system and its authoritarian value system to a democratic dispensation has necessitated a value system, characterised by fairness and openness. A primary assumption of the researcher is that all human action is underpinned by values, which are hidden and only observable in human behaviour. A literature study explored the philosophical thinking around values and stipulations about values occurring in international human rights documents. Furthermore, in order to contextualise an understanding of values, policies and legislation intended to shape democracy in South Africa were studied to identify core democratic values and moral principles, particularly with regard to the role of the principal and teacher in school management. Management models based on an understanding of school climate, culture and ethos were also examined to explore values inherent in the different leadership styles embraced by principals and teachers. Against this background, a qualitative inquiry was undertaken in three rural secondary schools in the North-West Province. Research sites and participants were selected by judgement sampling and data concerning the values embedded in the school culture and ethos and expressed by the principal and teachers were gathered through observation and interviews. Focus group interviews were held with teachers and in-depth individual interviews were conducted with the principals to identify how participants enact their roles in transmitting values to learners. The findings indicated that principals are not fully prepared to form partnerships with other stakeholders in the management of values, particularly in the management of traditional African values. External factors that impact values formation in schools, such as unreliable transport systems, result in a school culture which lacks a sense of urgency. Poor infrastructure and maintenance create an unpleasant school environment. Matters are aggravated by inadequate support by the Department of Education, teacher unionism and a lack of parent involvement. The study closes with recommendations to empower schools, parents and the community to participate actively in education so that social capital can be unleashed to strengthen democratic values in schools. en
dc.format.extent 1 online resource (xv, 208 leaves) en
dc.language.iso en en
dc.subject Human rights en
dc.subject Childrens rights en
dc.subject Public secondary schools en
dc.subject Teachers en
dc.subject School principals en
dc.subject.ddc 373.12096824
dc.subject.lcsh High schools -- Administration -- Moral and ethical aspects -- South Africa -- North-West en
dc.subject.lcsh Public schools -- Administration -- Moral and ethical aspects -- South Africa -- North-West en
dc.title Policy and practice of managing values in public secondary schools in the North-West province en
dc.type Thesis en
dc.description.department Educational Studies en
dc.description.degree D.Ed. (Educational Management) en


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