Staffing as an aspect of Human Resources: Implication for school effectiveness by Fikile Beatrice Ngidi - Mtshali MINI-DISSERTATION Submitted in partial fulfilment of the requirements for the degree MAGISTER EDUCATIONIS in EDUCATIONAL MANAGEMENT in the FACULTY OF EDUCATION AND NURSING at the RAND AFRIKAANS UNIVERSITY Supervisor: Prof BR Grobler Co-Supervisor: Dr CF Loock November 1999
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Fikile Beatrice Ngidi Mtshali - University of Johannesburg
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Staffing as an aspect of Human Resources: Implication for school effectiveness
by
Fikile Beatrice Ngidi - Mtshali
MINI-DISSERTATION
Submitted in partial fulfilment of the requirements for the degree
MAGISTER EDUCATIONIS in
EDUCATIONAL MANAGEMENT
in the
FACULTY OF EDUCATION AND NURSING
at the
RAND AFRIKAANS UNIVERSITY
Supervisor: Prof BR Grobler Co-Supervisor: Dr CF Loock
November 1999
ACKNOWLEDGEMENT
I would like to offer my sincere gratitude to the following people who assisted me in the
completion of this project.
Professor B.R.Grobler, my supervisor for his cherishing encouragement,
professional guidance, support and the keen sense of responsibility that lie
showed, together with his gentle but firm manner guided me to successfully
complete this project.
Professor Bischoff, Dr C.F. Loock and Dr C, Moloi, our course leaders and co-
ordinators for their wonderful guidance and inspiring encouragement throughout
the course.
Mrs Maas and the staff of Rand Afrikaanse University Library for their constant
help.
All the members of the research group for the encouragement and motivation
during hard times.
Special appreciation and gratitude to Ronel Loock and !gnus Uys for their neat
and professional typing work.
My family, especially my husband, Mandla Mtshali, for his understanding and
moral support.
My daughter, Ncamsile and my two sons, Mduduzi and Siphesihle for their
understanding and moral support too.
Finally, my Lord Jesus Christ for giving me the strength and health which allowed
this project to reach fruition.
DEDICATION
This research is dedicated to my late parents — Ambroce Ngidi and Maggie Ngidi
(MaNgcamu), my late father-in-law Obed Mtshali and mother-in-law Agnes Mtshali
(MaMthembu) my sisters and brothers for the love and encouragement they gave me was
the fountain of inspiration for this study.
(iv)
SINOPSIS
Die fokus met hierdie navorsing was ouerbetrokkenheid as 'n aspek van skoolklimaat en
die implikasies daarvan op skooldoeltreffendheid. Aspekte van ouerdeelname word as
bydraende faktore tot die verbetering van kwaliteit en groter skooldoeltreffendheid
bespreek.
Die navorsingsmetode was tweeledig deurdat daar eerstens 'n Iiteratuurondersoek met
betrekking tot ouerbetrokkenheid plaasgevind het. Die navorser het hierdie inligting
gebruik ten einde haar navorsingsveld te ondersteun en om begronde afleidings te kon
maak. Tweedens is gebruik gemaak van gestruktureerde vraelyste wat deur opvoeders in
skole in Mpumalanga voltooi is. Die inligting afkomstig van 'n analise van die vraelyste
het die navorser in staat gestel om verskeie bevindinge oor die persepsies van opvoeders
en skoolhoofde ten opsigte van doeltreffende skole te maak.
In navorsing is die volgende bevind:
Doeltreffende skole in Mpumalanga is gebaseer op aspekte soos skoolkultuur,
skoolklimaat, visie, motiveringstrategiet, kurrikulum, leierskap en hulpbronne.
Bogenoemde aspekte kan tot drie faktore gereduseer word, naamlik aanspreeklike
koOperatiewe bestuur, oop demokratiese bestuur en normatiewe bestuur.
Die navorser het die onderrigmediumgroepe met mekaar vergelyk en aangetoon
dat die groepe se gemiddelde faktortellings statisties beduidend van mekaar
verskil. Die vier onderrigmediumgroepe het beduidend ten opsigte van al drie die
faktore van mekaar verskil.
Hierdie navorsingsprojek het sewe voorbeelde van twee onafbanklike en elf voorbeelde
van drie of meer onafhanklike groepe met mekaar vergelyk. Hipoteses is gestel en
meerveranderlike sowel as enkelveranderlike statistiese toetse is gebruik om die data te
(v)
analiseer en to ontleed. Beduidende statistiese verskille is ten opsigte van al drie faktore
gevind.
Met betrekking tot aanspreeklike kooperatiewe bestuur is beduidende statistiese verskille
gevind tussen groepe ten opsigte van:
bywoning van werkswinkels, seminare of kursusse oor skooldoeltreffendheid;
skoolbywoning deur opvoeders;
opvoederorganisasies;*
baat gevind deur bywoning van werkswinkels, seminare of kursusse oor
skooldoeltreffendheid;
moedertaalgroepe;
distrikte waar opvoeders werksaam is; en
vlak van dissipline in die skool.
(*Groep deur hierdie navorser bespreek).
Statistiese beduidende verskille tot oop demokratiese bestuur is gevind tussen die
volgende onafhanklike groepe:
bywoning van werkswinkels, seminare of kursusse oor skooldoeltreffendheid;
opvoederorganisasies;*
godsdiens;
skoolbywoning deur opvoeders;
baat gevind by werkswinkels, kursusse of seminare;
ouderdom van respondente;
onderwyservaring;
moedertaalgroepe;
hoogste onderwyskwalifikasie;
onderrigmedium van skool; en
(vi)
distrikte waar opvoeders werk.
(*Groep deur hierdie navorser bespreek)
Met betrekking tot die derde faktor naamlik normatiewe bestuur het die volgende
onafhanklike groepe statisties beduidend van mekaar verskil;
bywoning van werkswinkels, seminarc of kursusse oor skooldoeltreffendheid;
posvlak van opvoeder;
opvoederorganisasies;*
godsdiens;
skoolbywoning deur opvoeders;
ouderdom van respondente;
moedertaalgroepe;
onderrigmedium van skool
skoolbywoning deur leerders;
distrikte waar opvoeder werksaam is; en
vlak van dissipline in die skool
(*Groep deur hierdie navorser bespreek)
In Afdeling C van die vraelys is nie van 'n skaal met gelyke intervalle gebruik gemaak
nie. Gevolglik moes nie-parametriese statistiese metodes gebruik word om aan to dui of
die verskillende onafhanklike groepe statistics beduidend ten opsigte van hul persepsies
oor skooldoeltreffendheid van mekaar verskil. 'n Ooreenkoms in die bevindinge tussen
Afdelings B en C van die vraelys was dat die groepe wat in Afdeling B beduidend van
mekaar verskil het, ook in Afdeling C verskil het. Die Chi-kwadraat tesame met die
gestandaardiseerde residueel het die volgende statistiese beduidende verskille aan die lig
gebring.
by die skoolbywoning van opvoedergroepe het die groep met die persepsie dat
opvoederbywoning by hulle skole uitstekend was, die persepsie gehuldig dat hulle
tot 'n groter mate aan die meer doeltreffende skole behoort dan verwag sou word
op grond van kansfaktore.alleen. Uitstekende skoolbywoning deur opvoeders
barwloed dus die persepsie van skooldoeltreffendheid op 'n positiewe wyse.
die persepsie van skooldoeltreffendheid is nie onafhanklik van kulturele aspekte
nie;
opvoeders by multikulturele skole huldig die persepsie dat hulle aan die minder
doeltreffende skole behoort, tot 'n grow, - mate as wat 'n persoon sou verwag op
grond van kansfaktore alleenlik;
opleidingskursusse in skooldoeltreffendheid bernvloed die persepsies van
opvoeders ten opsigte van skooldoeltreffendheid op 'n konstruktiewe wyse;
onderwyserorganisasies speel 'n rol in die persepsies van hoe doeltreffend
opvoeders hulle skole beskou; en
respondente in Standerton, Malelane, Ermelo en Nelspruit huldig meer positiewe
persepsies van hul skole se doeltreffendheid, relatief tot die ander skole in hulle
distrik.
Die CHAID-program was gebruik om aan to toon watter van die 18 onafhanklike
veranderlikes (as biografiese inligting in Afdeling A van die vraelys ingesluit) die beste
voorspellers van skooldoeltreffendheid was. 'n Statistiese beduidende verband op die 5%
beduidenheidsvlak is tussen skooldoeltreffendheid en die volgende groepe gevind:
die vlak van dissipline in die skool;
die bywoningsvlak van leerders;
die onderrigrnedium van die skool;
die bywoningsvlak van opvoeders;
die onderwyskwalifikasies van opvoeders; en
die bywoning van kursusse oor skooldoeltreffendheid.
Die Mann-Whitney U toets is gebruik in 'n poging om verband te toon tussen die drie
faktore onderliggend tot skooldoeltreffendheid in Afdeling B en wat respondente as
doeltreffende skole beskou in Afdeling C.
Die volgende is bevind:
Die Kolmogorov-Smirnov toets het aangetoon dat die respondente net statistics
beduidend ten opsigte van normatiewe bestuur van mekaar verskil. Toetse het
ook aangedui dat die persepsie besta .an dat uitermatige demokratiese bestuur
skooldoeltreffendheid nadelig kan beinvloed. Dit blyk ook dat normatiewe
bestuur, waar waardes en norme van uitnemende prestasie teenwoordig is, 'n
belangrike rol speel in die persepsie van respondente ten opsigte van
doeltreffende skole.
Ten einde 'n moontlike verband tussen die cerste orde faktore onderliggend aan
doeltreffende bestuur en die drie tweede orde faktore te vind, is gebruik gemaak van
meervoudige-regressieanalise. Die analisie het bevind dat die relatiewe belangrikheid
van die eerste-ordefaktore in aanspreeklike kooperatiewe bestuur volgens die persepsies
van die respondente soos volg daaruit sien:
versorgende klimaat;
doeltreffende spanbestuur;
kurrikulumaangedrewe bestuur;
hulpbronbestuur;
waardegesteunde bestuur;
etiese bestuur;
aandeelhouerbetrokkenheid;
opvoederaansporingsmaatreels
erkenning;
gelyke leerderprestasie; en
individuele prestasie
Die relatiewe belangrikheid van eerste orde faktore in oop demokratiese bestuur was:
deursigtige bestuur;
aandeelhouertoeganklikhcid;
verdraagsame samewerking;
ontwikkelingsbestuur;
ouerbetrokkenheid in professionele opvoederontwikkeling; en
kurrikulumkonsensus.
Die relatiewe belangrikheid van die eerste orde faktore as voorspellers van normatiewe
bestuur was:
gemeenskaplike waardebestuur;
bekwame besluitneming; en
finansiele betrokkenheid.
(x)
TABLE OF CONTENTS
CHAPTER 1
MOTIVATION OF AND STATEMENT OF THE PROBLEM, AND AIM OF THE
RESEARCH
TABLE OF CONTENTS PAGES
1.1 INTRODUCTION 1
1.2 STATEMENT OF PROBLEM 2
1.3 AIM OF THE RESEARCH 3
1.4 METHOD OF RESEARCH 3
1.5 ASSUMPTIONS 3
1.6 CLARIFICATION OF CONCEPTS 4
1.6.1 Staffing 4
1.6.2 Human Resources 5
1.6.3 School Effectiveness 5
1.7 OUTLINE OF THE RESEARCH 6
1.8 SUMMARY 7
CHAPTER 2
STAFFING AS AN ASPECT OF HUMAN RESOURCES:
IMPLICATIONS FOR SCHOOL EFFECTIVENESS
2.1 INTRODUCTION 8
2.2 SCHOOL EFFECTIVENESS 8
2.2.1 Instructional leadership 8
2.2.2 A Climate conducive for learning 9
2.2.3 High expectations 9
2.2.4 Educator collegiality 9
2.2.5 Characteristics of effective schools 10
2.3 STAFFING 13
2.3.1 Committed and dedicated educators 13
2.3.2 Strong leadership 14
2.3.3 Support staff 14
2.3.4 Important elements in staffing schools 14
2.4 STAFF RECRUITMENT 15
2.4.1 Methods and means of recruitment 16
2.4.2 Staff selection 17
2.4.3 Interviewing 18
2.4.4 Appointments 19
2.5 STAFF INDUCTION 20
2.6 STAFF EVALUATION 21
2.6.1 Staff appraisal 23
2.7 STAFF DEVELOPMENT 24
2.7.1 Professional development 23
2.7.2 Inservice Training (INSET) 23
2.7.3 Staff development programme 24
2.7.3.1 School goals and objectives 24
2.7.3.2 Needs assessment 24
2.7.3.3 Staff development goals and objectives 24
2.7.3.4 Designing a programme 25
2.7.3.5 Implementation 25
2.7.3.6 Evaluation 25
2.8 RECOGNITION OF STAFF 25
2.9 RATIONALISATION AND REDEPLOYMENT 27
OF EDUCATORS
2.10 SUMMARY 28
CHAPTER 3
RESEARCH DESIGN, DEVELOPMENT OF RESEARCH
INSTRUMENT AND SAMPLING
3.1 INTRODUCTION 29
3.2 THE PURPOSE OF QUANTITATIVE RESEARCH 29
3.2.1 The relationship of the researcher to the subject 31
3.3 THE STRUCTURED QUESTIONNAIRE AS INSTRUMENT
OF RESEARCH 31
3.4 DISCUSSION OF QUESTIONS ASSOCIATED WITH
STAFFING AS AN ASPECT OF RESOURCES 34
3.5 THE RESEARCH GROUP 38
3.5.1 Biographical details 39
3.5.2 Return of the questionnaire 44
3.5.3 Section C of the questionnaire 45
3.6 SUMMARY 45
CHAPTER 4
THE ANALYSIS AND INTERPRETATION OF A SELECTED
SAMPLE OF EMPIRICAL DATA
4.1 INTRODUCTION 47
4.2 RELIABILITY AND VALIDITY 49
4.3 HYPOTHESES 57
4.3.1 Comparison of two independent groups 57
4.3.2 Comparison of three or more independent groups 60
4.4 DISCUSSION OF THE DIFFERENCE BETWEEN THE
FACTOR MEAN SCORES PRESENTED IN TABLE 4.8 67
4.4.1 Accountable collaborative management 67
4.4.2 Open democratic management 71
4.4.3 Normative management 76
4.5 SECTION C OF THE QUESTIONNAIRE 80
4.5.1 Hypotheses 83
4.5.2 Frequency counts of the independent groups
where statistically significant differences were found to be
present 84
4.5.2.1 School attendance groups 84
4.5.2.2 Mother tongue groups 85
4.6 THE RELATIONSHIP BETWEEN SCHOOL
EFFECTIVENESS AND THE VARIOUS INDEPENDENT
VARIABLES 87
4.6.1 The CHAID-technique 87
4.6.2 Hypotheses in respect of the various independent variables 88
4.7 A COMPARISON OF THE THREE FACTORS IN SECTION
B OF THE QUESTIONNAIRE WITH THE RATING OF
SCHOOL EFFECTIVENESS IN SECTION C 92
4.7.1 Hypotheses for the one sample Kolmogorov-Smirnov Test . 94
4.7.2 The Mann-Whitney U Test 95
4.7.2.1 Hypotheses for the Mann-Whitney test 95
4.8 A MORE DETAILED DISCUSSION OF THE THREE SECOND
ORDER FACTORS THAT WERE FOUND UNDERLYING
SCHOOL EFFECTIVENESS 96
4.8.1 Accountable collaborative management 97
4.8.2 Open democratic management 99
4.8.3 Normative management 100
4.9 SUMMARY 101
CHAPTER 5
SUMMARY, FINDING AND RECOMMENDATIONS
5.1 INTRODUCTION 108
5.2 SUMMARY 108
5.3 RESEARCH FINDINGS 111
5.3.1 Literature findings 111
5.3.2 Empirical findings 113
5.3.2.1 High quality educators 114
5.3.2.2 A variety of teaching resources 114
5.3.2.3 Good skills for self-management 114
5.3.2.4 Teaching experience 114
5.4 RECOMMENDATIONS 115
5.5 IMPLICATIONS OF THE OUTCOMES OF THE EMPIRICAL
RESEARCH FOR SCHOOL EFFECTIVENESS 116
5.6 SUGGESTIONS FOR FUTURE RESEARCH 121
5.7 CONCLUSION 122
6. BIBLIOGRAPHY 123
7. ANNEXURE A 124
(xv)
LIST OF FIGURES
Figure 3.1
Perception of educators in the schools sampled
as to how effective their schools are.
Figure 4.1
Dendogram of the effect of the independent
variables on school effectiveness.
LIST OF TABLES
1. Table 3.1 Items associated with resources
PAGES
as an aspect of school effectiveness 32
2. Table 3.2 Distribution of responses for resources as an aspect of school effectiveness 33
3. Table 3.3 Attendance of workshop/seminar/ course related to school effectiveness in the past three years. 39
4. Table 3.4 Has the course benefited your management skills 39
5. Table 3.5 Gender 40
6. Table 3.6 Age of respondents (grouped for convenience) 40
7. Table 3,7 Present post level 40
8. Table 3.8 Teaching experience (grouped for convenience) 40
9. Table 3.9 Membership of educator organisations 41
Items associated with staffing as an aspect of resources
1 = strongly disagree
6 = strongly agree
2 to 5 = Equal intervals between 1 and 6
Tables 3.1 and 3.2 will be used to facilitate a discussion of the question relevant
to this particular research project.
3.4 DISCUSSION OF QUESTIONS ASSOCIATED WITH STAFFING AS AN
ASPECT OF RESOURCES
Each question was formulated in such a way that the respondents could indicate the
extent to which they agree or disagree with statements in respect of school effectiveness.
For example
An effective school should:
Ensure that maths and science are part of the academic curriculum
Having displayed the various questions in resources only those questions relevant to this
research will now be motivated and discussed using the relevant data as given in Tables
3.1 and 3.2.
Question B 64: Provide opportunities for improving the teaching skills of educators
Table 3.1 and Table 3.2 reveal the following statistical data:
Mean score: 5,76
Rank order: 7
% respondents selecting 5 or 6: 94,8%
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The above results clearly indicate that the majority of the respondents agree to strongly
agree with the statement. The transformation in the Department of Education requires
that educators are provided with opportunities for improving their teaching skills. A
crucial contributor to learner learning is educator learning. Educators should be provided
with opportunities to improve their teaching skills because educators need to move from
a teaching — learning model which has served many educators and learners to a different
conception which is compatible with the emerging issues of the new millenium (Stoll and
Fink,.1996:118). The implementation of the outcome based education (Curriculum 2005)
demands that educators change their traditional methods of teaching and adapt to this
approach which is learner — centred. An effective school organises in-service training for
educators. Cloete (1985:163) agree with this perception — he states that in-service
training should consist of training aimed at giving educators the knowledge and skills
required to perform their duties. According to Bruce, Beverly and Bennett (1987:12) in-
service training enable educators to increase their repertoire of teaching skills
drammatically and to use those skills effectively.
Asmal (1993:3) supports this perception, he is of the opinion that many educators suffer a
more subtle form of demoralisation if they are not professionally equipped or skilled to
cope with new demands that are being made of them. Therefore, educators should be
given opportunities to improve their teaching skills in order to be effective in their task.
Question B 67: Have educators who use a variety of teaching resources.
Mean score: 5,75
Rank order: 9
% respondent selecting 5 or 6: 94,0%
The mean score above clearly indicates that the vast majority of the respondents are of
the opinion that educators who use a variety of teaching resources contribute to school
effectiveness. The rank order of nine further substantiates this perception. Uline, et.al .
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(1998:466) support the statements. They typically consider resources and
teaching/learning to be the central instrumental activities of a school.
According to Stoll and Fink (1996:126) educators should "employ a variety of teaching
and learning strategies to engage multiple minds". Learners have different learning
styles, they learn differently from one another. The new curriculum suggests that since
everyone has a mind of his own and these minds work in different ways, a variety of
teaching resources and strategies are required to meet these differences. Stoll and Fink
(ibid) argue the focus of instruction should be to provide meaningful, contextual ized
learning so that learners understand and can transfer learning. It is therefore the duty of
educators to accommodate all learners with their different learning styles (Fullan and
Hargraves, 1992:246).
Question B 29: Have educators who show good skills of self-management
Mean score: 5,73
Rank order: 17
% respondents selecting 5 or 6: 94,1%
The above results clearly indicate that in Mpumalanga Province, educators who show
good skills of self-management play a major role in school effectiveness. Even the rank
order of 17 further confirms this perception. This perception is also supported by the
literature, for example, See 2.3.1 p 5. Educators who show good skills of self-
management manage time well, for instance, they arrive at school fifteen minutes before
starting time, they honour their periods and they are committed to teach the full day
(Colts, 1999:5).
Harris, Bennett and Preedy (1997:274) state that staff should model patterns of good
behaviour. They emphasize that educators should be seen as role models and that
educators should always try to demonstrate their philosophy of education through their
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practice. This can be seen in numerous ways, for instance, by the style of an educator's
high personal standards of organisation and time management. According to Stoll and
Fink (1996:127) good skills of self-management of educators play a major role in schools
effectiveness. An educator's behaviour is very important to learners' learning, because
learners emulate educators' behaviour.
Question B 105: Select well qualified educators
Mean score: 5,48
Rank order: 52
% respondents selecting 5 or 6: 86,2%
The results above clearly indicate that the majority of respondents agree to strongly agree
that well qualified educators in an institution contribute to school effectiveness (see 2.4
p.6). According to Cloete (1985:121) the best well qualified candidates should be
selected to fill vacancies. Well qualified educators have self confidence, they have
knowledge of the subject matter. Due to this knowledge, they are more effective and
sufficient in handling subject matter. Fullan (1995:104) regards the selection of well
qualified educators as the most important aspect in school effectiveness. Fullan (ibid)
states that there are no substitutes to having better qualified educators.
When educators are well qualified and professionally fulfilled, they demonstrate job
satisfaction, skills and knowledge, and have a strong feeling of efficacy around their
practice, they are more likely to motivate learners (Stoll and Fink, 1996:05). Well
qualified educators convey to learners their believe in the learners' ability to learn and
challenge them with appropriate teaching strategies.
Question B 71: Have educators with a wide range of teaching experience.
Mean score: 5,18
Rank order: 74
-38-
• % respondents selecting 5 or 6: 80,2%
From the above results it can be concluded that the majority of the respondents agree to
strongly agree with the statement. A school should have educators with a wide range of
teaching experienced, committed and dedicated educators can make a difference in the
lives of the learners, due to their experience in teaching and learning strategies. They
know and understand the learners as well as the subject matter. Educators. with a wide
range of teaching experience understand that learners have different learning styles and
they try to accommodate all learners in the classroom.
Experienced educators provide practical help to beginning educators because experience
educators have skills and time to help newly appointed educators (Husan and
Postlethwaite, 1994:6046). Stoll and Fink (1996:156) support this statement, according
to them new educators' needs are personal support and encouragement from experienced
colleagues. They argue that mentoring of newly qualified educators offers experienced
educators the opportunity to take on leadership roles as they help induct an inexperienced
colleague into the working and social life of the school.
The five questions pertaining to human resources have a mean score of 5,58 and the
respondents thus agree to strongly agree that an effective school should have adequate
human resources. It is the responsibility of the Government to provide all schools with
adequate, effective staff, as staff play a major role in promoting school effectiveness and
in making a difference in learners' lives.
3.5 THE RESEARCH GROUP
Questionnaires were distributed to members of the teaching profession in the Province of
Mpumalanga South Africa according to statistics obtained from the Mpumalanga
Department of Education, There are approximately 26 906 educators in Mpumalanga in
a ratio of four English medium on instruction educators to one Afrikaans medium of
-39-
instruction educator. Thus approximately 21 525 educators use English as language of
instruction and 5381 have Afrikaans as medium of instruction. The 2400 questionnaires
were thus divided into 1900 English questionnaires and 500 Afrikaans questionnaires.
The various students associated with the project distributed these questionnaires amongst
the 10 districts in Mpumalanga (see Appendix A). The sample was thus of a convenient
stratified nature and representative of the educators in the Province of Mpumalanga.
3.5.1 Biographical details
The following biographical details are represented in the form of Tables as it provides a
good example of how representative the sample was of the population of the Province of
Mpumalanga.
TABLE 3.3: ATTENDANCE OF WORKSHOP/SEMINAR/COURSE RELATED
TO SCHOOL EFFECTIVENESS IN THE PAST THREE YEARS
Frequency Percent Yes 922 55,1 No 750 44,9 Total 1 672
TABLE 3.4: HAS THE COURSE BENEFITED YOUR MANAGEMENT
SKILLS?
Frequency Percent Definitely 532 31,6 Partially 351 20.8 Not at all 111 6,6 Did not attend 690 41,0 Total 1 684
-40-
TABLE 3.5: GENDER
Frequency Percent Male Female Total
684 978
1 662
41,2 56,8
TABLE 3.5: AGE OF RESPONDENTS (Grouped for convenience)
Frequency Percent 20-30 years 282 17,1 31-33 years 270 16,3 34-36 years 290 17,5 37-40 years 332 20,1 41-46 years 270 16,3 47 + years 211 12,7 Total 1 655
TABLE 3.7: PRESENT POST LEVEL
Frequency Percent Principal 107 6,4 Deputy-Principal 90 5,4 Head of Department 264 15,7 Educator 1 215 72,5 Total 1 676
TABLE 3.8: TEACHING EXPERIENCE (grouped for convenience)
Frequency Percent
1 — 8 years 9 —13 years
510 503
30,7 30,3
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14 + years Total
Frequency Percent 647
1 660 40,0
TABLE 3.9: MEMBERSHIP OF EDUCATOR ORGANISATIONS
Frequency Percent SADTU 1 114 67,4 TUATA 101 6,1 NATU 15 0,9 NUE 77 4,6 SAOU 255 15,4 NAPTOSA 41 2,5 SAVBO 14 0,9 OTHER 37 2,2 TOTAL 1 654
TABLE 3.10: MOTHER TONGUE
_ Frequency Percent
Afrikaans 416 25,1 English 65 3,9 Nguni 838 50,5 Sotho 340 20,5 Total 1 659
TABLE 3.11: HIGHEST EDUCATIONAL QUALIFICATIONS
Frequency Percent Lower than grade 12 12 0.7 Grade 12 51 3,1 Post school diploma 351 21,0 Teachers Diploma + FDE 782 46,9 Bachelors degreee 47 2,8 Bachelors degree + Diploma/Certificate 286 17,1
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Post graduate Total
140 1 669
8,4
TABLE 3.12: RELIGION
Frequency Percent None 26 1,6 Christianity 1 543 91,8 Islam 12 0,7 Hinduism 16 1,0 African traditional 61 3,6 Other 22 1,3 Total 1 680
TABLE 3.13: LANGUAGE OF INSTRUCTION
' Frequency Percent English 1 115 68,4 Afrikaans 217 13,3 Dual medium 169 10,4 Parallel medium 128 7,9 Total 1 629
TABLE 3.14: ATTENDANCE OF EDUCATORS
Frequency Percent Excellent 1 016 60,4 Average 634 37,7 Poor 32 1,9 Total 1 682
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TABLE 3.15: ATTENDANCE OF LEARNERS
Frequency Percent Excellent 790 47,1 Average 821 49,0 Poor 66 3,9 Total 1 677
TABLE 3.16: PRINCIPAL'S GENDER
Frequency. Percent Male Female Total
1 382 297
1 679
82,3 17,7
TABLE 3.17: KIND OF SCHOOL
Frequency Percent Primary School 648 38,5 Secondary School 685 40,7 Combined School 326 19,4 Other 25 1,4 Total 1 684
Frequency Percent Excellent 255 15,2 Good 811 48,3 Average 491 29,2 Poor 123 7,3 Total 1 680
It was reasoned that the above aspects could be related to school effectiveness and that
the perception educators have of school effectiveness would differ in respect of these
groups.
3.5.2 Return of the questionnaire
Of the 2 400 questionnaires handed out 1 750 were returned of which 1 684 were useable.
This represents a return rate of 70,2% which is most admirable considering the present
low morale among teachers in Mpumalanga.
Perception of Mpumalanga educators about the effectiveness of their schools
1...Amongst the most effective schools In the district
197 •r sffectIvirthati-m7stechrrutsinifurd
• irs-eflectivess-Mherschools in-the 'strict
I salve-then m st other-echools In hedialttcl ..ngetihaleasterfedbra_achnoisin_lhe rlisirler '
,..41.1„,„ 396te. _,A.....!......
r,r ∎ mi jeafttre.,
'40'.44 . , , ,Alxe!t.+1, •? V Z,
.1.w
2
3
800
700
600
500
Frequency 400
300
200
100
0
-45-
3.5.3 Section C of the questionnaire
Respondents were asked to respond to the question of how effective their school would
be relative to other school in the district and Table 3.20 summarises the data that is also
displayed grahically in figure 3.1.
ER EQ11 E NC Y PERCENT Among the most effective schools in the District
797 47,4%
More effective than most schools in the District
413 24,6%
About as effective as other schools in District
396 23,6%
Less effective than most other schools in the district
42 2,5%
Amongst the least effective schools in th District
. 32 1,9%
TOTAL 1680
Figure 3.1: Perception of th6 educators in the schools sampled as to how effective their schools arc
3.6. SUMMARY
In this chapter a description of the empirical investigation was provided.
-46-
Relevant tables were provided and the questions pertinent to human resources as aspect
of school effectiveness were discussed. From the above discussions it was clear that the
respondents regarded the provision of adequate human resources in schools as important
to the functioning of an effective school and they regarded staffing schools with well
qualified, experienced educators who used a variety of teaching resources and show
good skills of self management as the important aspect in promoting school effectiveness.
A discussion of the respondents sampled, their biographical details and the response rate
of the questionnaire were also discussed.
In chapter four the following aspects will be examined.
the reliability and validity of the research instrument;
a discussion of the various factors obtained;
a comparison of one of the independent pairs involved by stating appropriate
hypotheses and interpreting the statistical tests involved;
a comparison of one of the independent groups containing three or more groups
by stating hypotheses and analysing the appropriate statistical data; and
a discussion of the difference between the factor mean scores of the various
groups for each of the factors involved.
CHAPTER FOUR
ANALYSIS AND INTERPRETATION OF A SELECTED SAMPLE OF
EMPERICAL DATA
4.1 INTRODUCTION
Chapter three concentrated on an explanation of the questions relevant to human
resources as an aspect of school effectiveness. The sample as representative of the
Province of Mpumalanga was also discussed.
In this chapter the following aspects will receive attention:
the reliability and validity of the structured questionnaire;
a discussion of the various factors involved;
one example of a comparison of two independent groups by stating the
appropriate hypotheses and analysing the data by means of multivariate statistical
tests;
one example of a comparison of three or more independent groups by stating the
appropriate hypotheses and analysing the data using multivariate statistical tests;
a discussion of the significance of differences between the factor means of the
various groups for each of the facts that make up school effectiveness;
a discussion of the differences of one example of three or more independent
groups by stating the appropriate hypotheses and analysis of the data;
-48-
an analysis of Section C of the questionnaire using the Chi-squared technique;
an investigation to determine which independent variable has the largest influence
on school effectiveness as dependent variable; and
an analysis of the three second order factors in order to determine which first
order factors play the most significant role in their composition.
When one attempts to determine the perceptions of educators using a structured
questionnaire it is important that it is valid and reliable. Validity is concerned with
whether what one is measuring is what one really intends to measure. Reliability refers
to the consistency and dependability of measures (Rose and Sullivan, 1996:10).
When repeated measurements of the same thing give identical or very similar results the
measurements instrument is said to be reliable. For example, if you climbed on your
bathroom scale and it read 85 kilogram, you climbed off and on again and it read 82
kilograms, repeated the process and is read 87 kilogram, your scale would not be very
reliable. If, however, in a series of weightings, you obtained the same answer (say 85
kilograms), your scale would be reliable. (Vogt, 1993:195). Suppose you knew that you
actually weight 80 kilograms then your scale may be reliable but it is not accurate (valid).
An instrument is valid to the extent that it measures what it is sup
posed to measure for example, say you want to measure a person's height. If all you had
was a bathroom scale, you could ask the person to step onto the scale and record the
results. Even if the measurements were highly reliable, that is, consistent from one
weighting to the next, they would not be valid. There is no doubt that a metrestick or a
tape calibrated in millimetres would be more valid for measuring height than a bathroom
scale. (Vogt, 1993:240).
-49-
4.2 RELIABILITY IF VALIDITY
Reliability and validity have been clarified in 4.1 above. There are, however, different
types of validity but for the purpose of this research only content and construct validity
will be clarified. A measuring instrument has content validity to the extent that its items
represent the content that it is designed to measure (Borg et.al ., (ibid). Content validity is
not a statistical property, it is rather a matter of expert judgement. Several principals
from secondary schools and researchers from the Department of Educational Sciences
reviewed the questionnaire to judge the relevancy of each item. The questionnaire was
also submitted to the Statistical Consulting Services of the Rand Afrikaans University for
further scrunity and refinements of the items. An instrument has construct validity to the
extent that it can be shown to measure a particular hypothetical construct. Psychological
concepts such as effectiveness, anxiety and creativity are considered hypothetical
constructs because they are not directly observable but rather are inferred on the basis of
their observable effects on behaviour. (Borg et.al ., (ibid). The construct validity of the
measuring instrument was investigated by means of factor analysis. According to Jaeger
(1990:345) factor analysis is used extensively in research. It is particularly useful as a
tool for examining the validity of tests or the measurements characteristics of attitute
scales.
Borg et.al ., (ibid) defines factor analysis as a correlation technique that examines a large
number of items and determines whether they cluster into a smaller number of underlying
factors. The principal objective of factor analysis is to construct a smaller number of
variables (called factors) that do a good job of conveying the information present in a
larger number of variables.
In this research 105 items were designed to secure information on the perceptions of
educators at various post levels in respect of which aspects are involved in school
effectiveness (see Appendix A). The construct validity of the structured questionnaire
-50-
was investigated by means of successive first and second order factor analytic procedure.
The first order procedure involves a principal component analysis (PCA1) followed by a
principal factor analysis (PFA1). These procedures were performed using the SPSS 8,3
programme (Norusis, 1998) to identify a number of factor that may facilitate the
processing of the statistics. The first order procedure resulted in 20 factors that were used
as a second procedure. This consisted of a principal component analysis (PCA2) with
varimax rotation and orthogonal axes followed by a principal factor analysis (PFA2) with
direct oblimin (oblique) rotation.
These procedures resulted in the 105 items being reduced to three factors namely:
Factor 1 consisting of 72 items that was named accountable collaborative
management with a Cronbach-alpha-reliability coefficient of 0,980. The 72
items can thus be regarded as forming one scale with a minimum value of 72 x 1
+ 72 and a maximum value of 72 x 6 = 432.
Factor 2 consisting of 20 items that was dubbed open democratic management
with a Cronbach-alpha-reliability coefficient of 0,975. The 20 items thus form
one scale with a minimum value of 20 x 1 = 20 and a maximum value of 20 x 6 =
120.
Factor 3 consisting of 13 items that was dubbed normative management with a
Cronbach-alpha-reliability coefficient of 0,785. The 13 items thus form one scale
with a minimum value of 13 x 1 = 13 and a maximum value of 13 x 6 = 78.
The items that constitute accountable collaborative management are shown in Table 4.1,
the items involved in open democratic management are given in Table 4.2 and the items
that make up normative management are indicated in Table 4.3.
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TABLE 4.1: Items associated with the factor accountable collaborative
management
Item "No.
Description An effective school should:
Mean score
Rank order
B104 Have a principal who is a good role model 5.88 1 .B90 Have sufficient filets for learners and educators 5,8? 7
B99 Have the necessary textbooks and stationery 5.81 3_____ 3 B74 Have educators who lead by example 5,81
B84 Have educators who are supportive of one another 5,80 5 B103 Encourage learners to accept responsibility for their own
development 5,77 6
B64 Provide opportunities for improving the teaching skills of educators
5,76 7
B38 Practice what is preaches 5,76 7 B100 Develop attitudes in their learners conducive to
understand otheryeople 5,75 9
B97 Ensure high levels of achievement among its learners 5,75 9 B66 Implement a curriculum that provides learners with the
necessary skills to improve employment opportunities 5,75 9
B67 Have educators who use a variety of teaching resources 5,75 9 B102 Strive to provide an environment that all stakeholders
can feel proud of 5,74 13
B73 Inculcate good morals and values in their learners 5,74 13 B39 Show a commitment towards exemplary teaching
practice 5,74 13
1340 Attempt to ensure that basic human rights are respected 5,74 13 B28 Ensure that its educators provide a supporting
environment for learners 5,73 17
B29 Have educators who show good skills of self-management Implement a curriculum that provides learners with the necessary skills to be useful citizens
5,73 5,73
17 17 B70
B86 Have sufficient furniture in the school 5,72 20 B49 Have corrective measures in place to deal with learners
who violate school rules 5,71 21
1387 Have an administration block • 5,71 21 B98 Develop attitudes in learners that fosters a good
jf- i um 5,70 23
B26 Have educators working as a team with the management of the school
5,70 23
B33 Have positive expectations for educators 5,69 25 B94 Inculcate leadership skills in learners 5,68 26
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B65 Implement a curriculum that is based on relevant and reliable educationaliesurch
, 5,68 26
B96 Hold an annual general meeting to give feedback to its stakcholdcrs
5,65 28
B69 Have educators who assist learners who have special educational needs
5,65 29
B62 Have the leadership skills to bring about the necessary transformation in the school
5,65 29
B61 Try to create a climate conducive to active parental involvement
5,65 29
B13 Be future orientated when designing its curriculum 5,65 29 B37 Not be afraid to learn from its failures 5,64 33 B56 Have community structures with an interest in education
supporting the school 5,64 33
B93 Have a security fence 5,63 35 B88 Have an educator who is specifically responsible for
counselling learners with emotional problems 5,62 36
B95 Ensure regular communication with its stakeholders 5,62 36 B54 Ensure that it receives active support from all levels
of the education system 5,62 36
B22 Have a school policy which is in line with its mission statement
5,61 39
B35 Involve the educators in solvin&school related problems 5,61 39 B43 Encourage learners to resiect their cultural traditions 5,60
5,59 41 42 B4 Implement a curriculum that provides learners with a
life-skills education B76 I-lave norms and values that arc supported by the
community 5,58 43
B I Ensbre that maths and science are part of the academic curriculum
5,57 44
B25 Collect relevant information to determine whether the objectives of the curriculum have been achieved
5,57
4
44
1375 Recognise educators who improve their educational qualifications .
5,57 44
B92 Encourage good interpersonal relationships among all stakcholdcrs
5,56 47
B2 Pass on information received from the Department of Education to all relevant stakeholders
5,53 48
B27 Have a clearly articulated educational philosophy 5,53 48 1382 Regard norms and values as an important aspect in the
development of learners 5,52 50
B41 Recognise its past students who achieved succes in their 5,52 50
-53-
chosen careers . B55 Have educators who show sympathy towards learners 5,48 52 B105 Select well-qualified educators 5,48
5,48 52 52 B46 Respect the traditions of its community
B42 Involve learners in the cleaning of classrooms and school grounds
5,47 55
B68 Provide incentives for learners to achieve in Olympiads and extra curricular activities
5,46 56
B72 Reward the individual performance of learners 5,45 57 B23 Have everyone in the school committed to the
transformation of the education system 5,45 57
B3 Provide learners with opportunities to enable them to utilise information independently
5,43 59
B24 Ensure that the governing body and educators have joint planning sessions
5,43 59
B52 Have a governing body that makes special provision for the welfare of learners
5,43 59
B36 Institute a training and development programme for educators who fail to achieve their curriculum objectives
5,41 64
B12 Gather information to make informed decisions about resourcing the school
5,39 65
—B78 Strive towards equity in learner achievement among all socio-economic levels
5,37 66
B14 Let stakeholders participate in developing the mission of the school
5,27 69
B11 Allocate most of the school funds to activities of teaching and learning
5,27 69
B21 Consult with parents before taking an important decision in respect of school policy
5,23 71
B77 Recognise parents who contribute money for the upgrading of school facilities
5,14 76
1380 Strive towards equity in learner achievement among differing races
5,14 76
B5 Make use of computer technology to supplement teaching methods
5,09 79
B6 Not deviate from the National curriculum 4,64 87 B34 Offer financial incentives to educators based on their
teaching competence 4,58 88
-54-
The above 72 items can thus be regarded as one scale and the six-point scale should be
understood in items of a new scale that can be represented as follows.
Minimum 1 2 3 4 5 6 Maximum
(x 72)
72 144 216 288 360 432
A score of between 360 and 432 would thus indicate that respondents agree to strongly
agree with the factor concerned. A score of 288 would represent partial agreement by the
respondents whereas a score between 288 and 360 would represent partial agreement to
agreement with the factor. A factor mean score of 216 would represent partial
disagreement by the respondents concerned.
Having presented the items associated with factor one and discussed the appropriate
scale, factor two will now be discussed.
TABLE 4.2: ITEMS ASSOCIATED WITI -I THE FACTOR OPEN DEMOCRATIC
MANAGEMENT
Item no.
Description Mean An effective school should score
Rank order
B101 'Encourage educators to be accountable for the 5,43 achievement of their learners
59
B51 Not tolerate the intimidation of educators 5,42 63
B9 Implement strategies for fundraising 5,28 68
B44 Allow stakeTio1Uers to collaborate in the formulation 5,22 of school rules and regulations
72
B30 Train and develop educators using programmes designed 5,22 by the educators of the school
72
1360 13e responsive to the concerns of its stakeholders 5,16 75
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B89 Have eddcators who use peer appraisal to develop themselves
5,13 78
B20 Have a curriculum that is supported by the majority of stakeholders of the school
5,08 80
B31 Invite outside consultants to train its educators 5,07 81 , B7 Allow educators to use the results of the assessment of
learners to plan curriculum priorities 5,05 82
B58 Create governance structures to give stakeholders the necessary power to enable them to govern the school completely
4,84 83
B59 Will only implement an additional field of study when the majority of the stakeholders have agreed to it
4,80 84
B48 Involve learners in disciplinary matters affecting the school
4,50 90
B16 Encourage teacher unions to participate in school mana ,ement
4,07 94
1319 Involve the local taxi association in the transport needs of the learners
3,98 96
1345 Allow parents to participate in the professional development of educators
3,84 98
B17 Allow learners to have a say in how money collected for the development of sport is spent
3,77 99
B47 Allow parents to play a role in the appointment of educators
3,72 100
B18 Let student organisations participate in the management of the school
3,72 100
B8 Allocate most of the schools funds to extra-curricular activities
3,40 103
The 20 items above can thus be regarded as one scale or factor and the six-point scale
should be understood in terms of a new scale that can be represented as follows:
Minimum 1 2 3 4 5 6 Maximum
( x 20)
20 40 60 80 100 120
-56-
A score of between 100 and 120 would thus indicate the respondents agree to strongly
agree with the factor concerned. A score of 80 would represent partial agreement by the
respondent whereas a score between 88 and 100 would represent partial agreement to
agreement with the factor. A factor mean score of 60 would represent partial
disagreement by the respondent concerned.
The items making up factor three will now be presented in the form of a table.
TABLE 4.3: ITEMS WITH THE FACTOR NORMATIVE MANAGEMENT
Item no.
Description Mean An effective school should: score
Rank order
73-83 - Regard excellent achievement as a core value 5,26 70 B71 Have educators with a wide range of teaching experience 5,18 74 B50 Involve re-Timers in decision-making only if they have the 4,76
necessary expertise 85
B57 Take stern action against pregnant learners 4,69 86 BUS Try to involve the business sector in the management 4,53
of the school 89
B85 Give grater power to the experienced teachers 4,38 91 B I 0 Expect parents onearners who cannot pay school funds 4,20
to render some form of service to the school 02
B53 Involve learners in decision-making only if they have an 4,11 interest in a particular decision
93
B81 Cater for a homogeneous cultural group 4,05 95 B63 Only implement a curriculum that has been successfully 3,93
implemented in another country 97
B79 Link its norms and valueS to a particular religion 3,48 102 B91 Not allow participative decision-making 2,54 104 B32 Discourage educators from improving their educational 1,73
qualifications 105
The above 13 items can thus be regarded as one scale or factor and the six-point scale
should be understood in terms of a new scale that can be represented as follows:
Minimum 1
13
2
26
3
39
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4
13)
52
5
65
6 Maximum
A score between 65 and 78 would thus indicate that respondents agree to strongly agree
with the factor concerned. A score of 52 could represent partial agreement by the
respondents whereas a score between 52 and 65 would represent partial agreement to
agreement with the factor. A factor mean score of 39 Nvoukl represent partial
disagreement by the respondents concerned and a score of 26 would indicate
disagreement by the respondents \vith the factor concerned.
Having completed a representation of the factor involved in school effectiveness it is
appropriate to state the hypotheses and discuss the statistical analysis.
4.3 HYPOTHESES
Due to the restrictions placed on the length of a mini -dissertation only one example of
two independent groups and one example of three or more independent groups will be
discussed in detail. '!'he comparison of two independent groups will be the first to be
discussed.
4.3.1 Comparison of two independent groups
At the multivariate level two independent groups can be compared for possible statistical
difference in their mean scores using HoleIling's test. This implies that the vector
means of the two independent groups are compared in respect of the three factors
considered together. Should a statistically significant difference be found at this
-58- '
multivariate level than the Student [-test is used in respect of each of the variables taken
separately. The particular independent group chosen by this researcher is gender and the
discussion will now turn to possible differences between male and female respondents
relative to the three factors.
4.3.1.1 Differences between male and female respondents as independent variable
TABLE 4.4: HYPOTHESES WITH MALE AND FEMALE EDUCATORS AS
THE INDEPENDENT VARIABLE
Dimension Variable Symbol Description Test Multivariate Gender I-loT There is no statistically Hotelling's level significant difference between
the vector mean score of male and female educators in respect of the three factors . considered together.
f 2
1-laT There is a statistically significant difference between the vector mean score of male and female educators in respect of the three factors considered together.
Univariate - Hot There is no statistically Student level
.
significant difference between the mean scores of male and female educators in respect of each factor taken separately namely:
[-test
Hot 1 Accountable collaborative management
Hot2 - Open democratic management
Hot3 Normative management
Hat There is a statistically significant difference between the
59-
mean scores or male and
female educators in respect of
each lador taken separately
namely:
fat I Accountable collaborative
manaL!,einent
I lat2 Open democratic management
liat3 Normative management
TABLE 4.5: SIGNIFICANCE OF DIFFERENCES BETWEEN MALE AND
FEMALE EDUCATORS REGARDING TIIE FOLLOWING
THREE FACTORS
Factor Group Factor mean Ilidelling T2 (p-value)
Student t-test (n-value)
Accountable collaborative management
Male Female
403.78 399,44
0,0I I**
0,000**
0,004**
Open democratic management Male 94,96 0,000 ** Female 9 I ,46
Normative management Male 52,06
Female 53.60
* * Statistically significant at the 1% level (p<0,01) N (Males) = 675
N (Female) 932
Table 4.5 indicates that there is a statistically significant difference between the vector
mean scores of male and female educators at the multivariate level in respect of all three
factors considered together (p = 0,000). FloT is thus rejected and the alternative
hypotheses Hal' is accepted. At the univariatc level male and female educators differ
statistically significantly from one another in respect of all three Factors considered
-60-
seperately, Hot I, Hot2, and Hot3 are thus rejected in favour of the alternative hypotheses
namely, Hotl , Hot2, and Hot3 are thus rejected in favour of the alternative hypotheses
namely Hat 1, Hatt and Hat3.
Male educators perceive themselves to be more accountable collaborative and openly
democratic in the management of school effectiveness when compared with female
educators. The simple explanation could be that most people in promotion posts are
males. Even in politics, males occupy high positions. It is very rare to have a female
educator holding a high position in any organisation. Females' reasoning is based on
caring and emotional commitment and are religiously inclined. Thus, female educators
have a significantly higher factor mean score that of the male educators in respect of
normative management.
Having set hypotheses and tested them in respect of one example of two independent
groups it is now necessary to compare one example of three or more independent groups.
4.3.2 Comparison of three or more independent groups
In respect of three or more independent groups, multivariate differences are investigated
by means of MANOVA (multivariate analysis of variance) in respect of the three factors
considered together. The vector mean scale scores are compared and should any
difference be revealed at this level then ANOVA (analysis of variance) is used to
investigate which of these three factors is responsible for the significant statistical
difference. Groups are analysed pair-wise by means of either the Scheffe or the Dunett
T3 tests. If the homogeneity of variance in the Levene test (an advanced from of the
Student t-test) is more than 0,05 (p>0.05) then the Scheffe test is used to investigate
possible differences between pairs. Should the homogeneity of variance be less than 0,05
(p<0,05) then the Dunett T3 test is used to investigate differences between the various
pairs. The difference between the mother tongue groups will now be discussed.
-61-
4.3.2.1 Differences between mother tongue groups in respect of the three factors
TABLE 4.6: HYPOTHESES WITH MOTHER TONGUE GROUPS AS THE
INDEPENDENT VARIABLE
Dimension Variable Symbol Description • Test Multivariate Mother FroM Thereis no statistically significant Manova level tongue difference betweeft the vector
mean score of the four mother
tongue groups in.respect of the
three factors taken together.
HaM There is a statistically significant difference between the vector mean scores of the four mother tongue groups in respect of the three factors taken together.
Univariatc level
FloA The average scale scores of the four mother tongue groups do not
differ in a statistically significant way from one another in respect of the following factors. taken separately:
Anova
FloA I Accountable collaborative management
1 -loA2 Open democratic management
1-boA3 Normative management
, HaA The average scale scores of the
four mother tongue groups do differ in a statistically significant
way from one another in respect
of the following factors taken
separately:
HaA I Accountable collaborative management
HaA2 Open democratic management
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Pair-wise difference
1-1aA3
floS
1-loS2
Normative management
There is no statistically significant difference between the average scale scores of the four mother tongue groups compared pair-wise in respect of the three factors considered
separately namely:
- . Accountable collaborative
management
Scheffe.
lloS2 Open democratic management
flaS There is a statistically significant
difference between the average scale scores of the four mother
groups compared pair-wise in respect of the three factors considered separately namely:
I laS1 Accountable collaborative management
l-iaS2 Open democratic management
1-1aS3 Normative management
TABLE 4.7: SIGNIFICANCE OF DIFFERENCES BETWEEN THE MOTHER
TONGUE GROUPS IN RESPECT OF THE THREE FACTORS:
Factor Group Factor mean ,
Manova (p-value)
0,000
. Anova _Sp-value
0,014 A
ScheITUDunett T3 A
-
B -
C -
I) -
Accountable collaborative management
A 402,08
B 396,59 I3 - - * -
C 403,08 ' C - - -
D 403,26
96,30
82,89
p - _ _
Democratic management A
0,000 **
A - 44* -
*,
13 13 ** - *
C 96,73 C - 4, * - *
88,86 D 4.* ** ** _
Normative management
•
A 51,72
56,86 0,000 **
A - ** - -
13 13 ** -
** *,
C 51,72 C - ** -
D 50.40 D - ** - -
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** Statistically significant at the 1% level (p<0,01)
* Statistically significant at the 5% level (p>0,01 but < than 0,05)
A = Nguni (N = 801)
B = Afrikaans (N = 380)
C = Sotho (N = 340)
D = English (N = 76)
Using the data in Table 4.7 it follows that there is a statistically significant difference at
the 1% level between the mother tongue groups at the multivariate level. HoM is thus
rejected in favour of the research hypotheses HaM (see 3.2). At the univariate level the
factor mean scores of the four mothePr tongue groups differ from one another in respect
of all three factors namely accountable collaborative management (p=0,014) open
democratic management (p=0,000) and normative management (p=0,000) HoA is thus
supported.
In respect of the pair-wise comparison the following conclusions can be made:
• Relative to accountable collaborative management educators with Sotho as
mother tongue differ statistically significantly from educators who have Afrikaans
as mother tongue. Sotho mother tongue speakers have a significantly higher score
than Afrikaans mother tongue speakers and hence HoS, BC1 is rejected in favour
of HaS, BC1. According to table 4.7, Sotho mother tongue speakers perceive
themselves to be more accountably collaborative when compared with Afrikaans
-64-
mother tongue speakers. The factor mean score of Afrikaans mother tongue
groups is the lowest in respect of accountable collaborative management although
all the groups have relatively high factor mean scores.
Relative to open democratic management the Afrikaans mother tongue speakers
have the lowest factor mean score whilst the English mother tongue speakers have
the second lowest score. In comparing these two groups with all the mother
tongue groups, they differ significantly in respect of open democratic
management. HoS, AB 2, HoS, BC2, HoS, BC 2, HoS, BD 2, HoS, AD 2 and
HoS, BD 2 are rejected in favour of their alternative counterparts HaS, AB 2,
HaS, BC 2, HaS, BD 2, HaS, AD 2 and HaS, BD 2. Educators who have
Afrikaans as mother tongue only partially agree with the fact that open democratic
management promotes school effectiveness. Their argument may be that they do
not believe that open democratic management is conducive to school
effectiveness. It may be possible that the two groups — Afrikaans and English
speakers still believe in autocratic management. The whole idea of involving all
stakeholders (participative manageMent) is possibly not strongly supported.
Verhoeven (1996:131) concludes that research data presently does not
conclusively support the idea that participation of parents, community members
and learners contribute to school effectiveness.
In respect of normative management the Afrikaans mother tongue educators have
the highest factor mean score and differ statistically significantly from the other
three mother tongue groups at the 1% level of significance. HoS, AB 3, HoS, BC
3 and HoS, BD 3 are rejected in favour of HaS, AB 3, HaS, BC 3 and HaS, BD 3.
Afrikaans mother tongue educators support the perception that a directive form of
normative management is more conducive to effective schools more than the
other mother tongue groups do. It may be possible that Afrikaans mother tongue
Excellent 401 91 92 71 55 73** Good 403,79* - 93 17 52,62** - Average 400,23
388 16* 92,99 90 , 92
52 48** - 51,37**_ - Poor
* * Statistically significant at the 1% level...(p<0,01)
* Statistically significant at the 5% level (p>0,01 but < 0,05)
Fl = Accountable collaborative management
F2 = Open democratic management
F3 = Normative management
-67-
4.4 DISCUSSION OF THE DIFFERENCES BETWEEN THE FACTOR MEAN
SCORES PRESENTED IN TABLE 4.8
In order to facilitate the discussion of the factor mean scores the factors will be discussed
separately with accountable collaborative management being the first to be examined.
4.4.1 Accountable collaborative management
Attendance of a course on school effectiveness — educators who indicated that
they had attended a course/workshop seminar on school effectiveness had a
significantly higher factor mean score than educators who had not attended in
respect of the factor accountable collaborative management. Although both
groups agree to strongly agree with the items involved in accountable
collaborative management it would appear that attendance at course has a positive
effect of the perceptions of educators in respect of greater accountable
collaboration.
Present post level — educators in promotion posts have a higher factor mean
score in respect of accountable collaborative management then post level one.
Educators in promotion posts regard collaborative as more important in order to
achieve goals.
Educator organisation membership — educators belonging to the South African
Teachers Union (SADTU) have a statistically significantly higher factor mean
score than educators belonging to unions such as TUATA, NATU, NUE, SAOU,
NAPTOSA, and SAVBO. Although both groups agree to strongly agree that
accountable collaborative management is an important aspect of school.
-68-
effectiveness, SADTU members perceive themselves to be more accountable
collaborative than other teacher organisation members.
Religion — educators who belong to Islam, Judaism, Hinduism, Budhism or
African Traditional had a higher factor mean score than educators who are
Christians. Both groups do, however, agree to strongly agree that accountable
collaborative is an important aspect of school effectiveness.
Attendance of educators — educators who perceived the attendance of educators
at their school to be excellent had a statistically significantly higher factor mean
score than educators who perceived educator attendance to be average to poor.
Educators whose attendance is good probably show good skills of self-
management (see 3:9). They honour their periods and they reach for the whole
day and in so doing they attempt to restore the culture of teaching and learning.
Accountable collaboration would presuppose excellent educator attendance and it
is highly probable that excellent educator attendance enhances school
effectiveness.
Principals' gender — educators who have female principals have a higher factor
mean score than those who have males as principals in respect of accountable
collaborative management. Although the difference is not significant this finding
is in accordance with the greater collaborative nature of female principals
(Bisschoff and Grobler, 1997:205).
Improvement of management skills from course attendance — respondents
who feel that the course, seminar or workshop had definitely benefited their
management skills obtained a significantly higher factor mean score than the
groups who felt they benefited partially or not at all. It thus appears as if
-69-
attendance of such courses in respect of school effectiveness over the past three
years has influenced the perception of a group of respondent positively in respect
of accountable collaborative management as a component of school effectiveness.
Age of respondents — the two youngest age groups between 20 — 30 years have
the highest factor mean score whilst the group falling between 41 — 46 years of
age have the lowest mean score. Although the groups do not differ statistically
significantly from one another all the age groups do agree to strongly agree that
the factor accountable collaborative management is an aspect of school
effectiveness.
Teaching experience — educators with 1 to 8 years teaching experience have the
highest factor mean score whilst those with 9 — 11 years experience have the
lowest factor mean score. "The beginning years of teaching do not fare any
better" states (Fullan, 1996:106). Beginning educators need induction and
support from the more experienced educators. They do, however, all agree to
strongly agree that accountable collaborative management is an important aspect
of an effective school.
Experience as principal — principals who have the least experience namely 1 to 3
years have the lowest factor mean score whilst principals between 4 and 7 years
with experience have the highest factor mean score. All the most experienced
principals groups strongly agree with accountable collaborative management, all
principals groups do, however, have a factor mean score in excess of 400 (5,55 on
a 6 point scale) which indicates that they agree to strongly agree that accountable
collaborative management is an important aspect of school effectiveness.
-70-
Highest educational qualification — the three educational qualification groups do
not differ statistically significantly in their factor mean scores. Educators with the
lowest educational qualification have the lowest factor mean score in respect of
accountable collaborative management whilst those with a teacher's diploma plus
a further educational diploma have the highest factor mean score. All three
groupings agree to strongly agree that accountable collaborative management is
part of school effectiveness.
Languages of instruction — educators who have English as medium of
instruction in their schools have the highest factor mean score whilst educators
with Afrikaans as medium of instruction have the lowest factor mean score. The
three language of instruction groups do, however, not differ statistically
significantly from one another in respect of accountable collaborative
management and all agree to strongly agree that it is an important component of
school effectiveness.
Attendance of learners — although educators who believe that the attendance of
learners at their schools is excellent obtain the highest factor mean score they do
not differ statistically significantly from the groups who believe that the
attendance is average to poor. All three groups agree to strongly agree that
accountable collaborative management is a vital aspect of effective schools.
Kind of school — educators belonging to primary schools have the highest factor
mean score whilst educators in secondary schools have the lowest score. Primary
school educators believe that collaboration is the most important aspect to school
effectiveness because they possible favour team work (collegiality) as compared
to individualism. All the groups agree to strongly agree that accountable
collaborative management is part and parcel of an effective school.
-71-
District in which educator is employed — educators who work in Nclspruit have
the lowest factor mean score whilst educators who work in 1-lazyview have the
highest factor mean score. Nelspruit, Ermelo and Witbank differ statistically
significantly in their scores from the other seven districts. These three districts
are situated in largely urban areas and they obtain a large percentage of Afrikaans
speaking educators. This could be the reason they differ in perception from the
other districts. 1-lazyview on the other hand is distinctly rural and it contains the
former independent state. That may be the reason for the lowest mean score in
1-lazyview. The return of questionnaire from Flazyview was also very poor in
comparison with the other districts and this may be the result of low educator
morale in this district that has a history of educator and learner unrest. The
educators in the 10 districts agree to strongly agree that accountable collaborative
management is important for effective schools.
Discipline levels — educators with the perception that discipline in their schools is
good to excellent have higher factor mean scores than educators who believe that
it is poor. All four groups agree to strongly agree that accountable collaborative
management is a must for effective schooling.
This completes the discussion of accountable collaborative management as aspect of
effective schools. The second factor namely democratic management will now be
discussed.
4.4.2 Open democratic management
Attendance of workshop related to school effectiveness — educators who
attended a workshop, seminar or course on school effectiveness in the past three
years have a statistically higher factor mean score than those who had not
attended such a course. Both groups partially agree to agree that open democratic
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management is an important factor of effective schools. The attendance of
courses, seminars or workshops have had a positive contribution on the
respondents with regard to democratic management as an aspect of effective
schools.
Post level — both educators and those in promotional posts have virtually the same
factor mean score in respect of open democratic management and they thus do not
differ significantly from one another. Both groups partially agree to agree that
open democratic management is a vital aspect of school effectiveness.
Educators organisation membership — educators belonging to SADTU agree
that open democratic management is an aspect of school effectiveness. The other
educator organisations only partially agree that open democratic management is
an aspect of school effectiveness. It is not surprising that the two educator
organisation groupings differ significantly from another with regard to open
democratic management, SADTU believes in democracy, strike and transparency
to get their way whilst the other educator organisations grouping possibly still
believe in autocratic management to achieve their means. According to
Verhoeven (1996:130-131) there is no definite evidence that suggests that
democratisation promotes school effectiveness. This may emanate from the many
different meanings given to school effectiveness.
Religion — educators who belong to the Christian faith have a statistically
significantly lower score than educators who believe that educator attendance is
average to poor at their schools. Educators who perceive the attendance of
educators at their schools to be excellent do not agree as strongly with open
•
-73-
democratic management as an aspect of school effectiveness as those educators
with the perception that educator attendance at their school is average to poor.
Principals' gender — according to the factor mean scores, educators who have
female principals have a statistically significantly higher factor mean score than
educators who have male principals. They arc of the opinion that open
democratic management is an important aspect of school effectiveness and
educators who have male principals only partially agree to open democratic
management as an aspect of school effectiveness.
Improvement of management skills from course attendance on school
effectiveness — the educators who feel that attendance at a course, workshop or
seminar on school effectiveness benefited their management skills have a higher
factor average regarding open democratic management than the other groups.
Educators who perceived that they only benefited to a partial extent or not at all
have a lower factor mean score. All three groups do, however, agree to partially
agree that open democratic management is a vital aspect of school effectiveness.
Age of respondents — educators who belong to the oldest age group namely the
47 + years have the lowest factor mean score and partially agree that open
democratic management is an aspect of school effectiveness. The youngest age
group who fall in the category 20 to 30 years of age have the highest factor mean
score and they agree that open democratic management is an aspect of school
effectiveness.
Teaching experience — the educators with the lowest teaching experience
namely 1 to 8 years have a lower score than the group with 9 to 13 years
experience. Educators with 9 to 13 years of teaching experience have a lower
score than the group with 14 -I- years of teaching experience. Thus the group with
-74-
the greatest leaching experience differs statistically significantly from the other
two groups and has the lowest factor mean score. Age has a tempering effect on
the perception that open democratic management is an aspect of school
effectiveness.
Years as principal — principals with the least experience arc of the opinion that
open democratic management is an important aspect of school effectiveness.
However, all, groups partially agree to agree with the factor that open democratic
management is part of school effectiveness and they do not differ statistically
significantly in their perceptions.
Highest educational qualifications — educators with a lowest qualification have
the highest factor mean score and differ statistically significantly from well
qualified educators. Well qualified educators with degrees or higher
qualifications are normally more critical in their thinking. Thus it is not
surprising that they would have a lower factor mean score than the less well
qualified educators. Well-qualified educators are more reserved in their
perception of open democratic management as a component of school
effectiveness.
Language of instruction — educators with English as medium of instruction have
the highest factor mean score and agree with the factor open democratic
management as an aspect of school effectiveness. Educators with Afrikaans as
medium of instruction have the lowest factor mean score and partially agree that
open democratic management is an important aspect of school effectiveness.
Afrikaans medium schools differ statistically significantly from the other three
-75-
groups at the 1% level whilst parallel medium schools also differ statistically
significantly from the other groups. Parallel medium schools in Mpumalanga
probably contain a greater percentage of Afrikaans speaking educators and it is
expected that they should have the second lowest factor mean score.
Attendance of learners — educators who perceive the attendance of learners at
their schools to be excellent have the lowest factor mean score whilst educators
who perceive the attendance of learners to be poor have the highest factor mean
score. The groups agree that open democratic management is a component of
school effectiveness.
Kind of school — secondary schools have a slightly higher factor mean score than
primary schools. Secondary schools learners arc represented in the school
governing body and this gives secondary educators the perception that open
democratic management is more prevalent in secondary schools. However, all
groups do agree that open democratic governance is an aspect of effective
schools.
District in which educator is employed — educators employed at schools in the
Standcrton district have the lowest factor mean score and only partially agree that
open democratic management is a component of school effectiveness. Educators
from the Hazyview district have the highest factor mean score and they agree that
open democratic management is an aspect of school effectiveness. However,
when one considers examination results as part of an effective school, Hazyview
is probably the worst of the 10 districts and Standerton schools arc among the best
in the Province. It is thus clear that Hazyview educators are of the opinion that
academic achievement in the Senior Certificate examination is not an important
aspect of school effectiveness. Hazyview as a rural district probably has schools
-76-
which arc poorly resourced when compared with schools in Standerton, Witbank
and Nelspruit Educators in 1-lazyview probably place a greater emphasis on
resources as an important aspect of school effectiveness.
Discipline levels — educators who have the perception that discipline at their
schools is poor had the lower factor mean score. The various groups do not,
however, differ statistically significantly from one another and all agree that open
democratic management is an aspect of effective schools.
The two factors namely collaborative management and open democratic
management have been discussed. Normative management, as the third factor
will now be discussed.
4.4.3 Normative management
Attendance of courses related to school effectiveness — educators who had
attended workshops, seminars or courses on school effectiveness had a
significantly higher mean score than educators who had not attended such
courses. Attendance of courses related to school effectiveness may thus influence
the perceptions of educators in respect of normative management as an aspect of
effective schools. Both groups partially agree that normative management forms
part of school effectiveness.
Post level — educators in promotion posts have a statistically lower factor mean
score than educators in post level one. Educators regard normative management
as an important aspect of school effectiveness thus they want direction and norms
to be involved in school management to a greater extent than educators in
promotion posts.
-77-
Membership of educators organisation — SADTU members have a statistically
lower factor mean score than members of the other educator organisations,
SADTU with their affiliations to the worker unions such as COSATU do no
regard teaching as a profession, thus they have their own norms which they regard
as important in teaching. The other educator organisations, however, see teaching
as a profession and they, therefore perceive normative management as an aspect
of school effectiveness.
Religion - educators belonging to the Christian faith have a statistically
significantly higher mean score then educators belonging to other religion
groupings. Educators who belong to the Christian faith arc of the opinion that
normative management is a vital aspect of school effectiveness to a greater extent
than the other religious groupings.
Attendance of educators — educators who perceive attendance of educators at
their schools to be excellent have a significantly higher factor mean score than
educators who perceive educator attendance to be average to poor. The
perception of excellent educator attendance thus seems to foster normative
management as an aspect of school effectiveness. If the norm of the school is that
educators should set the example that excellent attendance is important then it is
highly likely that learners will follow the example and this should promote school
effectiveness.
Principals' gender — educators with male principals have a slightly higher mean
score than educators who have female as principals. There is no statistically
significant difference between the factor mean scores of the groups. Both groups
partially agree that normative management is a vital aspect of school
effectiveness.
-78-
Improvement of management skills from course attendance on school
effectiveness — there are no statistically significant difference between then factor
mean score of the various groups. All three groups partially agree that normative
management plays an important role in school efectiveness, but the culture of the
school is not likely to be influenced by attending two or three courses, as aspects
such as norms and values as part of school culture are formed over a long time.
Age of respondents — the youngest age . group between 20 to 30 years had the
lowest factor mean score and differed statistically significantly from 34 to 36 year
and the 37 to 40 year groups. The younger age group does not regard normative
management as such an important aspect of school effectiveness whereas the
older groups agree to an extent that normative management is an important aspect
of school effectiveness.
Teaching experience — educators with 14 + years of teaching experience have the
highest factor mean score and differ from the other two groups at the 1% level of
statistical significance. All groups partially agree that normative management is
an aspect of effective schools and it is expected that the more experienced
educators would be more in favor of a directive form of management as they
probably still believe in a top down management style.
Years as principal — principals with 13 + years of experience have the lowest
factor mean score with regard to normative management as a component of
effective schools. The group with 4 to 7 years experience has the highest score.
It is probably because this group is still achievement orientated and as such places
a greater reliance on normative management than the other groups. There is
however, no statistically significant between the groups and all groups partially
agree that normative management is a component of effective schools.
-79-
Highest educational qualifications — educators with degrees and higher
educational qualifications have the lowest mean score, however, there is no
significant statistical difference between the three educational qualification
groups. Educators with the lowest educational qualification agree that normative
management is an important aspect of school effectiveness. Educators who arc
underqualified usually display feelings of anxiety and uncertainty; .therefore they
prefer a directive management style as this lead to certainty
Language of instruction — educators with Afrikaans as medium of instruction
have the highest factor mean score and differ from the other language of
instruction groups at the 1% level of statistical significance. They thus agree that
normative management is a component of school effectiveness. This finding thus
complements the one on mother tongue groups where Afrikaans medium schools
also had the highest factor mean score in respect of normative management as an
aspect of effective schools.
Attendance of learners — educators who perceive the attendance of learners to be
poor have the highest factor mean score. All three groups do however partially
agree that normative management is an aspect of school effectiveness.
Kind of school — primary schools have the highest factor mean score, however,
there are no statistically significances between the groups and all partially agree
that normative management is an important component of effective schools.
District in which educator is employed — educators from Flazyview have the
highest factor mean score whereas educators from Moretele have the lowest factor
mean score in respect of normative management as an aspect of effective schools.
Educators from Moretele differ in their factor mean scores at the 1% level of
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statistical significance from educators in Standerton, Malelane and Hazyview. It
is perhaps because of all the unrest and disruption in education that the educators
in Hazyview regard normative management as important as this will give
direction to learners and educators.
• Discipline level — educators who believe that discipline in their schools is
excellent have the highest factor mean score, Whereas those who believe it to be
poor have the lowest factor mean score. Educators who believe that discipline in
their schools is excellent differ statistically significantly from all the other groups
at 1% level. Excellent discipline is usually built on a foundation of norms and
values and all the groups partially agree to agree that normative management
should be a component of school effectiveness.
4.5 SECTION OF THE QUESTIONNAIRE
Section C of the questionnaire asked only one question where respondents had to indicate
their response to the statement.
My school would be:
Amongst the most effective schools in the district More effective than most schools in the district 2 About as effective as other schools in the district 3 Less effective than most other schools in the district 4 Amongst the least effective schools in the district 5
A summary of the responses is provided in Table 4.9
Table 4.9: Frequency table of the various categories of school effectiveness
RAND AFRIKAANS UNIVERSITY Telegraphic address Rauniv Telex 424526 SA
Telephone (011) 489-2911 + 27-1 1-489-291 1
Fax (011)489-2191 + 27-11-489-2191
7••••.WelOVIDWIP te•C. .•
YOUR OPINION IS VITAL IN DETERMINING SCHOOL EFFECTIVENESS
Dear Madam/Sir
The effectiveness of a school is of importance to our educational system. It is thus vital that we obtain your opinion regarding this aspect.
A questionnaire is one of the most effective ways of ELICITING EDUCATOR OPINION and we are committed to the fact that without your opinion the information is not credible. Please bear the following in mind when you complete the questionnaire:
Do not write your name on the questionnaire - it remains anonymous.
There are no correct or incorrect answers in Sections B and C. We merely require YOUR OPINION in order to obtain reliable and trustworthy data.
Your first spontaneous reaction is probably the most valid. So work quickly and accurately. Do not ponder to long over any particular question/item.
Please answer all the questions that arc printed on BOTH SIDES of the page.
If you would like to change your response to a question do so by clearly crossing out the incorrect response and circling your intended response.
This questionnaire should take about 30 minutes of your time to complete.
Please return this questionnaire to the PERSON FROM WHOM IT WAS RECEIVED AS SOON AS POSSIBLE AFTER COMPLETION.
Thank you again for your valuable opinion.
Yours faithfully
T Prof. s (I C schoff f. Prof. BR Grobler 6.0 6151
Circle the applicable code or fill in the number where necessary.
EXAMPLE FOR COMPLETING SECTION A
QUESTION 1: Your gender?
If you are a male then circle 1 as follows:
Female
Have you attended any course/workshop/seminar related to school effectiveness in the past three years?
Yes No
If you answered yes to question 1, has it benefited your management skills?
Definitely Partially Not at all
3. Your gender?
Male Female
How old are you ( in complete years)
e.g. if you are thirty five years then PT-51
Which of the following best describes your present post?
Principal Deputy-principal Head of department Educator
1 2 3 4
3
6. Teaching experience (in complete years)
e.g. five years 1 5 1
7. Number of completed years as a principal (if applicable)
e.g. five years LI 1
8. To which of the following educator organisations do you belong? Please circle yes or no for each one (as you may belong to more than one)
Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes -
SADTU TUATA NATU
SAOU - NAPTOSA SAVBO Other (please specify)
9. What is your mother tongue? (Give one only)
Zulu 01
Xhosa 02 Afrikaans 03 Tswana 04 North-Sotho 05 English 06 South-Sotho 07 Tsonga 08 Ndebele 09 Venda 10 Swati 11 Gujerati 12 Hindi 13 Tamil 14 Telegu 15 Other (specify)
•■■■•■■■.,
16
4 _ 5 6 7
4
Your highest educational qualification?
Lower than grade 12 — Grade 12 Post school diploma/certificate- Teacher's diploma/certificate plus further educational diploma/certificate--Bachelor's degree Bachelor's degree plus a teacher's diploma/certificate Post graduate qualification
Hinduism Buddhism African Traditional----- Other (specify)
Language of instruction at your school
English Afrikaans Dual medium (two languages simultaneously in every class)— -- Parallel medium (two languages for some subjects, in different classes)– Other (specify)
1 2 3 4 5 6 7
1 2 3 4 5
13. How will you describe the attendance of educators in your school?
Excellent (18 or more present per week out of every 20 - 90% or more)- Average (16-17 present per week out of every 20 - 80 to 89%) Poor (15 or less present per week out of every 20 - 79% or less)—
2
3
14. How will you describe the attendance of learners In your school?
Excellent (36 or more present per week out of every 40 - 90% or more)- Average (32-35 present per week out of every 40 - 80 to 89%) Poor (28 or less present per week out of every 40 - 79% or less)—
2 3
5
15. What is the gender of your principal?
Male Female
16. Your school is a:
Primary school Secondary school Combined school (Primary and secondary)- Special school - Other (specify)
1 2 3 4 5
17. In which district is your school situated?
Eerstehoek----------------------- 0 0 ---2—
1 Ermelo Groblersdal 0 3
0 4 Hazyview 0 5 KwaMhlanga
Malelane _0 6 Moretele 0 7
0 8 Nelspruit _ Standerton . 0 9 . Witbank 1 0
18. How would you classify the present level of discipline in your school?
Excellent-- ---------------------- - Good Average Poor 4
SECTION B:
Indicate the extent to which you agree or disagree with the following statements:
= strongly disagree 2— 5 = forms equal intervals between I and 6
6 = strongly agree
6
An effective school should:
ensure that maths and science are part of the academic curriculum
Strongly disagree 1(213141516 Strongly agree
pass on information received from the Department of Education to all relevant stakeholders
Strongly disagree 11E1E11 4 5 6 I Strongly agree
provide learners with opportunities to enable them to utilise information independently
Strongly disagree 1T213-1 4 F5 1 67 S
•
trongly agree
implement a curriculum that provides learners with a life-skills education
develop attitudes in their learners that fosters a good self-image
Strongly disagree 1T2T3T4 F5 1 6 1 Strongly agree
have the necessary textbooks and stationery
Strongly disagree T{-2-T3 14 r5 I 6 I Strongly agree
develop attitudes in their learners conducive to understanding other people
Strongly disagree [ -=?J-a I 4 5 r--61 Strongly agree
encourage educators to be accountable for the achievement of their learners
Strongly disagree 1 2 1 3 r4 5T61 Strongly agree
strive to provide an environment that all stakeholders can feel proud of
Strongly disagree Fl r2 T3 1-4-1516-1 Strongly agree
encourage learners to accept responsibility for their own development
Strongly disagree 1 2 3 4 15J61 Strongly agree
have a principal who is a good role model
Strongly disagree 1 2 1 3 t4 1 5 6 Strongly agree
105. select well-qualified educators
Strongly disagree
1 2 1 3 4 1 5 1 6
Strongly agree
Section C:
Please indicate your rating for your school by circling the appropriate number: •
17
My school would be:
Amongst the most effective schools in the district More effective than most schools in the district About as effective as other schools in the district Less effective than most other schools in the district Among the least effective schools in the district
_,3 4 5
Thank you for your patience and co-operation in completing this questionnaire