EDCC 413 Notas

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EDCC 413

AngEliC StEEnkAmp
076 416 3052
List the universal characteristics which organisations possess (SU 1)

− it has a particular composition and structure


− it consists of more than one person with prescribed and differentiated tasks
− it is constituted to achieve specific aims + objectives
− it is managed to achieve its objectives
− it is exposed to external influences
− it is characterised by coordinated activities
− it is characterised by collective activities

Differentiate between an open system + closed system with reference to school (SU 1)

An open system

− open system + external environment always exchange feedback.


− all schools are open systems
− Schools constantly interact with their environments
− main element is transformation process
− it's the process of school as open organisation can be seen as all the activities qualifying as inputs +
processes that result in outputs and outcomes -inputs include human + material resources –
teachers, staff, parents, time

Closed system

− system with features which are opposite of those from open system
− has closed boundaries
− limited interaction with environment
− Sufficiently independent to solve most of their problems through internal forces, without taking into
account forces from external environment
− A school can't be a closed system because it interacts with external environment

differentiate between formal organisations and informal

Formal organisation

− clearly defined policies and goals


− hierarchical structure of authority
− tasks entrusted to people in clearly described posts
− Suitable rules + regulations for performing functions.
− coordinated activities with effective control mechanisms
− official membership
− organization does not dissolve if members leave
− Schools is thus a formal

Informal organization

− refers to an aspect of organisations within formal organizational life

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− refers to informal relationships
− informal task groups: people who work together on formal tasks, interaction while working on
undesignated tasks, bond may continue
− informal communication groups: may/ may not be close friends, voluntarily develop certain types of
interactions
− informal friendship groups: people who voluntarily interact during work or non-work periods.

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As what can a school as organisation be classified based on the virtue of people coming together, and
working together to achieve common goals

− the school as a social system

Why is it important for teachers and school leaders to consider the school context

− educators should consider the students existing levels of knowledge and how it influences their
learning styles
− It is important, for instance, to deeply consider what attitudes learners/students have regarding their
class
− the ability to read the distinctiveness of the context in which a school is situated facilitates leaders
capacity to determine a schools priorities and interests
− school leaders require the ability to read the contextual circumstances so that they can act in ways
which are responsive to the situation, rendering them better equipped to make a difference to the
performance vitality of the schools and communities they serve

Analyse the contextual diverse contexts of South African schools by differentiating between the
characteristics of formal model C Schools and public schools in low economic communities

Formal model C schools

− usually those of working + middle class


− parents more involved in education of their children
− learner problems are less
− exceptional facilities
− pupil- teacher ratio

Public Schools in low economic Communities

− facilities of lower standard


− a lack of qualified teachers
− lack of resources
− located in townships with low socio-economic environments
− high staff turnover (rate at which teachers leave /change schools).

Explain what is meant with contextually responsive leadership.

− certain circumstances require a certain type of leader


− Such a leader may not be effective if faced with different challenges
− Contextually sensitive leaders are responsive to the situations they address.
− Are not dictated to by the circumstances of the environments in which their schools are situated
− Apply a core set of leadership in line with the demands of the context and its influences at a
particular time

Name the theories related to the leadership and management of diverse contexts

− Transformational leadership
− Participative leadership

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− Moral leadership
− Instructional leadership
− Servant leadership
− African models of leadership
− Contingent leadership

Differentiate between constructive culture, passive-defensive culture and aggressive-defensive culture

Constructive Passive-defensive Aggressive defensive


− Members inspires each − Employees follow + obey − Encourages members to
other instructions of managers forcefully protect their
− Personal growth and without discussion status + job security
development − Passive executors of tasks − Characterised by
− Reach a stage of self- − Reasons: fear to lose job competition, power and
actualisation − Unpinned by approval, opposition among members
tradition, dependence + and displays an image of
avoidance perfectionism

Name three aspects that contributes to a

1) positive culture of teaching and learning.

− Teacher learner interactions (good relationship)


− school rules and school policy (bring order)
− parental involvement - positive effect on performance)
− staff relationships (good relationship, work together)

2) poor culture of teaching and learning

− Socio-economic background of students (home conditions)


− level of education + occupational positions of parents (no motivation)
− time management (netball, school work)
− teachers (not experienced)
− resources (not enough books)
− over crowded classrooms (cause stress)

Differentiate between the open climate and close climate of a school

Open climate

− the openness of all members is high


− behaviour of teachers + principal towards each other is Flexible + dynamic in order to purposefully
create human relations that are constructive
− principle facilitates teaching and learning process
− and maintains sound relationships with his subordinates.

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Closed climate.

− motivated behaviour of teachers and principals is low.


− Teachers experience no work satisfaction as direction + coordination of work and activities by
principal is non-existent
− teachers do not function collaboratively in such atmosphere
− do not socialise with each other.

Guidelines for establishing a positive organisational climate in schools

− revisit organisational culture regularly so that principal and management team can make
necessary adaptions
− principal must accept that some things cannot be changed – for instance - polies and the
curriculum
− principal must review their values + beliefs + and change it for the improvement of school.

Name 2 hidden aspects of organisation culture

− Norms and values


− Beliefs
− Convictions
− Philosophy
− Vision
− mission Statement

Explain the following aspects

Values

− values are basic + fundamental beliefs that guide or motivate attitudes or actions
− they help us determine what is important to us
− values describe personal qualities we choose to embody to guide our actions, the sort of person we
want to be, the manner in which we treat ourselves and others, and our interaction with the world
around
− they provide the general guidelines for conduct

Audi alteram partem

− means hearing the other side


− it is indicated that the educator has task of protecting rights of learner
− one of learner's rights is right to state his side of matter
− audi alrerem principle applies to principles caring role regarding learner + educator

Evaluate the importance of values + ethical leadership in schools

− the leaders' modelling values affect the behaviour of their subordinates


− value enactment influences ethical performance of organisation
− organisations that are ethical and value driven have a lower employee turnover
− employees who are led ethically show greater commitment to organisation

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− alignment of personal and organisational values leads to close relationships in organisation.

Name and explain three characteristics of a caring school leader

Empathy

− to understand what other person is feeling


− caring school leader shows empathy by imaging himself in Shoes of other person, seeing things from
other perspective.

Fairness, justice and consistency

− treating all people the same without putting one before other
− school leadership should give equal rights + treatment for all individuals taking interest and concerns
into consideration.

Respect

− caring school leader shows respect by accepting each learner and educator unconditionally as a
person.
− respecting others, leaders should treat each person as he would like to be treated.

Listening

− caring school leaders are good listeners


− pays attention to detail & what person is saying.

Ornstein argues that teachers have their own unique approaches to classroom management

Name + explain five approaches

Assertive approach

− teachers know tactics + learners need influential guidance


− teachers will pronounce rules, clarify their rationale and keep learners to it,
− but never invite learners to make inputs

Business -academic approach

− belief that nothing good comes from idle hands.


− Engage learners in meaningful learning activities
− ensures that they remain focused on task at hand.
− teachers give assignments with clear instructions on how to complete them
− begin lessons on time and give learners prompt feedback on work they have submitted.

Behavioural modification approach.

− emanates from behaviourist psychology


− learning is equal to behaviour modification that may be affected 16 by conditioning of person's
response to external stimuli
− learners are punished for unacceptable behaviour + rewarded for acceptable (good) behaviour

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− hope is that unacceptable behaviour will be discouraged
− acceptable behaviour will be reinforced.

group managerial approach (manager)

− teachers should develop a sense of loyalty


− classroom should be infused with spirit of congeniality in which all learners feel safe and
appreciated.

group guidance approach

− group guidance approach and managerial approach closely related


− unacceptable behaviour of individual learners is viewed as expressions of a malfunctioning group.
− teachers project images of being approachable + willing to listen to learners without being
judgemental.
− teacher is someone whom learners feel safe to share + confide their fears and frustrations in.

Acceptance approach

− misbehaviour of some learners is frequently a cry for acceptance by others.


− teachers will identify such learners and employ conscious measures to alleviate their frustration by
giving them to open up and express their feelings

success approach

− humanistic psychology
− Success is seen as one of human beings' basic needs.
− Plays а big role in establishing whether or not person will develop a negative/positive self- concept
− teacher ought to emphasise responsibility of learners for their own behaviour
− they refuse to accept any apologies after rules have been agreed upon and accepted by all learners
in class.

Name 5 of the management and leadership roles of teachers

− manage the curriculum


− creating conducive classroom environments
− role modelling
− mentoring
− creating a safe environment.

Name the 3 types of organisations

Coercive

− Use force or coercion to control or change


− Prisons, armies, certain hospitals

Utilitarian organisations

− use remuneration as basis of control

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− individuals provide services in exchange for monetary inducements offered by organisations
− means individual has to subject himself to certain kinds of control in order to obtain rewards desired
from organisation
− businesses, educational institutions + state departments

normative organisations

− uses moral controls to influence behaviour + actions of members


− religious organisations, political parties + voluntary organisations
− use of such moral controls depends on members being positive about + highly committed to
organisation.

Evaluate the importance of the following personal values of leaders in schools.

Honesty

− always tell the truth


− keeping their promises
− letting people know where you stand
− not manipulating people.
− being transparent and open.

Service to others

− appreciating others
− being concerned about well-being of other
− caring for others + giving love & encouragement.
− building relationships
− listening to others

Humility

− put the needs of people above organisation


− trusting others to do good work
− expressing appreciation for value that others bring to table
− inviting feedback + collaboration
− acting transparent + vulnerable admitting to mistakes.

Integrity

− being fair + shaving respect for


− showing trust in others
− not compromising
− acting for what is right
− Standing up for what you believe in.

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Discuss the importance of principal-teacher relationships in schools

− caring School communities help promote staff's teaching efforts, as well as their well-being - ensures
higher staff morale
− Staff absenteeism will decrease
− teachers will experience greater degree of job satisfaction
− burnout among teachers + overwhelming contradictory demands put on them, will be less common.
− sense of togetherness among staff leads to sense of community among learners
− creates opportunity for development of collaborative school climate

Mentorship

− guidance given by mentor, especially an experienced person in an institution

Mentee

− a person who is trained, advised or counselled by a mentor

Mentor

− an experienced and trusted advisor

Examples of skills, traits and knowledge that can be taught by mentor

− Communication skills
− professional conduct and image
− teaching skills
− classroom management
− Social Skills
− teacher development

An effective mentor should always take following principles into considerations

− always take person + task into consideration


− take interest of school into consideration
− be reasonable + humane
− be an example
− always act professionally
− be honest and sincere.

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THREE TYPES OF FACILITIES PROVIDED TO SCHOOLS:
1) ADMINISTRATION SPACES:
− all spaces for direct use by a school administration and educators.
− can also be allocated for learner use but managed by school administrators and/or teachers.
− Examples: pastoral care centers, sick rooms, school principals’ offices, storage rooms, printing
rooms, staff rooms.

2) ACADEMIC SPACES:
− core education spaces for teaching.
− Examples: classrooms, storage areas for teaching and learning materials and equipment and critical
spaces that are essential for the use of learners such as toilets, libraries and playgrounds.

3) SUPPORT EDUCATION SPACES:


− for the learners’ usage but are not critical for the core functions of a school.
− However, in order for effective teaching to take place and a school to progress smoothly, support
spaces must be provided.
− Examples: food gardens, sports fields, assembly halls, school kitchen.

THEORIES RELATED TO THE LEADERSHIP + MANAGEMENT OF


DIVERSE CONTEXTS:
1) TRANSFORMATIONAL LEADERSHIP
− Bush assumes that the central focus of leadership ought to be the commitments and capacities of
organizational members
− has the potential to engage all stakeholders in the achievement of educational objectives, to such an
extent that it may be realistic to assume a harmonious relationship and a genuine convergence
leading to agreed decisions to effect change.

2) PARTICIPATIVE LEADERSHIP
− decision-making processes of the group ought to be the central focus
− denotes a departure from the hierarchical structure to a more egalitarian concept of leadership built
upon shared purpose, action within context, participation and development of strong alliances
through networking
− participative leadership succeeds in bonding staff together and in easing the pressures on school
principals
− The burdens of leadership will be less if leadership functions and roles are shared
− And if the concept of leadership density were to emerge as a viable replacement for principal
leadership

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3) MORAL LEADERSHIP
− This model assumes that the critical focus of leadership ought to be on the values, beliefs, and ethics
of leaders themselves

4) INSTRUCTIONAL LEADERSHIP
− Focuses on direction of influence rather than its nature and source
− reflects an “increasing emphasis on managing teaching and learning as the core activities of
educational institutions and on the “behaviour of teachers in working with students”
− is strongly concerned with teaching and learning, including the professional learning of teachers as
well as student growth

5) SERVANT LEADERSHIP
− is about the nature and being of the leader in order to make a difference
− suggests the need for a leader to review his/her ways of doing things in order to make the necessary
modifications within him/herself in order to bring a difference in how challenges are approached
− key qualities of a servant leader
✓ listening
✓ empathy
✓ healing
✓ awareness
✓ persuasion
✓ conceptualization
✓ foresight
✓ stewardship
✓ commitment to the growth of people
✓ building community

6) AFRICAN MODELS OF LEADERSHIP


− Ubuntu is the most recognized and frequently cited African model
− Ubuntu means collective personhood, interconnectedness among people and collective morality
− Ubuntu philosophy “requires strong community linkages and interdependence, democracy,
transparency, responsibility and accountability”
− In Lekgotla (the meeting circle), “the leader or kgosi adopts an approach that inspires trust in the
decision-making process”.

7) CONTINGENT LEADERSHIP
− The principle of the contingency leadership theory is that leadership styles are rigid and that it is
difficult for a leader to change from one leadership style to another.
− provides an alternative approach to situational leadership
− it recognizes the diverse nature of school contexts and the advantages of adapting leadership styles
to the particular situation, rather than adopting a one size fits all stance
− No best style of leadership – a leader’s effectiveness is based on the situation.

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DEFINITION OF CHANGE:
− Change can be defined as the grappling to move from existing practices to the desirable situation
− The desired outcome of change implies new experiences, learning new things and that the existing
practices are being challenged for possible consequences that are not being catered for

MODEL OF CHANGE (THREE-STEP MODEL):


− Developed by Kurt Lewin
− The three step model of change is a simple way of bringing about change in an organization, such as
a school
− The steps are explained below

1) UNFREEZING
− The unfreezing stage is one of the more important stages to get ready for change.
− It involves getting members' understanding and getting ready to move away from the existing being
of the organization as it is not working properly anymore.
− It is the preparatory stage for teachers and other stakeholders, before the change, to persuade
them to move to a new situation assumed to be a better one

2) CHANGE/ TRANSITION
− Change is not an event, but rather a process as this stage is called a transition
− This transition stage is the movement or journey to effect the changes that the organization needed.
− This stage is often the most difficult one to realize as people are unsure or even fearful for the
future.
− People are learning at this stage and need to be given time to understand and work with new
concepts of doing things
− It must be noted that in the school situation, support to staff members is important and can be in
the form of training or coaching.
− Tolerance for mistakes and allowing people to develop their own solutions should be part of
adapting to the new way of doing things
− In the case of a school, it is important that the principal keep communicating a clear picture of the
desired change and benefits continuously so that the teachers know where they are heading

3) REFREEZING
− Refreezing is about establishing stability once changes have been made
− The changes are accepted and become the new norm
− People form new relationships and become comfortable with their routine

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FACTORS THAT IMPACT CHANGE:
1) COMMUNITY
− As education cannot be separated from politics, change cannot occur without the participation of
political parties
− It is asserted that the existing political order will always have an influence on the change that is
envisaged

2) CONTENT OF CHANGE
− the impact of the envisaged change will be dependent on what is intended to be changed, for
example, if the plan is to change learners' existing uniforms, it can impact heavily on the finances of
the school and house holdings of learners.
− This type of impact might be criticized by parents and political parties, implying that it could impact
relationships negatively.

3) UNIT OF CHANGE
− If the Department of Basic Education plans to change the existing curriculum of schools as it is not
delivering the kind of citizen that they envisaged then, for example, it is important to provide
resources that assist in delivering the new change
− Resources and support can be in the form of providing books, technology and the training of
teachers.
− The envisaged change will be affected negatively if the required support is not being provided for

4) SUPPORT
− support is important when new changes are being implemented.
− It is maintained that the most important prerequisites of success with change is the nature and
intensity of support given to implement the change
− In this case, support must come from the Department of Basic Education, the principal, the rest of
the School Management Team and the parents.

FORMS OF CHANGE:
1) TECHNOLOGY CHANGE
− Technocratic change relates to changing the technology in schools and could be the upgrading of old
systems or introducing IT technology that the school did not have in the past.

2) SOCIAL CHANGE
− Various aspects can be covered under social change and could evolve around changes in the
relations between teachers and learners, parents and teachers.
− It could also mean that teachers must accept new roles due to the fact that their tasks have changed
and perhaps it could imply changes in the vision and mission of the school

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3) INTERACTIVE CHANGE
− Interactive change can mean that the teachers have decided to change the nature of their
classrooms because they are of the opinion that the current situation does not promote teaching
and learning

4) COMPETITIVE CHANGE
− As the name suggests, there is a competitive climate in a school, perhaps between teachers teaching
different subjects or between schools that compete against each other to be the best soccer team in
the region

5) OPTIONAL CHANGE
− Optional change happens when the change is not driven and mandated from the Department of
Basic Education, for instance, schools deciding to start and close early on Fridays.
− As the governing body is responsible for deciding school times, they should be consulted for a
decision to be made.

6) INCREMENTAL CHANGE
− Incremental change happens when stakeholders decide to improve the teaching in a continuous
manner, for instance, to improve the teaching resources of teachers to function even better
− The provisioning of computers to teachers to assist with their preparation is such an example.

7) TRANSFORMATIONAL CHANGE
− It is asserted that transformational change happens when a school performs poorly is changed in a
wide-ranging manner
− It could be the removal of the principal or the firing of teachers whose learners did not perform at a
satisfactory level for years.
− The change will affect the entire culture and ethos of the school.

PHASES IN MANAGING CHANGE:


1) DIAGNOSIS
− In diagnosing the problem, it is necessary to diagnose the extent and nature of the problem that
principals and teachers become aware of
− If the problem is real and affects many people, then something must be done about it, but when the
problem does not affect the school and many people, management can ignore it.

2) PLANNING
− During this phase of the management action, it becomes necessary to look for an alternative and
choose the most suitable one
− It has been asserted that some principals mistakenly force an alternative on teachers and do not
consult them to choose the best alternative.

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3) IMPLEMENTATION
− The implementation of the alternative is one of the difficult phases as it means that the existing
structures should be abolished and new structures, rules and regulations should be built
− Teachers might fear the new structures and can be regarded as resisting the changes that are
intended.
− It will be necessary for the principal to establish support structures to counteract the forces that
bring resistance about.

4) STABILIZATION
− New behaviour and actions of teachers are needed during this phase.
− It has been maintained that involvement, encouragement and rewarding of teachers will help with
the stabilization of the change

5) EVALUATION
− It is important to evaluate any change and to look for successes and failures for future planning
purposes
− The successes and failures can serve as points of departure when new changes are envisaged in
future.

SPECIFIC AIMS FOR CARING LEADERSHIP IN SCHOOL


ENVIRONMENT:
− Establishing a positive and caring school climate
− Developing the educator and learner as people
− High levels of performance and effectiveness
− Effective teaching and learning
− Leading (teaching) the educator and learners in how to be caregivers.

THE SCHOOL AS A SOCIAL SYSTEM:


− A school is both an organization and a system.
− Schools are social systems in which two or more people work together in a coordinated manner to
attain common goals.
− The interaction between the school and individuals in the school results in organizational behavior,
which
− leads to the achievement of goals.
− points out that this specifies several important features of schools, namely that schools
(1) ultimately consist of people,
(2) are goal-directed in nature,
(3) attain their goals through some form of coordinated effort
(4) interact with their external environment

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THE SOCIAL SYSTEMS MODEL:

− Firstly the nomothetic axis, consists of institution, role, and role expectations
− Each term being the analytic unit for the term preceding it
− A social system is defined by its institutions, each institution, by its constituent roles, and each role,
by the expectations attached to it
− Secondly, the idiographic axis, consists of individual, personality and need dispositions, each term
serving as the analytic unit for the term preceding it.
− This model posits that a given act is conceived as deriving simultaneously from both the nomothetic
and the idiographic dimensions, which means that - social behaviour results as the individual
attempts to cope with an environment composed of patterns of expectations for his behaviour in
ways consistent with his own pattern of needs
− The social system model can, therefore, be described as social behaviour being a function of or
being dependent on the interaction between role expectations and personal expectations.
− The social system comprises two sets of interactive phenomena:
✓ Institutions with certain roles and expectations that will fulfil the goals of the system.
✓ Individuals with certain personalities and need dispositions inhabiting the system, whose
observed interactions comprise observable social behaviour.

STRUCTURAL DIMENSION OF THE SCHOOL:


− The structural dimension of schools has characteristics similar to those of other organisations,
namely
✓ Formalisation
✓ Specialisation
✓ Hierarchy of authority
✓ Centralisation
✓ Professionalism
✓ Personnel ratios

CULTURAL DIMENSION OF THE SCHOOL:


− The contextual dimension consists of the following aspects:
✓ Size
✓ Organisational technology

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✓ Environment
✓ Goals and strategy
✓ Culture

DEFINITION OF A SCHOOL CONTEXT:


− The context is regarded "as a broad and inclusive term consisting of aspects of the school that are
not living, but nevertheless affect its inhabitants"
− A school context, therefore, has internal and external dimensions.
− The first dimension is that of school facilities.
− 3 TYPE FACILITIES

MANAGEMENT LEADESHIP MODELS


− Management is seen as the extensive process that provides direction, resources and parameters for
leadership actions.
− Leadership is seen as the executive element of management.
− management models are the distinct bodies off ideas that offer organisational managers principles
on fulfilling their technical and social tasks.
− Such models include line-and-staff, industrial, scientific management, human relations, strategy-
and-structure and quality management models, and are divided into business process models and
knowledge management models.
− Models for educational organisations provide a view of how life in schools pertained.
− Each model, therefore, suggests valuable understandings into the nature of management in
education.
− Naidu et al. (2016:76) differentiate between two models, namely the formal organisational model
and the basic system model.
− In formal models, the structures of an organisation are hierarchical in that they emphasise vertical
relationships between staff.
− The hierarchy represents the levels of control over staff
− Formal models emphasize the accountability of an organisation to its stakeholders.
− The basic systems model, on the other hand, is that organisations interrelate with the broader world
within which they exist.
− The meaning of a system can be explained as a set of interconnected fundamentals that function as
a component for a precise purpose.
− A basic systems model comprises five parts, namely 1. Input
2. the transformation process
3. Output
4. Feedback
5. the environment.
− Van der Westhuizen refers to the task management area model, which distinguishes between the
tasks and the affairs that need to be managed.
− The goal of management models is to explain management activities or management work

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− One of the best-known models is the Mintzberg Model, which sets out the manager's duties or
roles.

MINTZBERG MANAGEMENT MODEL


− Mintzberg expanded on the topic of management, consisting of planning, organising, coordinating,
commanding, controlling and other similar functions.
− Mintzberg defined 10 management roles, as set out below.

Interpersonal roles

− Figurehead Comprises formal authority and status.


− Leader: Requires the way in which the educational leader and his or her staff and learners interact.
The leader directs and motivates.
− Liaison person: The leader collaborates with internal and external stakeholders of the school.

Information roles

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− Representative: Entails the transformation of information to staff members, the management
council, the parent-teacher association, certain interest groups in the environment and the public in
general.
− A monitor or evaluator sifts through information, determines its reliability and importance and
establishes which tendencies emerge.
− Disseminator: Distributes information internally (in the school).

Decision-making roles

− Disturbance handler: Deals with unexpected changes that the educational leader cannot control.
− Negotiator. Involves the educational leader being asked to make some of the school facilities
available to other organisations, or he or she initiating such a suggestion.
− Allocator of resources: Entails the educational leader deciding on which subjects or activities should
be extended or phased out and which new projects should be initiated.
− Entrepreneur. Entails the improvement of his or her role as entrepreneur, as well as the allocation
of time or resources.

Mintzberg's analysis and description of these 10 management roles demonstrates the importance of
interpersonal activities (and, consequently, of interpersonal skills) in management, and it is apparent
that the educational leader fulfils these management roles

JACOB KOUNIN INSTRUCTIONAL MANAGEMENT MODEL


− Instructional management focuses on an educator's capability to influen students' behaviour
through instructional management
− Furthermore, instructional management incorporates the instruction and corrective features of the
classroom.
− In order to keep students focused educational activities and to minimise improper behaviour,
educators use effect instructional management.
− The basis of the model is:
✓ that educators are organised, prepared and proactive
✓ that students are involved in all levels;
✓ a productive classroom; and
✓ minimising improper behaviour.
− The Jacob Kounin Model can be explained as follows:\

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− Ripple effect: Changing the misconduct of an individual can influence other individuals.
− Wittiness: Consciousness of what is happening in the classroom as a whole.
− Overlapping: The aptitude to give attention to more than one matter with regard to student
activities. With the necessary attention from the educator, students will concentrate on the task
they are busy with
− Movement management
✓ Momentum: Refers to how fast or slow the educator presents the work, as well as whether or
not the educator is prepared.
✓ Smoothness: Smooth changeovers between events and eluding going off issue
✓ Transition: Keeping lessons moving and avoiding abrupt changes
✓ Maintaining group focus. Students are prepared and informed regarding the content of the
work and equipped for the content of the lesson. The educator ensures that all the students are
collaborating and interested.
− Satiation: Refers to the point where students are not interested in the work anymore, as there are
no more challenges.

JERMONE FREIBERG’S CONSISTENCY MANAGEMENT + COOPERATIVE


DISCIPLINE MODEL (CMCD)
− Freiberg's Theory of Consistency Management and Cooperative Discipline (CMCD) postulates that
students should participate in every stage of the learning process, instead of being passive.
− Therefore, collaboration, cooperating and participation of students are of essence
− CMCD is based on research within the classroom and school, and refers to reforming to shape
accountability during the teaching and learning process.
− The programme focuses on self-discipline and provides a sustainable message for administrators,
teachers, specialists and aids who work with the students
− The CMCD consists of five themes:
✓ Prevention: Addresses issues with regard to the prevention of problems and focuses on
problem-solving
✓ Caring: Focuses on a positive climate as it is important to create and develop unity
✓ Cooperation: Focuses on ownership, involvement and self-discipline to develop responsible
citizens.
✓ Organisation: Addresses teaching and learning time in the classroom with a focus on discipline.
✓ Community Focuses on the role of the parents and the community to be part of the school.

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CLASSROOM MANAGEMENT MODELS
− With the changing leamer behaviour approaches away from penalty-based disciplinary procedures,
schools had to look for alternative models of learner discipline to ensure climates conducive for
teaching and learning.
− However, some of these models overlooked some important essentials, such as ignoring the
effects it had on learners and the use of functional definitions.
− Martella, Nelson, Marchand-Martela and O'Reilly (2012) provide the following table of brief
descriptions of the several management models implemented in schools

MODEL KEY FEATURES


Assertive discipline − Teachers are entitled to decide on the
rules setting structure and routines that
will enable learning
− Teachers are entitled to claim that
leamers adapt to the set criteria
− Teachers ought to formulate a
disciplinary plan beforehand This includes
announcements of their rules,
expectations and routines, and the kind
of disciplinary action that will be taken
when and If learners misbehave.
− Learners are not entitled to interfere
with the learning of others.
− When leamers misbehave, teachers can
react in any of following three ways: Non-
assertively conceding to the learners,
displaying anger in a hostile way, or
emphatically (assertively) by being calm
and maintaining and supposing that
learners will accomplish the expectations.
− When learners decide on misbehaving,
teachers should not accept their
justifications
− Teachers ought to use positive and
negative consequences to assure leamers
of the advantages of behaving properly
− Teachers must not feel bad if they need
to use severe negative penalties
− as leamers want the teachers to assist
them in controlling themselves.
− Teachers are entitled to ask for
assistance from parents and the school
management team when they deal with
leamers who misbehave

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Logical consequences. − Learners' inappropriate behaviour is
driven by subconscious needs, such as to
exercise power, gain attention, display
inadequacy or rigorous retaliation
− When the reason for attention is fulfilled,
unfitting behaviour related to other
intentions will not be displayed.
− Learners should learn to understand their
own intentions and abolish misconduct
by ensuring that teachers assist them in
discovering the reasons for their actions
− Offering learners with options presents
them with an adequate premise to learn
to be responsible. Learners' response to
life emanates from their birth order.
− Human beings learn through their
interrelationship with the environment.
Owing to this interrelationship
interaction, the behaviour of people is
revealed with normal, random and logical
consequences.
− Normal consequences are regularly the
most effective appearance of negative
consequences
− If teachers cannot trust normal (natural)
consequences under all conditions, they
may use random or logical consequences.
− When teachers have the choice of using
random or logical consequences, they
should opt for logical consequences as
learners behave suitably when suffering
the logical consequences for misconduct.
Reality therapy − Leamers are self-regulating and they can
acquire knowledge to cope with their
own conduct. Learners can acquire the
skills to conduct themselves more
responsibly by exploring a complete array
of consequences for their conduct and by
creating valuable verdicts about their
conduct and the consequences thereof.
− Learner behaviour involves an attempt to
please individual needs for existence,
love and belonging liberty, authority and
pleasure.
− Learners possess a distinctive way of
sustaining their individual needs.

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− Learners cannot be compelled to alter
what they consider to be the best way to
fulfil their needs. There must be a caring,
warm classroom setting where learners
can conclude quality tasks and feel
wonderful about themselves.
− Learners should not only be requested to
complete useful tasks, but also to
perform their best and to assess their
individual tasks in order to improve it.
− Rules ought to be generated in the
classroom Teachers ought to create a
level of common respect among the
learners
− Intimidation should never be used in
schools to manage learner conduct. If
intimidation is used, distrust will triumph.
LOVE AND LOGIC − Individual learners' self-concept is
constantly key concern.
− Learners should constantly feel that they
have measure of control.
− Equivalent measures of repercussions
and empathy should substitute penalties
if possible
− It should be a requirement for learners to
think more than adults.
− Three kinds of teaching and parenting
styles exist Consultants, drill sergeants
and helicopters Teachers ought to focus
on being consultants to their learners.
− Grown-ups ought to set stable
boundaries in loving ways without
threats, lectures or anger. Whenever
leamers behave badly, the teachers
should respond in a loving way.
GINOTT − Learner behaviour can be enhanced if
teachers interact more effectively with
learners, handling them with sympathy,
compassion and admiration.
− Constructive teacher communication
advances the learner self-concept which
yields improved classroom discipline
− Coherent communication ought to be
used as learners cannot reason if they are
uncomfortable
− Learners can acquire the skills to act
responsibly and autonomously.

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− Accommodating and simplifying the
feelings of learners will advance their
classroom conduct
− The inappropriate usage of
commendation inspires teacher
dependency by learners
− Punishment stimulates misbehaviour
among learners.
− When learners are insulted, it encourages
them to be rebellious.
− The boosting of learner cooperation
leads to an increase in good discipline.
− Teachers can advance their relationships
with their learners by stopping their use
of negative language and replacing it with
a positive language that is more
accepting. Learners should be invited to
cooperate, rather than demanding a
certain conduct from them. Teachers
should show approval and
acknowledgment for learner conduct.
They should boost the self-worth of
learners, articulating anger with "I
messages" rather than "you messages,"
using concise language instead of
verbiage, and giving appreciative
admiration that describes the learner
conduct instead of capability.
− Teachers ought to model exemplary self-
discipline to demonstrate how learners
ought to deal with challenges.
KOUNIN − Positive or negative reactions by teachers
toward learners spread (ripple effect)
and affect others
− Learners must be controlled by their
teachers.
− Control can be enhanced by growing the
clarity and inflexibility of refrain (ie.,
comments meant to discontinue
misconduct).
− Teachers can advance control by
exhibiting 'wittnesses' (ie, being
conscious of what is happening around
them).
− Teachers ought to use momentum by
starting the lessons timeously, continuing
with the lessons with little downtime,

Angelic Steenkamp 076 416 3052 EDCC 413


ending the lesson, and using efficient
transitions between lessons.
− Teachers ought to attain smoothness in
lessons by eliminating unwarranted
interferences or deviations that could
interrupt the learners.
− Teachers can use a group warning by
drawing learners' attention to advise
them of what is to be expected
− Learners should be turned into active
learners by requesting them to respond
to questions, demonstrating concepts or
clarifying how things are done.
− Teachers can manage or influence
numerous actions at once by using
overlapping.
− Learners achieve better success when
teachers create interesting lessons that
are circumvent and satiation
− (ie., when learners are uninterested or
irritated, they tend to become less than
fascinated in topic).
− Lessons and class activities should be
pleasant yet challenging.
− When learners are suitably identified as
difficult learners and teachers’ reactions
are appropriately timed, better control of
learner conduct is possible.
JONES − Learners should be controlled to conduct
themselves appropriately.
− Teachers can attain control by means of
non- verbal signs and actions designed to
bring them physically closer to their
learners.
− Parents and school leaders can be used
to increase control over learner
behaviour.
− Teachers ought to exhibit skill clusters,
together with body language and easy-
to-implement group- based incentive
systems, that are attached to academic
content using 'Grandma's rule'.
− Learner seating ought to be structured in
such a way that learners can be reached
more easily.
− Teachers ought to use graphic reminders
that offer examples and directives,

Angelic Steenkamp 076 416 3052 EDCC 413


swiftly commend learners for right
behaviour and give honest
recommendations that will allow learners
to move forward immediately.
− Teachers ought to use good classroom
organisation, limit setting, responsibility
teaching and backup systems.
CHARACTER EDUCATION − Character education fosters core ethical
and performance values
− Learners acquire the skills to
comprehend, care about and act on core
ethical and performance values
− Programmes ought to incorporate all
aspects of school culture.
− Teachers should promote a caring school
community.
− Leamers should be afforded the
opportunities for moral action.
− Character education supports learner
academic achievement.
− Programmes concentrate on the intrinsic
motivation of learners.
− Involving all the staff is fundamental.
− Positive leadership of staff and learners is
vital.
− Parents and members of the community
ought to be involved.
− Results are assessed and improvements
made where necessary.

THREE TYPES OF AUTHORITY:


1) TRADITIONAL AUTHORITY
− Traditional authority is grounded on learners' acceptance of authority as reverence to those in
control.

2) CHARISMATIC AUTHORITY
− Charismatic authority is based on the person in authority having personal characteristics and an
engaging personality that causes learners to want their approval.

3) LEGAL/RATIONAL AUTHORITY
− Legal/rational authority refers to rules that are instituted and agreed upon by learners who have the
right to fair treatment and open dialogue on the set rules.

Angelic Steenkamp 076 416 3052 EDCC 413


− Pellegrino (2010) found that teachers generally attempt to use traditional and charismatic authority
- even though both have limited long- term effectiveness in school surroundings.
− Unfortunately for these teachers, traditional authority-authority almost solely based on one's role -
did not work for several years.
− Although charismatic authority might work for short periods, learners rapidly look for the more
natural authority of the teachers, which is founded on their relationships with the learners, their
knowledge of subject content, and their capacity to meaningfully and actively involve learners in the
learning process in a safe and well- structured learning community.
− Pellegrino proposes that rational (legal) authority, which is founded on the competence of teachers
and the logical view of working within a sensible, systematic environment, is the solitary sustainable
kind of authority useful to teachers.

BENEFITS OF THE SCHOOL AS A CARING COMMUNITY:


− Members of the community take other people's values into consideration during decision-making.
− Personal interest is shifted to the background to the benefit of the community.
− Individuals do not promote their own interests, but those of the community.
− Caring school communities promote the well-being of educators.
− It ensures a higher educator morale.
− Burnout among educators is less common.
− A sense of togetherness among staff also leads to a sense of community among learners.

HOW CAN THE PRINCIPLE ESTABLISH A CARING COMMUNITY


IN THE SCHOOL?
− ensuring democratic decision-making and dialogue, as well as a shared commitment to achieving
organizational outcomes
− acting responsibly towards educators, learners and all other people in this community:
− taking into account everyone's norms, values and shared realities when making decisions; and
− by being able and willing to put his/her personal interests aside for the benefit of the school
community

Angelic Steenkamp 076 416 3052 EDCC 413


1. Organizations that use moral controls to influence the behavior and actions of members are called

• Coercive
• Service
• normative organisations

2. one of the following is a perspective from which organisations have been studied

• political science
• archaeology
• geomorphology

3. contextually responsive leadership is shaped by the particular issues and challenges that are
present in the

• Family
• Community
• church

4. the types of facilities provided to schools include one of the following

• administration spaces
• learner spaces
• school governing body spaces

5. a school is a

• production organization
• managerial organization
• maintenance organization

6. the leadership model which assumes that the critical focus of leadership ought to be on the values,
beliefs and ethics of leaders themselves is

• instructional leadership
• moral leadership
• servant leadership

7. the structural dimension of schools includes one of the following aspects

• Technology
• Parents
• specialization

8. Formal and informal organizations differ in terms of

• Budget
• Remuneration
• stability

Angelic Steenkamp 076 416 3052 EDCC 413


9. African models of leadership include the following

• Laissez-faire
• Ubuntu
• Eurocentrism

10. the key qualities of the servant leader includes one of the following

• Empathy
• Hatred
• self-awareness

11. an organization refers to a political unit of people

• true
• false

12. the structural dimension of schools has characteristics similar to those of other organization

• true
• false

13. the openness or closeness of an organization is a particular result of the interactive relationship
with its internal environment

• True
• false

14. the concept of school context is described as a broad and comprehensive term that includes the
living aspects of school and affects all the members of the school

• True
• false

15. It is important for school leaders to be contextually literate

• True
• False

16. Autocratic leadership must be established in order to generate creative approaches to tackling
highly complex problems (onseker oor antwoord)

• True
• false

17. moral leadership in a school situation is about the nature and being of the leader in order to make
a difference

• True
• False

18. the contingent model provides an alternative approach to situational leadership

Angelic Steenkamp 076 416 3052 EDCC 413


• True
• False

19. leading includes amongst others the development of subordinates and learners

• True
• false

20. School business management is the execution of regulated tasks and has the sole purpose of
achieving effective education

• True
• false

21. match column A to the correct option in column B

A. Jerome Freiberg

B Code of conduct

C Jacob Kounin

D. South African Council for Educators

E. Mintsberg

1. Interpersonal, information and decision making roles

2. ripple effect

3. consistency management

4. vital in order to manage learners

5. includes legal authority

Angelic Steenkamp 076 416 3052 EDCC 413


Efundi test

1. The concept “organizational culture” refers to:

− The organisation’s ways of interacting with the outside world


− Patterns of behaviour and thinking of a group of people belonging to a certain organization
− Day-to-day actions of an organization

2. Hidden aspects of organizational culture include one of the following aspects:


− Philosophy
− Storytelling
− Rituals and ceremonies

3. Observable aspects of organizational culture include one of the following:

− Language
− Ethos
− assumptions

4. The following type of culture requires employees to follow and obey the instructions of the
instructions of managers without any discussion

− Constructive culture
− Aggressive- defensive culture
− Passive-defensive culture

5. Which one of the following cultures encourages members to forcefully protect their status and job
security

− Constructive culture
− Aggressive defensive culture
− Passive-defensive culture

6. One of the following aspects contributes to a positive culture of teaching and learning

− Facilities
− School uniform
− Teacher-learner-interactions

7. Change can be defined as

− The grappling to move from existing practices to the desirable situation


− The way people do things in an organization
− Staff relationships in a school

8. One of the steps in the three-step model of change is

− Diagnosis

Angelic Steenkamp 076 416 3052 EDCC 413


− Unfreezing
− Rehabilitation

9. One of the phases in the management of change is

− Assessment
− Implementation
− accountability

10. The role of the principal in managing change includes one of the following

− To change the curriculum of a school


− To provide resources that assist in enabling the change process
− Have skills in planning and implementing change

11. Change is not an event, rather a process as this stage is called

− Transition
− Community
− Unit of change

12. A factor that does not affect organizational change

− Community
− Support
− Weather

13. Forces that inhibit change in education

− Teacher’s fears of the unknown


− Government intervention
− Technological development

14. The term “Audi partem” principle means:

− Literally means “hearing the other side”


− Working for the other side
− To engage all stake holders

15. It plays a very major role in the performance of the learners at school

− Socio-economic background
− Family standing in community
− Unruliness of the learner

16. The context is regarded “as a broad and inclusive term consisting of aspects of the

− True
− False

17. It is not important for school leaders to be contextually literate

Angelic Steenkamp 076 416 3052 EDCC 413


− True
− False

18. The former model C schools are public schools that are administered and largely funded by the
DOE

− True
− False

19. The independent private school education is less expensive that the general public

− True
− False

20. Research has revealed that there has been evidence of the contextual influence

− True
− False

21. Match column A with column B

A. Values

B. Democracy

C. Ubuntu

D. Personal Values

E. Common Law

1. The capacity that makes something desirable or useful and gives it an important meaning in terms of
quality

2. The process of making sure learners and teachers participate in decisions regarding the learner
process

3. A value where teaching and learning thrive through showing compassion, care, altruism, kindness,
generosity and respect for human dignitiy

4. Determine morality or amorality, good or bad, ethical or unethical behaviour

5. Defined as uncoded legal tradition, as derived from Roman, Dutch and English law

Angelic Steenkamp 076 416 3052 EDCC 413


EDCC413 Test 1-3

EDCC 413 TEST 1


• Return to Assessment List

Part 1 of 1 - / 25.0 Points

Question 1 of 21 1.0 Points


Organizations that use moral controls to influence the behavior and actions of members are
called:

• A. Coercive

• B. Service

• C. Normative organizations

Question 2 of 21 1.0 Points


One of the following is a perspective from which organizations have been studied:

• A. Political Science

• B. Archaeology

• C. Geomorphology

Question 3 of 21 1.0 Points


The types of facilities provided to schools include one of the following:

• A. Administration spaces

• B. Learner spaces

• C. School governing body spaces

Question 4 of 21 1.0 Points


Contextually responsive leadership is shaped by the particular issues and challenges that are
present in the:

• A. Family

• B. Community

• C. Church

Question 5 of 21 1.0 Points


A school is a:

• A. Production organization

• B. Managerial organization

• C. Maintenance organization

Question 6 of 21 1.0 Points


The leadership model which assumes that the critical focus of leadership ought to be on the
values, beliefs and ethics of leaders themselves is:

• A. Instructional leadership

• B. Moral leadership

• C. Servant leadership

Question 7 of 21 1.0 Points


The structural dimension of schools includes one of the following aspects:

• A. Technology

• B. Parents

• C. Specialization
Question 8 of 21 1.0 Points
Formal and informal organizations differ in terms of:

• A. Budget

• B. Remuneration

• C. Stability

Question 9 of 21 1.0 Points


African models of leadership include the following:

• A. Laissez-faire

• B. Ubuntu

• C. Eurocentrism

Question 10 of 21 1.0 Points


The key qualities of a servant leader include one of the following:

• A. Empathy

• B. Hatred

• C. Self-awareness

Question 11 of 21 1.0 Points


There is a great diversity of opinions regarding the meaning of the concept ‘organizations’

True

False

Question 12 of 21 1.0 Points


Maintenance organizations are responsible for the maintenance of school buildings and
infrastructure
True

False

Question 13 of 21 1.0 Points


There is a direct link between negative school contextual factors, undesirable school
experiences and poor outcomes for students

True

False

Question 14 of 21 1.0 Points


A school is a closed and informal organization.

True

False

Question 15 of 21 1.0 Points


It is important for school leaders to shape their leadership accordingly in the different
environments they find themselves in

True

False

Question 16 of 21 1.0 Points


One of the characteristics of a school as an organization is that it is not orientated towards
aims and objectives

True

False

Question 17 of 21 1.0 Points


A school context is regarded as a broad and inclusive term consisting of aspects of the school
that are not living, but nevertheless affect its inhabitants

True

False

Question 18 of 21 1.0 Points


One of the contextual dimensions of a school is organizational technology

True

False

Question 19 of 21 1.0 Points


Leadership behaviours do not vary according to the context in which they are practiced

True

False

Question 20 of 21 1.0 Points


In transformational leadership, the decision-making processes of the group ought to be the
central focus of the group

True

False

Question 21 of 21 5.0 Points


Match statement with right answer

1. A. Contextually responsive leadership


2. B. Formalization
3. C. Organization
4. D. Utilitarian organization
5. E. Academic spaces

1. A social unit of people that is structured and has managed to meet a need or
pursue a collective goal.
2. An organization that uses remuneration as a basis of control.
3. How standardized the work is and the extent to which employee behavior is
regulated through rules and procedures.
4. School context shapes leadership practices and influences leadership
behaviour.
5. Core education spaces for teaching.

EDCC 413 TEST 2


• Return to Assessment List

Part 1 of 1 - / 25.0 Points


Question 1 of 25 1.0 Points
1. The concept ‘organisational culture’ refers to:

• A. The organisation’s ways of interacting with the outside world

• B. Patterns of behavior and thinking of a group of people belonging to a certain


organization

• C. Day-to-day actions of an organization

Question 2 of 25 1.0 Points


The hidden aspects of organizational culture includes one of the following aspects:

• A. Philosophy

• B. Storytelling

• C. Rituals and ceremonies

Question 3 of 25 1.0 Points


The observable aspects of organizational culture includes one of the following:

• A. Language

• B. Ethos

• C. Assumptions

Question 4 of 25 1.0 Points


The following type of culture requires employees to follow and obey the instructions of
managers without any discussion:

• A. Constructive culture

• B. Aggressive-defensive culture
• C. Passive-defensive culture

Question 5 of 25 1.0 Points


Which one of the following culture encourages members to forcefully protect their status and
job security?

• A. Constructive culture

• B. Aggressive-defensive culture

• C. Passive-defensive culture

Question 6 of 25 1.0 Points


One of the following aspects contributes to a positive culture of teaching and learning:

• A. Facilities

• B. School uniform

• C. Teacher-learner interactions

Question 7 of 25 1.0 Points


7 Change can be defined as:/ Verandering kan gedefinieer word as: A. The grappling to move
from existing practices to the desirable situation/ Die worsteling om van bestaande praktyke
na die wenslike situasie oor te gaan B. The way people do things in an organization/Die
manier waarop mense dinge in 'n organisasie doen C. Staff relationships in a
school/personeelverhoudinge in n skool

• A. The grappling to move from existing practices to the desirable situation

• B. The way people do things in an organization

• C. Staff relationships in a school

Question 8 of 25 1.0 Points


One of the steps in the three-step model of change is:
• A. Diagnosis

• B. Unfreezing

• C. Rehabilitation

Question 9 of 25 1.0 Points


One of the phases in the management of change is:

• A. Assessment

• B. Implementation

• C. Accountability

Question 10 of 25 1.0 Points


The role of the principal in managing change includes one of the following:

• A. To change the curriculum of a school

• B. To provide resources that assist in enabling the change process

• C. Have skills in planning and implementing change

Question 11 of 25 1.0 Points


School climate can be explained in terms of its ……amongst and behavior of its members

• A. Relations

• B. Experiences

• C. 1Culture

Question 12 of 25 1.0 Points


In this climate the …….. of all members is high, and the behavior between teachers and
principal towards each other is flexible and dynamic.

• A. Openness

• B. Relationship

• C. Mood

Question 13 of 25 1.0 Points


Change can be defined as the grappling to move from the existing practice to the
…….situation

• A. Desirable

• B. Survival

• C. Learning

Question 14 of 25 1.0 Points. Point(s) deducted for incorrect answer: 1.0


Which of the following is not a form of change in an educational settings?/ Watter van die
volgende is nie 'n vorm van verandering in opvoedkundige instellings nie? A Technology
change/tegnologie B Social change/Sosiale C Political change/politieke

• A. Technology change

• B. Social change

• C. Political change

Question 15 of 25 1.0 Points


The role of the principal as change …… is vital in the change process and he must manage
the change process

• A. Agent

• B. Dictator
• C. Conductor

Question 16 of 25 1.0 Points


Change is not an event, rather a process as this stage is called ………

• A. Transition

• B. Community

• C. Unit of change

Question 17 of 25 1.0 Points


A factor that does not affect organisational change in education is

• A. Community

• B. Support

• C. Weather

Question 18 of 25 1.0 Points


Forces that inhibits change in education

• A. Teacher’s fears of the unknown

• B. Government intervention

• C. Technological development

Question 19 of 25 1.0 Points


The term “Audi alteram partem” principle” means

• A. Literally means "hearing the other side"

• B. Working for the other side


• C. To engage all stake holders

Question 20 of 25 1.0 Points


The context is regarded “as a broad and inclusive term consisting of aspects of the school that
are not living but nevertheless affects its inhabitants.

True

False

Question 21 of 25 1.0 Points


It is not important for school leaders to be contextually literate.

True

False

Question 22 of 25 1.0 Points


The former Model C schools are public schools that are administered and largely funded by
the DOE.

True

False

Question 23 of 25 1.0 Points


23 The independent private school education is less expensive that the general public
education and independent low-cost schools.

True

False

Question 24 of 25 1.0 Points


Research has reveal that there has been evidence of the contextual influence on principals’
perceptions and practices of instructional leadership.

True

False

Question 25 of 25 1.0 Points


Leithwood et al. (1999) states that in participative leadership, “the decision-making process
of the group ought to be the responsibility of the principal.

True

False

EDCC 413 TEST 3


• Return to Assessment List

Part 1 of 1 - / 25.0 Points

Question 1 of 21 1.0 Points


This classroom management approach hope that unacceptable behaviour will be discouraged
while acceptable behaviour will be reinforced through conditioning.

• A. Assertive

• B. Business-academic

• C. Behavioural modification

• D. Group managerial

Question 2 of 21 1.0 Points


This approach is based on the belief that nothing good comes from idle hands.

• A. Assertive

• B. Business-academic

• C. Behavioural modification

• D. Group managerial

Question 3 of 21 1.0 Points


The emphasis of this approach is that the unacceptable behaviour of individual learners is
viewed as expressions of a malfunctioning group.
• A. Group guidance

• B. Business-academic

• C. Behavioural modification

• D. Group managerial

Question 4 of 21 1.0 Points


To minimise the chances of disruptive behaviour, teachers should develop a sense of loyalty
to the group between the learners. This is evident of the ______________ approach.

• A. Group guidance

• B. Business-academic

• C. Behavioural modification

• D. Group managerial

Question 5 of 21 1.0 Points


With this approach the teachers will pronounce the rules, clarify their rationale and keep
learners to it, but never invite learners to make inputs.

• A. Assertive

• B. Business-academic

• C. Acceptance

• D. Success

Question 6 of 21 1.0 Points


This approach is grounded in humanistic psychology, and achievement is seen as one of
human beings’ basic needs.

• A. Assertive
• B. Business-academic

• C. Acceptance

• D. Success

Question 7 of 21 1.0 Points


This approach is grounded on the belief that the misbehaviour of some learners is frequently
a cry for approval by others.

• A. Assertive

• B. Business-academic

• C. Acceptance

• D. Success

Question 8 of 21 1.0 Points


Which classroom management model fosters core ethical and performance values? 7

• A. Ginott’s model

• B. Kounin’s model

• C. Jones’s model

• D. Character education

Question 9 of 21 1.0 Points


Ginott’s model

• A. Ginott’s model

• B. Kounin’s model

• C. Jones’s model
• D. Character education

Question 10 of 21 1.0 Points


According to this classroom management model learner behaviour can be enhanced if
teachers interact more effectively with learners, handling them with sympathy, compassion
and admiration. / Volgens hierdie klaskamerbestuursbenadering kan leerder gedrag verbeter
word indien onderwysers meer effektief met leerder in interaksie tree en hulle met simpatie,
deernis en bewondering hanteer. a. Ginott’s model / Ginott se model b. Kounin’s model /
Kounin se model c. Jones’s model / Jones se model d. Character education /
Karakteropvoeding

• A. Ginott’s model

• B. Kounin’s model

• C. Jones’s model

• D. Character education

Question 11 of 21 1.0 Points


According to the South African Schools Act, 1996, the governing body of every pubic school
must adopt a code of conduct for learners after consultation with the following stakeholders:

• A. Parents and teachers

• B. Parents, teachers and learners

• C. Teachers and learners

• D. Parents, teachers, learners and community leaders

Question 12 of 21 1.0 Points


Which of the following doesn’t form part of the specific aims of caring leadership in the
school environment?

• A. Establishing a positive and caring school climate

• B. Developing the educator and learner as people


• C. Visible lesson planning

• D. Effective teaching and learning

Question 13 of 21 1.0 Points


Identify which is NOT one of the benefits of the school as a caring community.

• A. Teachers receive higher salaries

• B. Members of the community take other people’s values into consideration


during decision-making.

• C. Personal interest is shifted to the background to the benefit of the community.

• D. Individuals do not promote their own interests, but those of the community.

Question 14 of 21 1.0 Points


Identify another statement which is NOT one of the benefits of the school as a caring
community.

• A. Caring school communities promote the well-being of educators

• B. It ensures a lower educator morale.

• C. Burnout among educators is less common.

• D. A sense of togetherness among staff also leads to a sense of community


among learners.

Question 15 of 21 1.0 Points


The principal can establish a caring community in the school by:

• A. ensuring autocratic decision-making

• B. acting irresponsibly towards educators, learners and all other people in this
community
• C. ignoring the norms, values and shared realities of others when making
decisions

• D. being able and willing to put his/her personal interests aside for the benefit of
the school community

Question 16 of 21 5.0 Points


Organise Column B to fit with Column A.

1. A. Rules ought to be generated in the classroom


2. B. Teachers ought to model exemplary self-discipline to demonstrate how learners
ought to deal with challenges
3. C. Learners’ response to life emanates from their birth order
4. D. Teachers ought to focus on being consultants to their learners
5. E. Learners should be turned into active learners by requesting them to respond to
questions, demonstrating concepts or clarifying how things are done

1. Logical consequences
2. Reality therapy
3. Love and logic
4. Ginott’s model
5. Kounin’s model
Question 17 of 21 1.0 Points
According to Jones’ model, learners seating ought to be structured in such a way that learners
can be reached more easily.

True
False

Question 18 of 21 1.0 Points


Charismatic authority is grounded on learner’s acceptance of authority as reverence to those
in control.

True
False

Question 19 of 21 1.0 Points


Research has shown that schools without caring and supporting communities are far less
likely to produce the results needed for the upliftment of that same community.

True
False
Question 20 of 21 1.0 Points
In a caring school the real interest of the principal is in the well-being of the educator and
learner, which manifests in sympathy and empathy with and commitment to them as
stakeholders in the school.

True
False

Question 21 of 21 1.0 Points


The Constitution of the Republic of South Africa, the National Policy on Religion and
Education, the National Drugs Management Policy, and the Employment of Educators Act 76
of 1998 are legal guidelines to help the educational leader to understand and to ensure that the
school provides care to learners.

True
False
1. Classroom management is not a particular type of work that involves regulatory task executed by
the teacher in the classroom to enable the creation and support of conditions conducive to quality
teaching and learning

True

False

2. Traditional authority is based on the person in authority having personal characteristics and an
engaging personality that causes learners to want their approval

True

False

3. Charismatic authority is grounded on learner’s acceptance of authority as reverence to those in


control.

True

False

4. Research has shown that schools without caring and supporting communities are far less likely to
produce the results needed for the upliftment of that same community.

True

False

5. This term literally means “hearing only one side ” The audi alterem paterm principle, therefore,
applies to the principal’s authoritative role regarding the learner and the educator

True

False

6. This classroom management approach hope that unacceptable behaviour will be discouraged while
acceptable behaviour will be reinforced through conditioning.

Angelic Steenkamp 076 416 3052 EDCC 413


A. Assertive

B. Business-academic

C. Behavioural modification

D. Group managerial

7. This approach is based on the belief that nothing good comes from idle hands.

A. Assertive

B. Business-academic

C. Behavioural modification

D. Group managerial

8. The emphasis of this approach is that the unacceptable behaviour of individual learners is viewed
as expressions of a malfunctioning group.

A. Group guidance

B. Business-academic

C. Behavioural modification

D. Group managerial

9. To minimise the chances of disruptive behaviour, teachers should develop a sense of loyalty to the
group between the learners. This is evident of the ______________ approach.

A. Group guidance

B. Business-academic

C. Behavioural modification

D. Group managerial

10. With this approach the teachers will pronounce the rules, clarify their rationale and keep learners
to it, but never invite learners to make inputs.

A. Assertive

B. Business-academic

C. Acceptance

Angelic Steenkamp 076 416 3052 EDCC 413


D. Success

11. This approach is grounded in humanistic psychology, and achievement is seen as one of human
beings’ basic needs.

A. Assertive

B. Business-academic

C. Acceptance

D. Success

12. This approach is grounded on the belief that the misbehaviour of some learners is frequently a cry
for approval by others.

A. Assertive

B. Business-academic

C. Acceptance

D. Success

13. Which classroom management model fosters core ethical and performance values?

A. Ginott’s model

B. Kounin’s model

C. Jones’s model

D. Character education

14. According to this classroom management model positive and negative reactions toward learners
have a ripple effect and affect others

A. Ginott’s model

B. Kounin’s model

C. Jones’s model

D. Character education

Angelic Steenkamp 076 416 3052 EDCC 413


15. According to this classroom management model learner behaviour can be enhanced if teachers
interact more effectively with learners, handling them with sympathy, compassion and admiration.

A. Ginott’s model

B. Kounin’s model

C. Jones’s model

D. Character education

16. According to the South African Schools Act, 1996, the governing body of every pubic school must
adopt a code of conduct for learners after consultation with the following stakeholders:

A. Parents and teachers

B. Parents, teachers and learners

C. Parents, teachers, learners and community leaders

D. Parents, teachers, learners and community leaders

17. Which of the following doesn’t form part of the specific aims of caring leadership in the school
environment?

A. Establishing a positive and caring school climate

B. Developing the educator and learner as people

C. Visible lesson planning

D. Effective teaching and learning

18. Identify which is NOT one of the benefits of the school as a caring community.

A. Teachers receive higher salaries

B. Members of the community take other people’s values into consideration during decision-making.

C. Personal interest is shifted to the background to the benefit of the community.

D. Individuals do not promote their own interests, but those of the community.

19. Identify another statement which is NOT one of the benefits of the school as a caring community.

A. Caring school communities promote the well-being of educators

B. It ensures a lower educator morale.

Angelic Steenkamp 076 416 3052 EDCC 413


C. Burnout among educators is less common.

D. A sense of togetherness among staff also leads to a sense of community among learners.

20. The principal can establish a caring community in the school by:

A. ensuring autocratic decision-making

B. acting irresponsibly towards educators, learners, and all other people in this community

C. ignoring the norms, values and shared realities of others when making decisions

D. being able and willing to put his/her personal interests aside for the benefit of the school
community

21. Match column A with the alternative in Column B

A. The task that is performed to execute goals

B. An attempt to look ahead to determine the shape of things to come

C. Deals with the way in which any process is regulated and evaluated

D. The task that requires a people-orientated approach through which teachers are motivated to
perform their duties well

E. The purpose of the assessment is to develop the teacher by identifying gaps that require attention

IQMS

Planning

Organising

Guidance

Control

Angelic Steenkamp 076 416 3052 EDCC 413


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