EDCC 413 Notas
EDCC 413 Notas
EDCC 413 Notas
AngEliC StEEnkAmp
076 416 3052
List the universal characteristics which organisations possess (SU 1)
Differentiate between an open system + closed system with reference to school (SU 1)
An open system
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
Formal organisation
Informal organization
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
Name the theories related to the leadership and management of diverse contexts
− Transformational leadership
− Participative leadership
Open climate
− 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.
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
Empathy
− 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
Ornstein argues that teachers have their own unique approaches to classroom management
Assertive approach
Acceptance approach
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.
Coercive
Utilitarian organisations
normative organisations
Honesty
Service to others
− appreciating others
− being concerned about well-being of other
− caring for others + giving love & encouragement.
− building relationships
− listening to others
Humility
Integrity
− 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
Mentee
Mentor
− Communication skills
− professional conduct and image
− teaching skills
− classroom management
− Social Skills
− teacher development
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.
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
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
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.
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
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
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.
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.
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.
− 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.
Interpersonal roles
Information roles
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
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.
• 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
• 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
• Technology
• Parents
• specialization
• Budget
• Remuneration
• stability
• Laissez-faire
• Ubuntu
• Eurocentrism
10. the key qualities of the servant leader includes one of the following
• Empathy
• Hatred
• self-awareness
• 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
• 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
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
A. Jerome Freiberg
B Code of conduct
C Jacob Kounin
E. Mintsberg
2. ripple effect
3. consistency management
− 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
− Diagnosis
− Assessment
− Implementation
− accountability
10. The role of the principal in managing change includes one of the following
− Transition
− Community
− Unit of change
− Community
− Support
− Weather
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
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
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
5. Defined as uncoded legal tradition, as derived from Roman, Dutch and English law
• A. Coercive
• B. Service
• C. Normative organizations
• A. Political Science
• B. Archaeology
• C. Geomorphology
• A. Administration spaces
• B. Learner spaces
• A. Family
• B. Community
• C. Church
• A. Production organization
• B. Managerial organization
• C. Maintenance organization
• A. Instructional leadership
• B. Moral leadership
• C. Servant leadership
• 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
• A. Laissez-faire
• B. Ubuntu
• C. Eurocentrism
• A. Empathy
• B. Hatred
• C. Self-awareness
True
False
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
True
False
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.
• A. Philosophy
• B. Storytelling
• A. Language
• B. Ethos
• C. Assumptions
• A. Constructive culture
• B. Aggressive-defensive culture
• C. Passive-defensive culture
• A. Constructive culture
• B. Aggressive-defensive culture
• C. Passive-defensive culture
• A. Facilities
• B. School uniform
• C. Teacher-learner interactions
• B. Unfreezing
• C. Rehabilitation
• A. Assessment
• B. Implementation
• C. Accountability
• A. Relations
• B. Experiences
• C. 1Culture
• A. Openness
• B. Relationship
• C. Mood
• A. Desirable
• B. Survival
• C. Learning
• A. Technology change
• B. Social change
• C. Political change
• A. Agent
• B. Dictator
• C. Conductor
• A. Transition
• B. Community
• C. Unit of change
• A. Community
• B. Support
• C. Weather
• B. Government intervention
• C. Technological development
True
False
True
False
True
False
True
False
True
False
True
False
• A. Assertive
• B. Business-academic
• C. Behavioural modification
• D. Group managerial
• A. Assertive
• B. Business-academic
• C. Behavioural modification
• D. Group managerial
• B. Business-academic
• C. Behavioural modification
• D. Group managerial
• A. Group guidance
• B. Business-academic
• C. Behavioural modification
• D. Group managerial
• A. Assertive
• B. Business-academic
• C. Acceptance
• D. Success
• A. Assertive
• B. Business-academic
• C. Acceptance
• D. Success
• A. Assertive
• B. Business-academic
• C. Acceptance
• D. Success
• A. Ginott’s model
• B. Kounin’s model
• C. Jones’s model
• D. Character education
• A. Ginott’s model
• B. Kounin’s model
• C. Jones’s model
• D. Character education
• A. Ginott’s model
• B. Kounin’s model
• C. Jones’s model
• D. Character education
• D. Individuals do not promote their own interests, but those of the community.
• 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
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
True
False
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
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
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.
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
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
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:
17. Which of the following doesn’t form part of the specific aims of caring leadership in the school
environment?
18. Identify which is NOT one of the benefits of the school as a caring community.
B. Members of the community take other people’s values into consideration during decision-making.
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.
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:
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
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