'n Model vir die nieformele bestuursontwikkeling van die bestuurspan van sekondêre skole

Thesis (PhD)--PU for CHE, 1999The school principal is the educational leader of a complex enterprise in which increasingly greater demands are made upon him. The effective management of a school by a principal demands the support of a management team. principal and the heads of management function to perform. A management team consist of a deputy department, each of which has a During the previous dispensation educational authorities did not regard it as their responsibility to prepare the members of a management team for their task at hand. Teachers were frequently appointed to management positions merely on the grounds of their professional performance. Effective management requires management skills which can be acquired in their working environment. A well-structured management development training program is therefore needed to train the members of the management team. A new approach towards management development is thus imperative in order to function effectively. These procedures can be executed by means of non-formal in-service training. The external dynamics initiated by the principal should be performed through direct training procedures pertaining to management tasks, management meetings and personnel meetings. The objective can be fourfold: to cultivate existing management skills, to train them for specific management tasks, aimed at management efficiency and growth Training of management as part of management development comprises of only one component of management development. Self-development completes the cycle, an on-going process comprising of internal dynamics by which the principal creates opportunities for members of management to test the knowledge and skills they have acquired. Self development can be witnessed through delegation, problem solving and teacher orientated activities. Whilst the principal trains management and creates opportunities for management development, he should also control its effectiveness. Control procedures as part of management development, can be performed through evaluation and interviews. Through this procedure the principal maintains continuous control over the process of the management development program and he/she applies corrective measures where needed. As such, the school's management development program adopts a unique and personal character. Along this view, the principal motivates the management team to train personnel at their command, accordingly. With the support of the literature survey, information obtained from the empirical data was assimilated to provide a model as directive to school principals, as to the compilation of a management development program for the non-formal management development of their management team.Doctora