Faculty of Arts and Design

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Public relations training for secondary school principals : recommendations for selected secondary schools in Phoenix
(2004) Hariparsad, Ajith; Prosser, Julia Judith
This study focuses on public relations training for secondary school principals and offers recommendations for selected secondary schools in Phoenix. Principals in most schools in South Africa have had little or no training in public relations. Since a number of tasks performed by school principals require public relation skills, it is imperative that a significant part of their in-service training should focus on aspects of the practice of public relations. This research aims to highlight the need for such training as principals interact continually with a wide variety of people, circumstances and social settings. Interaction between principals and educators, principals and learners and principals and parents may be pleasant and rewarding or frustrating and lead to conflict.
The promotion of post level one educators to secondary school principalships in the Durban South region : problems and solutions
(2004) Moodley, Vinita; Prosser, Julia Judith
The role of the principal is critical in ensuring that schools run efficiently and effectively. It is for this reason that an incumbent for the post of principal obtains the necessary experience in all aspects of management to fulfill this role. Prior to 1994, applicants were promoted strictly according to hierarchical ranking, that is, a Level One educator was promoted first to head of department, then to deputy principal and thereafter to the position of a principal. This ensured that by the time educators became principals they had acquired, through experience, the necessary management skills to run their schools.
The influence of school leadership on commitment, motivation, trust and interpersonal conflict among teachers at selected secondary schools in the Phoenix central region
(2002) Misra, Pravin Ramprasad; Prosser, Julia Judith
The writer's observation of staff at selected secondary schools in the Phoenix Central Region has indicated that serious problems exist at these schools. The problems identified relate to teachers' lack of commitment, motivation, trust and the presence of interpersonal conflict among them. These observations have been found to be similar to the findings of other researchers and numerous articles that have appeared in the media also confirm the existence of similar problems in other schools in South Africa. The problems mentioned above have had a negative impact on the effectiveness of these schools in achieving their goals. The writer believes that these problems can be connected to a lack of effective leadership on the part of principals in these schools. In this study the writer reviewed the relevant literature in order to identify strategies that principals could use to overcome the problems outlined above. To isolate and address the root causes of the problems, the writer found it necessary to clarify and distinguish between the key concepts of 'leadership' and 'management'. Thereafter, the writer discussed some important skills and qualities he believes are necessary for effective leadership.
The role of the principal in the management of teacher stress in selected secondary schools in Chatsworth
(2002) Govender, Magesvari; Turnbull-Jackson, C.
South Africa has been undergoing political change and this has impacted on education. There have been major shifts in education policy, structures and curriculum. Stakeholders in education and teachers, in particular, have had to cope with this new reality. As a result of the changes in education, teachers have been confronted with a variety of problems such as fewer resources, an increase in working hours and having to perform numerous administrative and fund-raising tasks. New school management structures have been established, class sizes have been altered and Outcomes-based Education has been introduced. Poor working conditions, increased workload, role conflict and ambiguity, the threat of redundancy and re-deployment, time pressures and pupil problems are additional stressors that teachers find themselves exposed to at school. These are but some of the stressors that have contributed towards teachers experiencing stress at school and which have impacted negatively on their work performance. However, at both the Education Department level as well as at school level, very little appears to be done to address the problem of teacher stress despite the negative impact that teacher stress has on the work performance of teachers. In order for schools to function efficiently and effectively, school management authorities will have to devise appropriate strategies to manage teacher stress. This study is confined to those aspects of teacher stress that impact negatively on teacher performance and that are within the scope of the principal's responsibilities at school. It Page vii investigates whether teacher stress is a management issue by examining its impact on the work performance of teachers at school, identifies school-based and school-related stressors and presents a set of recommendations that can be used by school principals to manage teacher stress in secondary schools. The findings of this study are also compared with the

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