School of Education Management, Policy, and Comparative Education

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Browsing School of Education Management, Policy, and Comparative Education by Author "Hamilton, J."

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    Exploring the collaborative roles of stakeholders to sustain discipline in selected primary schools in the Motheo district
    (University of the Free State, 2023) Swanepoel, Maryna Adriana; Gcelu, N.; Hamilton, J.
    Sustained discipline for learners is very important for successful teaching and learning. It is of increasing importance that all stakeholders – school principals, parents, teachers, and learners – become involved with enforcing discipline in the school. Control of learners’ behaviour by the various stakeholders is problematic. Resultantly, there is a growing tendency of school principals and teachers resigning their careers. The aim of the study is to explore the collaborative roles of stakeholders to sustain discipline in selected primary schools in the Motheo district. There is a lack of cooperation among the various stakeholders to sustain discipline in their schools. Consequently, this study endeavoured to determine the extent to which the various stakeholders practised collaborative roles in sustaining discipline in the school environment. The community's contribution as stakeholders in sustaining discipline in the school was also investigated. The study was undertaken at four primary schools in the Motheo district. The qualitative research approach, as well as the theory of Freud as the theoretical approach, was used in this study. The interpretivist paradigm was employed for the collection process of the data. This included semi-structured interviews with HOD’s and teachers as well as open-ended questionnaires filled out by the school principal, SGB and two learners. The results thus obtained through the various participants indicated that varying strategies were implemented by participants to eradicate misbehaviour in schools and to sustain discipline in place thereof. The main cause of misbehaviour is also discussed from the data gained through the investigation, and categories and themes have been identified. The investigation of the lack of discipline in schools, as well as the possible stumbling blocks that contributed to the problem, formed the basis of this study. The findings proved that there was a lack of cooperation in sustaining discipline at the schools participating in the investigation. The co-operation of the community in this respect was also found to be negligible. Recommendations suggested as a result of the study are that the different stakeholders should co-operate in sustaining discipline in the school environment. Non-punitive forms of discipline should be used to motivate learners.
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    Exploring the influence of collaborative leadership in ensuring effective school governance in township secondary schools
    (University of the Free State, 2024) Khantsi, Tshediso Keneth; Hamilton, J.; Larey, D. P.
    In this qualitative study, the researcher has explored collaborative leadership as a way of ensuring effective school governance in township secondary schools, thereby helping to improve learner academic performance and discipline. A literature search on national, continental and international sources was conducted on how to the members of school governance can use collaborative leadership strategies to improve the academic performance and discipline in township secondary schools. The study was furthermore grounded in a theoretical framework by David Chrislip and Carl Larson named the Collaborative Leadership Theory. Using thematic analysis, themes were identified, and data were analysed and interpreted through logical reasoning to determine the relationship, trends and patterns of the study in order to bring meaning to a set of data. The findings revealed that, even though the 𝘚𝘰𝘶𝘵𝘩 𝘈𝘧𝘳𝘪𝘤𝘢𝘯 𝘚𝘤𝘩𝘰𝘰𝘭𝘴 𝘈𝘤𝘵 (RSA, 1996) promulgates the participation of parents and learners in the SGB, they participate the least, due to a number of factors. As a result, there is a lack of collaborative leadership. Although this lack of participation is of serious concern, the study found that it has quite a minimum impact on the academic performance of the learners. The study therefore recommends regular training of parents and learners to help improve their participation. The study further recommends the election of learners in lower grades (particularly Grade 10) into the SGB to allow for sufficient time in governance.