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dc.contributor.advisorMahlomaholo, M. G.
dc.contributor.advisorNkoane, M. M.
dc.contributor.authorMthethwa, Nompumelelo Rebecca
dc.date.accessioned2018-01-19T10:26:25Z
dc.date.available2018-01-19T10:26:25Z
dc.date.issued2017-02
dc.identifier.urihttp://hdl.handle.net/11660/7643
dc.description.abstractEnglish: The study aims to formulate a strategy to enhance the role of female principals as curriculum managers in eight different schools in the Amajuba District. For this to be achieved, specific objectives were devised to guide the study as follows: • To understand the need for designing a strategy to enhance the role of female principals as curriculum managers; • To explore strategies to support female principals in curriculum management; • To investigate existing strategies to enhance the role of female principals as curriculum managers and the conditions that enable these strategies to work; • To anticipate the threats to emerging strategies aimed at enhancing the role of female principals, and to formulate risk management systems; and • To formulate the indicators of success (or lack thereof) in enhancing the role of female principals as curriculum managers. The Critical Feminism Standpoint Theory (CFST), with its agenda of equity and social justice, CFST as a theoretical framework in which the study is couched on to realise the above objectives. To formulate a strategy to enhance the role of female principals as curriculum managers, participatory action research (PAR) was used as it addresses power sharing, emancipatory and working with real challenges to bring about change in the community, I was working with the co-researchers collaboratively, to find solutions to the challenges female principals encounter as curriculum managers. Data were generated through the use of PAR was also analysed using Critical Discourse analysis (CDA). The empirical analysis, interpretation of data and discussion, the findings resulting from interventions were done with CDA. The first part of the study reflections were made through the use of PAR looking at the challenges faced by female principals are the results caused by the absence of a dedicated team with a common vision. The challenges faced by female principal the reality and the experiences of female principals that hinder the implementation of the curriculum management. The second part of the study identifies the components of the solutions as strategies to be used to curb challenges under the supervision of a dedicated team with a vision to enhance the role of female principals as curriculum managers. The solutions predicted by the co-researchers to curtail the challenges were discussed. Numerous findings with regard to challenges coherent with results of the research studies reported in the previous literature review. This research project is distinctive as it involves female principals, management qualities and curriculum studies, in understanding the strategy to be implemented successfully by a dedicated team to create a positive environment for teaching and learning. This study advocates the consideration of female principals having a voice in managing the curriculum and curriculum design. In conclusion the dissertation argues that curriculum management can never be done by an individual but by working as a team having collaborative relationship, where all stakeholders are engaged and able to partake in decision and being involved collectively. The dissertation offers a strategy that can respond to challenges faced by female principals as curriculum managers using collective, cooperation, solidarity, sisterhood and oneness.en_ZA
dc.description.abstractAfrikaans: Die studie het ten doel om 'n strategie om die rol van die vroulike skoolhoofde as kurrikulumbestuurders in agt verskillende skole in die Amajuba Distrik verbeter formuleer. Om dit te bereik, is spesifieke doelwitte uitgedink om die studiegids soos volg: • Om die behoefte vir die ontwerp van 'n strategie om die rol van die vroulike skoolhoofde as kurrikulumbestuurders verbeter verstaan; • Om strategieë te verken om vroulike skoolhoofde in kurrikulumbestuur te ondersteun; • Om bestaande strategieë om die rol van die vroulike skoolhoofde as kurrikulumbestuurders en die toestande wat hierdie strategieë in staat stel om te werk te verbeter te ondersoek; • Om te antisipeer die bedreigings vir opkomende strategieë wat daarop gemik is op die verbetering van die rol van die vroulike skoolhoofde en risikobestuurstelsels formuleer; en • Om die aanwysers van sukses (of die gebrek daaraan) te formuleer in die verbetering van die rol van die vroulike skoolhoofde as kurrikulumbestuurders. Die Kritieke Feminisme Standpunt Teorie (CFST), met sy agenda van gelykheid en maatskaplike geregtigheid, CFST as 'n teoretiese raamwerk waarin die studie gaan lê op die bogenoemde doelwitte te verwesenlik. Om 'n strategie te formuleer om die rol van die vroulike skoolhoofde as kurrikulumbestuurders, deelnemende aksienavorsing (PAR) te verbeter is gebruik as dit spreek magsdeling, emansiperende en werk met die werklike uitdagings om verandering in die gemeenskap te bring, is ek besig met die mede- navorsers saam om oplossings vir die uitdagings vroulike skoolhoofde teëkom as kurrikulumbestuurders vind. Data is ingesamel deur middel van die gebruik van PAR ontleed ook die gebruik van kritiese diskoersanalise (CDA). Die empiriese analise, interpretasie van data en bespreking, die bevindinge spruit uit ingrypings gedoen met CDA. Die eerste deel van die studie refleksies het deur die gebruik van PAR kyk na die uitdagings wat vroulike skoolhoofde is die resultate wat veroorsaak word deur die afwesigheid van 'n toegewyde span met 'n gemeenskaplike visie. Die uitdagings wat vroulike hoof van die werklikheid en die ervarings van die vroulike skoolhoofde dat die implementering van die kurrikulum bestuur verhinder. Die tweede deel van die studie identifiseer die komponente van die oplossings as strategieë te gebruik om uitdagings onder die toesig van 'n toegewyde span met 'n visie te bekamp om die rol van die vroulike skoolhoofde as kurrikulumbestuurders verbeter. Die oplossings voorspel deur die mede-navorsers om die uitdagings te beperk, is bespreek. Talle bevindinge ten opsigte van uitdagings samehangende met die resultate van die navorsing studies berig in die vorige literatuuroorsig. Hierdie navorsingsprojek is kenmerkende as dit behels vroulike skoolhoofde, bestuur kwaliteite en kurrikulumstudies, in die begrip van die strategie suksesvol geïmplementeer kan word deur 'n toegewyde span om 'n positiewe omgewing vir onderrig en leer te skep. Hierdie studie bepleit die oorweging van die vroulike skoolhoofde 'n stem in die bestuur van die kurrikulum en kurrikulumontwerp. Ten slotte voer aan die verhandeling wat kurrikulumbestuur nooit kan gedoen word deur 'n individu, maar deur te werk as 'n span met gesamentlike verhouding, waar alle rolspelers wat betrokke is en in staat is om deel te neem aan besluitneming en word gesamentlik betrokke. Die verhandeling bied 'n strategie wat kan reageer op uitdagings in die gesig gestaar deur vroulike skoolhoofde as kurrikulumbestuurders behulp kollektiewe, samewerking, solidariteit, susterskap en eenheid.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectSchool principalsen_ZA
dc.subjectSchool management and organizationen_ZA
dc.subjectCurriculum planningen_ZA
dc.subjectDissertation M.Ed. (School of Education Studies))--University of the Free State, 2017en_ZA
dc.titleEnhancing the role of female principals as curriculum managersen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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