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How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers
Thesis (PhD)--University of Pretoria, 2008.
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University of Pretoria
2013
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| _version_ | 1867613505912307712 |
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| access_status_str | Open Access |
| author2 | Malan, Beverly |
| author_browse | Malan, Beverly |
| author_facet | Malan, Beverly |
| collection | Thesis |
| dc_rights_str_mv | © 2008, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2008. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/28176 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:37:13.330Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/28176 How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers Malan, Beverly sharon.mampane@up.ac.za Mampane, Sharon Thabo School governance School culture School authority Representivity Redress Legislation Integration Equity Democracy Teacher selection process Staff composition UCTD Thesis (PhD)--University of Pretoria, 2008. This study investigated the legislation (the Education Laws Amendment Act, Act 24 of 2005) dealing with teacher selection and appointment. It focused specifically on the principles equity, redress and representivity changes in legislation. Not only do these principles encourage the equal advancement of everybody’s interests but they also serve as a means of establishing an appropriate balance between conflicting interests. The primary purpose of the study was to determine whether or not the racial group to which the school governing body members belong had an effect on the way in which they interpreted and implemented legislation, and if so, to what these could be ascribed. Five schools’ governing bodies in the Tshwane South District of the Gauteng Province were interviewed using semi structured, open-ended interviews to investigate the extent to which their staff composition has changed as a result of the new legislation. A qualitative research paradigm allowed me to adopt a constructivist/interpretivist approach to data collection and analysis. Indications from data were that the understanding and interpretation of SGBs across racial divides are influenced by their different cultural and linguistic preferences, their different political and educational histories and the contexts in which they work. These differences indicated that deeply entrenched racial stereotypes and strong attachments to a specific school culture, language or ethnic traditions could be influencing the final decision on short listing taken by the SGBs represented in my study. Suggestions are that legislation implementation should be addressed at all stages; that is, reviewing performance, considering reasons for governance difficulty or failure, designing alternative interventions, and interpreting evaluation results as an intervention practice for legislation success. Based on my research findings I would therefore suggest that the key reason for the lack of transformation in the staff composition of public schools is the short period of time that has elapsed since the promulgation of the Education Laws Amendment Act of 2005. Given that transformation is a social process and that stereotypes are key obstacles to transformation, I believe that, as far as the schools in my sample are concerned, their staff compositions will eventually change. Education Management and Policy Studies unrestricted 2013-09-07T13:00:45Z 2009-10-02 2013-09-07T13:00:45Z 2009-09-01 2008 2009-09-25 Thesis Mampane, ST 2008, How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/28176 > D666/ag http://hdl.handle.net/2263/28176 http://upetd.up.ac.za/thesis/available/etd-09252009-002505/ © 2008, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | School governance School culture School authority Representivity Redress Legislation Integration Equity Democracy Teacher selection process Staff composition UCTD How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers |
| title | How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers |
| title_full | How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers |
| title_fullStr | How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers |
| title_full_unstemmed | How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers |
| title_short | How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers |
| title_sort | how school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers |
| topic | School governance School culture School authority Representivity Redress Legislation Integration Equity Democracy Teacher selection process Staff composition UCTD |
| url | http://hdl.handle.net/2263/28176 http://upetd.up.ac.za/thesis/available/etd-09252009-002505/ |