Project topics and materials
Get Complete Project Material File(s) Now! »
Human skills
The purpose of the human management skills is to direct the actions of people and to establish sound interpersonal relationships through effective leadership, communication and motivation (Brown, 2004:112). Teachers who believe in themselves want to be part of a competent school staff and are less afraid of parental feedback school practices. That suggests that there is a relationship between support for community partnerships and collective teacher efficacy (Tam, 2007:350-366).
Human skills give the manager the ability to work with people, to understand and to motivate them. This includes leadership abilities, individual and group skills. The following are examples of human skills namely: leadership, motivation of people, effective communication and the establishment of sound interpersonal relationships (Kroon, 1991:17). The following human management skills will briefly be discussed in the subsequent paragraphs namely motivation, communication and the establishment of sound relations.
Motivation
Shadare and Hammed (2009:7-17) view employee (teacher) motivation as one of the strategies of managers to enhance effective job performance among workers in the school and it is a basic psychological process in the organisation. Motivation “also arouses, energizes, directs and sustains behaviour and performance as a result of the stimulant it provides to act and achieve a desired task. A process of stimulating people is to employ effective motivation, which makes workers more satisfied with and committed to their jobs”. A high degree of effort can also be exerted on the job, if there is an encouraging environment (Rue and Byers, 2007:58); « which brings out the best in people as they achieve and receive individual, group, and system-wide rewards” (Harms and Knobloch, 2005 (101-124).
Moreover, no two people are alike, because they differ and therefore, their behaviour differs. Although people display the same type of behaviour, it is often not for the same reason; however, encouraging behaviour is motivated. The state of mind that directs a person‟s behaviour and energy to the following achievement can be seen as a process or a cycle.
Abraham Maslow hierarchy of needs
Abraham Maslow‟s theory is based on two important suppositions thus:
Firstly, people are always striving for more and their needs depend on what they already have. A satisfied need is no longer a motivator; only unsatisfied needs can influence behaviour.
Secondly, people‟s needs are arranged in order of importance. When one‟s need has been partly satisfied, the next will come to the fore to be satisfied (Smit and Cronje, 1992:328).
Herzberg’s two-factor theory of motivation
In Herzberg‟s two-factor theory, motivation appears to arise from a separate cluster of conditions, different from and distinct from those related to the sources of dissatisfaction. For example, achievement, recognition, the challenge of work itself, responsibility, advancement and promotion, and personal or professional growth appear to motivate people and are, therefore, associated with job satisfaction. The theory further suggests that it is not possible to motivate people at work through hygiene or maintenance factors. In other words reducing class size and improving the fringe benefits and salaries of teachers will do two things: (1) reduce or eliminate the dissatisfaction of teachers and (2) create conditions wherein they may be motivated. In comparing the motivational factors of Maslow and Herzberg, the lower needs of Maslow‟s hierarchy of needs closely approximate the hygiene of maintenance needs as outlined by Herzberg. For example, salary, working conditions, policy, administration and supervision are generally physiological and safety-oriented needs. In contrast, the intrinsic motivational factors of recognition, advancement, responsibility, growth, achievement and the work itself tend to be closely related to the desire for esteem and self-realisation. Herzberg calls the process whereby motivators are included in the job situation, post-enrichment and he sets certain guidelines for a successful post enrichment programme. This is to provide a challenging and attractive work programme for the individual so that the task in itself is worth doing. Post enrichment is the key to motivation. The work itself rather than the payment is the key to job satisfaction and motivation (Kroon, 1990:362).
Post enrichment
Post-enrichment refers to the vertical expansion of a post. Vertical work loading takes place when the planning and control of work, which was previously done by people on a higher management level, is now done by the person who carries out the task. Herzberg identifies post-enrichment as an important motivation technique, because it offers greater potential for achievement and recognition by expanding the post which may result in greater job satisfaction (Smit and Cronje, 1992:343). Post enrichment in its simplest form (Figure 2.6) implies the addition of measurable goals, responsibilities, level of decision-making, control and feedback.
CHAPTER ONE
1.1 Introduction to the study
1.2 Context of the study
1.3 Rationale of the study
1.4 Problem statement
1.5 Research questions
1.6 Aims and objectives of the study
1.7 Significance of the study
1.8 Theoretical framework
1.9 Research paradigm
1.10 Research method/design
1.11 Trustworthiness
1.12 Data analysis
1.13 Ethical considerations
1.14 Delimitations to the Study
1.15 Structure of the research
CHAPTER TWO
Dynamics of leadership and management contributing to school effectiveness
2.1 Introduction
2.2 Clarification of concepts
2.3 Management
2.4 The Relationship between leadership and management
2.5 School effectiveness
2.6 Theories and models of education management and leadership
2.7 Education leadership and management model
2.8 Conceptual management (skills) contributing to effective task execution in a school
2.9 Human Skills
2.10 Internal management dimensions contributing to a the creation of a healthy school environment
2.11 Managerial areas
2.12 Management of the external school environment
2.13 Conclusion
CHAPTER THREE
Dynamics of classroom leadership and management contributing to school effectiveness
3.1 Introduction
3.2 The essence of classroom management
3.3 Teacher effectiveness and classroom management
3.4 The relationship between the theoretical framework of scheerens and classroom leadership and management
3.5 Classroom leadership dimensions and styles
3.6 Management in the classroom
3.7 Classroom management: Motivation and communication
3.8 Classroom management: Classroom climate and culture
3.9 Classroom control
3.10 Conclusion
CHAPTER FOUR
Research designandmethodoldy
4.1 Introduction
4.2 Research paradigm
4.3 The qualitative research applicable to the investigation
4.4 Research method/design
4.5 Research sample and sampling technique
4.6 Data-gathering methods
4.7 Trustworthiness
4.8 Data analysis
4.9 Ethical considerations
CHAPTER FIVE
Data analysis, reporting and discussion of results on leadership and management contributing to school effectiveness
5.1 Introduction
5.3 Analysis of field-work: Observation of School A
5.4 Analysis of the relationship between the dynamics of school leadership and school effectiveness (School A and B
5.5 An analysis and discussion of the interviews to determine the relationship
between the dynamics of leadership contributing to school effectiveness in (School B)
5.6 Summary
5.7 Analysis of the relationship between the dynamics of school management and school effectiveness (School A and B
5.8 Relationship between the dynamics of school management and school effectiveness (School B)
5.9 Summary
CHAPTER SIX
Data analysis, reporting and discussion of results on classroom leadership and management contributing to school effectiveness
6.1 Introduction
6.2 Analysis of the classroom observation at School A and B
6.3 Summary6.4 Analysis and discussion of the relationship between the dynamics of classroom leadership, management & school effectiveness (School A and B)
6.5 Summary
6.6 Teacher’s reflections (School A and B)
6.7 Conclusion
CHAPTER SEVEN
Conclusion
7.1 Introduction
7.2 Summary of the findings
7.3 Overview and comparison of the findings in terms of the relationship between school leadership and management and; classroom leadership and management contributing to school effectiveness in School A and B
7.4 Contributions of the study to the body of knowledge
7.5 Limitations of the study
7.6 Recommendations of the study
7.7 Reflections on this study
7.8 Concluding remarks
References
