Vimbi Petrus Mahlangu

Teaching Values in Education as a Political Act for Social Change

Abstract The concept of values education has gained popularity and is amongst one of the fastest growing approaches in the world, supported by policy makers, educationists and governments. It plays a fundamental role in the development of an active citizenry of a country; and encourages adults to model values and to give time for reflective practices that empower individuals to be effective students and good citizens. In line with this, the shift towards the democratic dispensation in South Africa has far reaching implications in the dominant value system. The purpose of this article is to explore the role of the schools in promoting social change. Drawing from critical pedagogy framework and Bourdieu’s Social Reproduction Theory, this article argues that teaching values education, as a political act, can serve to challenge, enforce, or reconstruct societal norms and values.

Strategies in Managing Township Schools in South Africa: Management through Partnerships

Abstract Relationships in schools determine the effectiveness of teaching and learning to a great degree. Managing township schools is about trust, acting in good faith, forming partnerships, and communicating. It involves solving problems, decision making, developing cooperative efforts among all stakeholders. It also deals with the sharing of responsibilities, involvement, supporting, obligations, collaboration, parenting, motivation, empowerment, volunteering, accountability, and being part of the team. If the relationships by learners and educators are not good, the following symptoms may appear between learners and educators, and between the school principal and the SGBs in schools, namely: Poor school attendance by learners; educators who do not have the desire to teach; tensions between various stakeholders of the school community; weak leadership- management and governance; a general feeling of hopelessness; demotivation; low morale, and disrupted authority.

The Changing Landscape in the Conditions of Service for Teachers in South Africa

Abstract This article highlights the changes in the conditions of service for teachers in South Africa. Prior to 1994, teachers used to get salary increments without being evaluated. Using Clarke’s Situational Matrix theory, this article explores the conditions of service of teachers with the Occupational Specific Dispensation in South Africa. Occupational Specific Dispensation is to ensure efficient and effective labour relations and improved conditions of service for educators. Occupational Specific Dispensation, among others, focuses on fifteen core management criteria for assessing performance of employees; and requires an employee to have a Personal Development Plan (PDP). The purpose of the PDP enables the manager/principal and the employee/educator in identifying skills development requirements and to agree on steps to be followed in addressing those gaps.

The effects of toxic leadership on teaching and learning in South African township schools

Abstract In this paper toxic leadership refers to destructive leadership where the school principal and the School Governing Bodies are in constant conflict over their functions. One might think that school principals and school governing bodies are working harmoniously in schools. In some township schools, especially in Gauteng secondary schools there is a challenge experienced by both school principals and School Governing Bodies (SGBs). Trust is a critical element for effective leadership and governance in schools. In some township schools in South Africa there is a challenge experienced by both school principals and school governing bodies. Their disagreements lead to ineffective teaching and learning in schools. All other stakeholders’ effectiveness in the Gauteng Township schools depends on the leadership of the school principals and the School Governing Bodies. The negative effects of toxic leadership on teaching and learning in schools are the following, namely: poor working relationship between stakeholders; dysfunctional schools; poor teaching and learning; neglect of duty by stakeholders; abuse of power by school principal and SGBs; inadequate resources; no mutual trust; fear; unregulated freedom; and unacceptable behavior This is not an exhaustive list.

The role of the principal in facilitating professional development of the self and teachers in primary schools in South Africa

Abstract This study investigates principal-teacher development in four primary schools in the Limpopo Province, South Africa. The rationale is to understand how principals develop themselves and their teachers to bring change in their practice through staff development. This study uses qualitative and quantitative approaches and the qualitative approach is more dominant. Four principals were purposively selected for the purposes of the study. Semi-structured interviews were conducted with the principals of the four schools and a questionnaire was completed by 89 educators in the four selected schools. The methods used in collecting data were through a semistructured interview and a questionnaire. The conceptual framework of this paper was based on who is responsible for the initiation of staff development for both the principal and the teachers in the primary schools. What knowledge and skills do principals and teachers have concerning principal-teacher development in the school. Principals are developed through workshops