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Empowering principals to lead and manage public schools effectively in the 21st century
Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 37, Iss 1, Pp 1-11 (2017) Please log in to see more details
Globally, education systems have been affected by radical social, political and econom... more
Empowering principals to lead and manage public schools effectively in the 21st century
South African Journal of Education, Vol 37, Iss 1, Pp 1-11 (2017)
Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position, or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Fundamentally, principals should be empowered to effectively deal with challenges facing them in the 21st century. Using qualitative research, this study explored the importance of promoting a culture of professional development that will prepare principals to confront education challenges and obstacles facing them. Fifteen principals were selected to determine their perceptions and experiences of how they were prepared and professionally developed to lead and manage schools. Findings revealed that in South Africa, there is no formal preparation for aspiring or practicing principals taking on leadership and management positions, and very few in-service professional development programmes are available. There is a dire need for education authorities to introduce compulsory training and development programmes for aspiring and practicing school leaders to lead and manage their schools successfully.

Subject terms:

change management - continuing professional development - curriculum leadership - instruction - principalship - professionalization - qualifications - training - Education (General) - L7-991 - Special aspects of education - LC8-6691

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Financial school management explained / Raj Mestry , Tom Bisschoff
PRINTED MATL | 2009
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Leadership development: A lever for system-wide educational change
Suraiya R Naicker;Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 36, Iss 4, Pp 1-12 (2016) Please log in to see more details
The continuous poor performance of South Africa’s learners is detrimental to its devel... more
Leadership development: A lever for system-wide educational change
South African Journal of Education, Vol 36, Iss 4, Pp 1-12 (2016)
The continuous poor performance of South Africa’s learners is detrimental to its developing economy. The need for education change prompted two universities to initiate a system-wide change strategy in a poorly performing school district. The leverage for change was leadership development, involving school principals and district officials. The global impetus for driving leadership development is based on the positive association between high-quality leadership and effective schools. The change strategy was a three year leadership development intervention programme. An evaluative case study was used to investigate the experiences of the participants during the implementation of the programme. Research methods included individual interviews, observation, and a survey by means of a questionnaire. Using systems theory as a theoretical framework, various disconnections were identified in the school district. These disconnections concern the interrelationships between the educational leaders which hinder organisational learning. Changing the culture of the school district through system-wide collaboration could be the key to systemic improvements. Strategies such as collective capacity building, joint problem-solving, networking and system leadership, might provide the essential ‘glue’ for strengthening the interconnections within the school district.

Subject terms:

collective capacity building - district officials - education change - educational leadership - leadership development - principals - school district - system leadership - system-wide change - Education (General) - L7-991 - Special aspects of education - LC8-6691

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Human resource management in education : rebalancing the scales / Coert Loock, Bennie Grobler, Raj Mestry
PRINTED MATL | 2006
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The management of user fees and other fundraising initiatives in self-managing public schools
Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 36, Iss 2, Pp 01-11 (2016) Please log in to see more details
In view of redressing past imbalances created by the apartheid regime and achieving eq... more
The management of user fees and other fundraising initiatives in self-managing public schools
South African Journal of Education, Vol 36, Iss 2, Pp 01-11 (2016)
In view of redressing past imbalances created by the apartheid regime and achieving equity in funding public schools, the post-1994 government introduced the Norms and Standards for School Funding policy that severely reduces state funding to schools located within affluent areas. However, the South African Schools Act, No. 84 of 1996 makes provision for school governing bodies (SGBs), responsible for financial and physical resource management of schools, to supplement state funding. In order to ensure that effective teaching and learning takes place, self-managed SGBs secure funding from parents, corporates and the broader community through school (user) fees, donations and unconventional fundraising projects. These additional funds enable SGBs to provide schools with state-of-the-art physical resources, and to employ teaching and nonteaching staff not provided for in the post-provisioning norms determined by the department of education. Using quantitative research, this study aimed to determine how self-managed SGBs manage funds through user fees and other fundraising initiatives. Findings revealed that governing bodies of most self-managed schools were able to secure substantial funding from school fees and other fundraising initiatives, and managed the funds effectively and efficiently.

Subject terms:

financial management - norms and standards - quintiles - resource management - school fees - school funding - selfmanagement - Education (General) - L7-991 - Special aspects of education - LC8-6691

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Financial school management explained / Tom Bisschoff, Raj Mestry
PRINTED MATL | 2003
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Empowering principals to lead and manage public schools effectively in the 21st century
Mestry Raj
Periodical Periodical | South African Journal of Education, Mar 2017, Vol 37, Issue 1, p. 1-11. Please log in to see more details

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Critical Analysis of Legislation on the Financial Management of Public Schools: A South African Perspective, A [article]
Mestry, Raj
Periodical Periodical | Mestry, Raj / 46 De Jure 162 (2013) / De Jure, Vol. 46, Issue 1 (2013), pp. 162-177 Please log in to see more details

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Leadership development : a lever for system-wide educational change
Naicker Suraiya R.;Mestry Raj
Periodical Periodical | South African Journal of Education, Mar 2016, Vol 36, Issue 4, p. 1-12. Please log in to see more details

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Developing educational leaders: A partnership between two universities to bring about system-wide change
Suraiya R Naicker;Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 35, Iss 2, Pp 01-11 (2015) Please log in to see more details
This study investigated a system-wide change strategy in a South African school distri... more
Developing educational leaders: A partnership between two universities to bring about system-wide change
South African Journal of Education, Vol 35, Iss 2, Pp 01-11 (2015)
This study investigated a system-wide change strategy in a South African school district, which sought to build the leadership capacity of principals and district officials to improve instruction. The three-year venture was called the Leadership for Learning Programme (LLP). A distinctive feature of the LLP was that it was based on a partnership between two universities, a local one with understanding of the local context of schools, and an international institution, which brought international expertise, experience and repute/branding. Both universities had a shared vision to contribute to the ailing South African school landscape by using leadership development to leverage change. The LLP was implemented in a single school district, where the overall learner performance was unsatisfactory. A qualitative approach was used to research this change intervention. One of the main findings was that collaboration between principals collectively and district officials, as well as among principals, was lacking. It is recommended that collaborative structures such as professional learning communities, networks and teams are established to reduce isolation and fragmented work practices in the school district. This may speed up system-wide change towards improved learner performance.

Subject terms:

educational leadership - intervention - leadership development - partnership - principal - school district - systemic change - systems theory - system-wide change - Education (General) - L7-991 - Special aspects of education - LC8-6691

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The management of user fees and other fund raising initiatives in self-managing public schools
Mestry Raj
Periodical Periodical | South African Journal of Education, Mar 2016, Vol 36, Issue 2, p. 1-11. Please log in to see more details

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The implications of the National Norms and Standards for school funding policy on equity in South African public schools
Raj Mestry;Raymond Ndhlovu
Academic Journal Academic Journal | South African Journal of Education, Vol 34, Iss 3, Pp 01-11 (2014) Please log in to see more details
The government's educational reforms since 1994 have focused on equity and redress. Re... more
The implications of the National Norms and Standards for school funding policy on equity in South African public schools
South African Journal of Education, Vol 34, Iss 3, Pp 01-11 (2014)
The government's educational reforms since 1994 have focused on equity and redress. Redressing historical imbalances and achieving equity are fundamental policy mechanisms in attempts to restructure South African education. This aspiration is demonstrated in many education policies including the National Norms and Standards for School Funding (NNSSF) policy. While inequalities in resource allocation from the state have been removed, inequalities persist due to the inability of the state to provide free education to all, parents' inability to pay user-fees, the unavailability of qualified teachers in rural schools and unfavourable learner-teacher ratios. A quantitative research was conducted to investigate the implications of the NNSSF policy on equity in public schools in the Tshwane West District of the Gauteng Province. Based on the three first order factors derived from the first analytic procedure, namely, "The effective financial management", "The management of equity issues" and "Access to educational resources", it was found that despite substantial government interventions in the education system, equity has not been fully realised.

Subject terms:

access - equity - financial management - funding - inequality - National Norms and Standards - no-fee schools - policy - school fees - social justice - Education (General) - L7-991 - Special aspects of education - LC8-6691

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Teachers' reflections on distributive leadership in public primary schools in Soweto
Suraiya R Naicker;Raj Mestry
Academic Journal Academic Journal | South African Journal of Education, Vol 33, Iss 2, Pp 1-15 (2013) Please log in to see more details
Schooling has become increasingly complex in purpose and structure and therefore requi... more
Teachers' reflections on distributive leadership in public primary schools in Soweto
South African Journal of Education, Vol 33, Iss 2, Pp 1-15 (2013)
Schooling has become increasingly complex in purpose and structure and therefore requires appropriate forms of leadership to address this challenge. One current leadership approach that is receiving national and global attention is distributive leadership. A qualitative approach was employed to investigate teachers' experiences and perceptions of the practice of distributive leadership in public primary schools in Soweto. Soweto is a township in Johannesburg, South Africa, which comprises predominantly black African residents. The findings revealed that leadership in Soweto primary schools is rooted in classical leadership practices and that any potential for the practice of distributive leadership is hindered by autocratic styles of leadership, hierarchical structures, and non-participative decision-making.

Subject terms:

Activity Theory - collective leadership - decision-making - distributive leadership - hierarchy - leadership styles - power - principals - school climate - teacher leadership - Education (General) - L7-991 - Special aspects of education - LC8-6691

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School Searches and Drug Testing: Are They an Infringement of Learners' Rights and Constitutional Values [notes]
Mestry, Raj
Periodical Periodical | Mestry, Raj / 24 S. Afr. J. on Hum. Rts. 144 (2008) / South African Journal on Human Rights, Vol. 24, Issue 1 (2008), pp. 144-156 Please log in to see more details

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Governing bodies and learner discipline: managing rural schools in South Africa through a code of conduct
Raj Mestry;Jan Khumalo
Academic Journal Academic Journal | South African Journal of Education, Vol 32, Iss 1, Pp 97-110 (2012) Please log in to see more details
The South African SchoolsAct of 1996 provides that school governing bodies (SGBs) shou... more
Governing bodies and learner discipline: managing rural schools in South Africa through a code of conduct
South African Journal of Education, Vol 32, Iss 1, Pp 97-110 (2012)
The South African SchoolsAct of 1996 provides that school governing bodies (SGBs) should adopt and assist in the enforcement of a learner code of conduct to maintain discipline effectively. This study focuses on the perceptions and experiences of SGBs in managing discipline in rural secondary schools through the design and enforcement of learner codes of conduct. A generic qualitative research paradigm was used to gain insight into the effectiveness of and factors impeding the enforcement of learner codes of conduct in rural secondary schools. For this purpose, data were collected from six secondary schools in the North West Province by means of focus group interviews and analysed according to Tesch's method of open coding. One of the major findings of the study revealed that many rural school governors still lack the relevant knowledge and skills to design and enforce a learner code of conduct effectively. The literacy levels of the majority of SGB members (parents) make it difficult for them to design and enforce the learner code of conduct, even though the department may have provided training. Furthermore, parent-governors are far removed from the day-to-day operations of the school, and consequently fail to contextualise the seriousness of discipline problems as well as to enforce the learner code of conduct effectively.

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Education (General) - L7-991 - Special aspects of education - LC8-6691

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Constitutional Right to Freedom of Religion in South African Primary Schools, The [article]
Mestry, Raj
Periodical Periodical | Mestry, Raj / 12 Austl. & N.Z. J.L. & Educ. 57 (2007) / Australia & New Zealand Journal of Law & Education, Vol. 12, Issue 2 (2007), pp. 57-68 Please log in to see more details

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Developing educational leaders : a partnership between two universities to bring about system-wide change
Naicker Suraiya R.;Mestry Raj
Periodical Periodical | South African Journal of Education, Mar 2015, Vol 35, Issue 2, p. 1-11. Please log in to see more details

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The implications of the National Norms and Standards for School Funding policy on equity in South African public schools
Mestry Raj;Ndhlovu Raymond
Periodical Periodical | South African Journal of Education, Mar 2014, Vol 34, Issue 3, p. 1-11. Please log in to see more details

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Children's Rights to Basic Education: Implications for the State to Fund Schools in South Africa [article]
Mestry, Raj
Periodical Periodical | Mestry, Raj / 1 Int'l J. Educ. L. & Pol'y 225 (2005) / International Journal for Education Law and Policy, Vol. 1, pp. 225-235 Please log in to see more details

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Perceptions of teachers on the benefits of teacher development programmes in one province of South Africa
Raj Mestry;Ilona Hendricks;Tom Bisschoff
Academic Journal Academic Journal | South African Journal of Education, Vol 29, Iss 4, Pp 475-490 (2009) Please log in to see more details
Evidence in literature indicates that Continuing Professional Development (CPD) of tea... more
Perceptions of teachers on the benefits of teacher development programmes in one province of South Africa
South African Journal of Education, Vol 29, Iss 4, Pp 475-490 (2009)
Evidence in literature indicates that Continuing Professional Development (CPD) of teachers is essential in creating effective schools. Since 2001 the implementation of education legislation and policies has progressively shifted the new agenda within a transformation framework aimed at reconstructing the education system to the fore. The many changes that have taken place in the education system arise out of the implementation of legislation and policies and the restructuring of the education system to align with the vision of the National Department of Education. One such policy, the Integrated Quality Management System (IQMS) was introduced in an attempt to improve the culture of teaching and learning in schools. CPD is a performance standard in the IQMS policy which aims to contribute to the professional development of teachers. Quantitative research was used to investigate the perceptions of teachers in South African public schools on the importance of continuing professional development. The data analysis from questionnaires administered to teachers revealed that two factors form the underlying components of CPD as an aspect of IQMS, namely, purpose of teacher development programmes, and the process of teacher development programmes.

Subject terms:

Education (General) - L7-991 - Special aspects of education - LC8-6691

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Directory of Open Access Journals

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Teachers' reflections on distributive leadership in public primary schools in Soweto
Mestry Raj;Naicker Suraiya R.
Periodical Periodical | South African Journal of Education, Mar 2013, Vol 33, Issue 2, p. 1-15. Please log in to see more details

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Teachers' reflections on distributive leadership in public primary schools in Soweto
Naicker, Suraiya R;Mestry, Raj
Academic Journal Academic Journal | South African Journal of Education. January 2013 33(2):1-15 Please log in to see more details
Schooling has become increasingly complex in purpose and structure and therefore requi... more
Teachers' reflections on distributive leadership in public primary schools in Soweto
South African Journal of Education. January 2013 33(2):1-15
Schooling has become increasingly complex in purpose and structure and therefore requires appropriate forms of leadership to address this challenge. One current leadership approach that is receiving national and global attention is distributive leadership. A qualitative approach was employed to investigate teachers' experiences and perceptions of the practice of distributive leadership in public primary schools in Soweto. Soweto is a township in Johannesburg, South Africa, which comprises predominantly black African residents. The findings revealed that leadership in Soweto primary schools is rooted in classical leadership practices and that any potential for the practice of distributive leadership is hindered by autocratic styles of leadership, hierarchical structures, and non-participative decision-making.

Subject terms:

Education & Educational Research - Education, Scientific Disciplines - Activity Theory - collective leadership - decision-making - distributive leadership - hierarchy - leadership styles - power - principals - school climate - teacher leadership

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SciELO

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The role of governing bodies in the management of financial resources in South African no-fee public schools.
Mestry, Raj
Academic Journal Academic Journal | Educational Management Administration May2018, Vol. 46 Issue 3, p385-400, 16p Please log in to see more details
The National Norms and Standards for School Funding policy was adopted by the governme... more
The role of governing bodies in the management of financial resources in South African no-fee public schools.
Educational Management Administration May2018, Vol. 46 Issue 3, p385-400, 16p
The National Norms and Standards for School Funding policy was adopted by the government to address equity in South African public schools. This pro-poor funding policy compels the state to progressively fund schools based on a quintile ranking system. Schools lacking in infrastructure, physical and financial resources and usually located within poor socio-economic environments are ranked quintiles 1 and 2. These schools are referred to as no-fee schools and are provided with far more state funding than well-resourced schools, ranked quintiles 4 and 5. More recently, quintile 3 schools, serving middle-of-the-range communities, have also been declared no-fee schools. Most of the school governing bodies and principals serving no-fee schools experience numerous challenges in effectively managing their schools’ funds. Using a quantitative research approach, the study aimed to determine the views of teachers and school management team members of how no-fee schools manage the funds received from the state and other fundraising initiatives. The findings revealed that governing bodies of no-fee schools lacked the necessary financial and entrepreneurial skills and, therefore, experienced great difficulty in preparing budgets and cash flow projection statements that could enable them to effectively manage the schools’ funds. [ABSTRACT FROM AUTHOR]

Subject terms:

EDUCATION -- South Africa - NATIONAL norms (Education) - SCHOOLS -- Government policy - SCHOOL rules & regulations - PUBLIC schools - EDUCATIONAL finance

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Complementary Index

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Governing bodies and learner discipline : managing rural schools in South Africa through a code of conduct
Mestry Raj;Khumalo Jan
Periodical Periodical | South African Journal of Education, Mar 2012, Vol 32, Issue 1, p. 97-110. Please log in to see more details
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