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Selected school stakeholder perceptions of the contribution non-college and school [CS] educators make to the orderly and effective operation of school processes
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As a recently appointed principal, I was confronted with many inherited problems. One ofthe most challenging problems was the management ofa group ofnon CS-educators employed at the school. They presented challenges such as excessive absenteeism, abuse of alcohol, undermining ofauthority, contestation ofpower, backbiting, laziness and a negative attitude towards authority. I knew they played an important role in terms ofthe service they provided to the school and that their daily interactions with educators, learners and parents impact directly on the effective running ofthe school. The difficulty I experienced in optimizing their potential to contribute to improving the general school climate has inspired me to undertake this qualitative research study The aim ofthe research was to explore school stakeholder perceptions ofnon-CS educator's contribution to the orderly and effective operation ofschool processes and to explore the perceptions ofnon CS-educators concerning the contribution they make to the orderly and effective operation ofschool processes. Data was obtained by means ofa focus group interview with six educators, an interview with the school principal and a participant observation with a group ofnon CS-educators. The findings revealed that non CS-educators do make a contribution to the orderly and effective operation ofschool processes and that there are much room for improvement with regards the contribution they make to the orderly and effective operation ofschool processes and the management ofthe group. The study recommends strategies for all the school stakeholders in order to optimize the potential ofnon CS-educators to contribute to improving the general school climate.
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