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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
Author(s)
Cupido, Graham
Date Issued
2006
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
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.
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.
Additional information
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006
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Selected school stakeholder perceptions of the contribution non college and school (CS) educators.pdf
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