School Management Study Guide PDF

School Management STUDY GUIDE SMT401-DL-SG-E1 *SMT401-DL-SG-E1* Contents Introduction 1 How to use this Study Guide 4 Learning Outcomes and Assessment Standards 8 Your S...

School Management STUDY GUIDE SMT401-DL-SG-E1 *SMT401-DL-SG-E1* Contents Introduction 1 How to use this Study Guide 4 Learning Outcomes and Assessment Standards 8 Your Study Schedule 11 Study Session 1 15 Study Session 2 44 Study Session 3 78 References 103 STUDY GUIDE / SMT401-DL-SG-E1 / Page (i) Written by Evelyn Muteweri First edition January 2022  STADIO (PTY) LTD 75 Silverton Road, Musgrave, Durban, 401 This document contains proprietary information that is protected by copyright. All rights are reserved. No part of this document may be photocopied, reproduced, electronically stored or transmitted, or translated without the written permission of STADIO (PTY) LTD. STUDY GUIDE / SMT401-DL-SG-E1 / Page (ii) Introduction Welcome to the module School Management (SMT401)! The module deals with a background to South African institutional and organisational systems. We will investigate theories and practices which constitute effective school management and good practice from international and South African perspectives. Our work will encompass the roles of all stakeholders in education, including yours as an educator and school manager. This module will require you to think thoroughly about how you view your role as an educator, and what constitutes effective management and leadership. You will cover the tools, rules, processes and procedures of leading and managing in a South African school context. Prescribed Reading This module requires you to read the following prescribed text:  Van Deventer, I. (ed.). 2016. An Educator's Guide to School Management – Leadership Skills. 2nd edn. Pretoria: Van Schaik. The above prescribed text is the primary resource in this module. You'll be told when to read various sections of it as you work through this study guide. Supplementary Readings / Supplementary Media Finally, you'll have to read the document indicated below, which sets out the referencing techniques that we use, which are based on the Harvard system. You'll need to use these referencing conventions when writing your assignment.  STADIO (PTY) LTD. 2022. STADIO Referencing Guide. 2nd edn. Centurion. Please note that your prescribed textbook and this study guide will be sent to you in hardcopy, but you'll have to download the STADIO Referencing Guide from the Learning Management System (LMS), our online student portal. Recommended Readings  Anon. Undated. Principals as Leader-Managers. [online]. Available at: http://www.educationworld.com/a_admin/admin/admin451.shtml. [Accessed on 19 August 2013].  Bush, T. 2007. Educational leadership and management: theory, policy and practice South African Journal of Education. 27, (3): 391-406.  Bush, T., Joubert, R., Kiggundu, E. and Van Rooyen, J. 2009. Managing Teaching and Learning in South African schools. International Journal of Educational Development. [online]. Available at: DOI:10.1016/j.ijedudev.2009.04.008. Study Guide  STADIO SMT401-DL-SG-E1 Page 1  Clarke, A. 2008. The Handbook of School Management. Cape Town: Kate McCallum.  Conlow, R. 2016. 5 Impressive Leadership Traits to Model. [online]. Available at: https://www.linkedin.com/pulse/5-impressive-leadership-traits-model- rick-conlow. [Accessed on 17 October 2017].  Conlow, R. 2015. Rethink leadership or fail. It's time for change. [online]. Available at: https://www.linkedin.com/pulse/rethink-leadership-fail-its- time-change-rick-conlow. [Accessed on 17 October 2017].  Department of Basic Education. 1996. The South African Schools Act 84 of 1996. Pretoria: Government Printer.  Gultig, J and Butler, D. (eds) 1999. Creating People-centred Schools. School Organization and Change in South Africa. Learning Guide. Cape Town: Oxford University Press.  Peterson, K. 2002. Positive and Negative School Cultures. Journal of Staff Development, Summer, 2002: pp.10-15.  Prager, D. 2013. A principal's speech. [online]. Available at: http://www.jewishjournal.com/dennis_prager/article/a_principals_speech_to _high_school_students. [Accessed on 19 November 2014].  Sims, S. and Sims, R. 2004. Managing School System Change: charting a course for renewal. United States of America: Information Age Publishing.  Vatanartiran, S. 2013. A Case Study: School Climate Results of a Private K- 12 School Chain. Cypriot Journal of Educational Sciences, 8(3): 309-319. [online]. Available at: http://world-education- center.org/index.php/cjes/article/viewArticle/8.3.4. [Accessed on 1 September 2015]. Terms used in this Module Please take note of the following terms and their definitions or abbreviations, as you'll encounter them frequently in this module. Leadership The definition of the term leadership and management are distinct, but frequently used interchangeably. Leadership is often viewed as a facet of management where a leader is seen as motivating and inspiring others. On the other hand, management comprises of collaboration with others in carrying out plans and actioning (Van Deventer 2016:113).  Read section 6.1 Introduction on pages 107 and 108 of Van Deventer (2016). As you have just read, Bush and Middlewood (2013:9) in Van Deventer (2016:107, 108) argue that leadership includes making decisions on how and when tasks should be done, as well as supervision of these tasks' implementation. The key activities involved in leading are communication or giving instructions to the human resources carrying out tasks and motivating for their voluntary execution. Page 2 SMT401-DL-SG-E1 Study Guide  STADIO Management You will also have read that management is viewed as a broad term requiring the performance of numerous tasks and with numerous functions, including identifying the organisation's future needs and confirming the extent to which organisational goals have been met (Van Deventer 2016:108). Education Management-Leadership Education management-leadership can be defined as an interactive, interrelated process used by educational leaders who manage learning and teaching in a school setting to obtain specific educational goals set. This process involves effective task execution, human resources, physical resources, and financial management (Van Deventer 2016:110). The school as an organisation The school can be defined as the framework or structure within which human activities are managed and led. The school turns into a formal structure or organisation when individuals are grouped in terms of activities in departments and arranged in a certain order to purposefully achieve the intended goal (Van Deventer 2016:77). Organisation and school culture Organisation and school culture can be defined as the different activities, ways of doing things, customs and traditions, and habits and behaviours of all the stakeholders in a school (Van Deventer 2016:77) Culture of learning and teaching A culture of learning and teaching (COLT) can be defined as the way teachers teach, and learners learn at a specific school in a particular context and is influenced by the school culture.  Now read Chapter 4 on pages 59 to 77 of Van Deventer (2016) for an in-depth application of the above definitions. Assessment of this Module Everything you need to know about the formal assessment of this module can be found in the School Management: Assessment Guide. This assessment booklet can be found on the LMS on the module page. Study Guide  STADIO SMT401-DL-SG-E1 Page 3 How to use this Study Guide We compiled this study guide to help you work through the prescribed study material for this module in a logical and manageable way. The study guide also gives you extra theory and explanations where necessary and offers many opportunities for self-reflection and self-assessment. We suggest that you flip through and skim the entire guide to get an overview of the module's structure and content. Your Study Schedule Your study schedule, which comes a little further on in this study guide, is a summary of your module content, and clearly indicates the following:  study sessions;  lessons;  prescribed readings and media;  learning outcomes per lesson; and  suggested lesson timeframes. Study Sessions and Lessons in this Module You'll find three study sessions in your study schedule, as shown below. Study Session 1 The first study session contains the following two lessons:  Lesson 1: Developing Excellence in Schools: Managing and Leading the School's Organisational Culture and Climate; and  Lesson 2: Leading and Directing People as Management-Leadership Tasks. Study Session 2 The second study session contains the following two lessons:  Lesson 3: Education Management-Leadership Tasks in Schools; and  Lesson 4: Visualising and Planning Skills as Management-Leadership Tasks. Study Session 3 The third study session contains the following two lessons:  Lesson 5: Coping with Organisational Stress; and  Lesson 6: Efficient Financial Management-Leadership in Schools. Page 4 SMT401-DL-SG-E1 Study Guide  STADIO Learning Outcomes and Assessment Standards for this Module We list learning outcomes and assessment standards for the module as a whole just before your study schedule. We also list learning outcomes for each study session at the beginning of that study session. The learning outcomes tell you exactly what you need to be able to do at the end of the module or study session, while the assessment standards tell you how you can check that you've achieved the learning outcomes. Self-assessment during this Module Since you are studying via distance learning, it's important for you to take charge and monitor your own progress. To help you do this, we have incorporated various modes of self-assessment into the module which you can use to gauge your knowledge and understanding of the material. Specifically, we include the following types of self-assessment in this study guide:  self-reflections;  writing activities;  online activities;  research activities;  practical activities;  application activities;  self-assessment tests; and  competence checklists. We explain each type of self-assessment below. Self-reflections Self-reflections are activities that ask you to think about important topics or questions. They do not require you to do anything other than think carefully about something. Self-reflections are your opportunities to work through new concepts, identify areas in your life or work that need change, and solve problems. Writing activities Writing activities require you to write down answers to questions. Space is provided after each activity to allow you to write your answers in this study guide. Writing activities are your opportunities to demonstrate your subject knowledge and apply theory in practice. They are invaluable practice, as they help you to clearly assess your ability to answer similar questions in an exam or other formal assessment setting. Depending on the nature of the writing activity, we sometimes provide answers below which you can use to assess the accuracy of your own answers. We also sometimes provide model answers to open-ended questions, usually to showcase the manner in which such questions should be answered. A model answer is Study Guide  STADIO SMT401-DL-SG-E1 Page 5 therefore not the only legitimate answer to a question, but rather is an example of the sort of answer that would be acceptable to an examiner. Online activities Online activities usually ask you to go online to read an article or post or watch a video. Note that when you are told to engage with online materials, you should consider the content of those materials to form part of the module content. Research activities Research activities usually ask you to go online to learn more about a topic by engaging with online materials in order to answer questions that have been posed to you and broaden your understanding of concepts that have previously been touched on in your prescribed material but not fully explained. You should consider the content that you interact with during a research activity to form part of the module content. Practical activities Practical activities usually ask you to physically do something. These practical activities allow you to apply your theoretical knowledge to various situations in the real world. We encourage you to use practical activities as a way to evaluate yourself and find the weak spots in your understanding of the module content. Application activities Application activities are a hybrid of writing and practical activities. They ask you to physically apply your theoretical knowledge and then assess the outcomes or to carry out an experiment and then record your findings. We encourage you to use application activities as a way to evaluate your understanding of the relationship between the theoretical content you're being taught and the way you'll need to apply it to solve real-world problems. Self-assessment tests You'll find self-assessment questions and answers at the end of every study session in this module. The self-assessment tests are similar to writing activities, only they come at the end of a study session, and so require you to respond to questions based on all of the content in that study session, and often in a more integrated fashion. There is no space in the study guide to write down your answers – you should do this in a notebook of your own. We encourage you to actually write down your answers, not just think them through, as you need to practise articulating your thoughts, reasoning (or working out), and understanding effectively in words. Once you've written out your answers to all the questions, only then should you compare your answers with the model answers provided, as this exercise will give you a good indication of how well you've understood the content of that study session and are able to apply the theory. Page 6 SMT401-DL-SG-E1 Study Guide  STADIO Competence checklists We have also included a competence checklist at the end of each study session to help you confirm that you can perform the listed learning outcomes. Each competence checklist has a list of the learning outcomes for that session, with a little checkbox next to each for you to tick. Essentially, the learning outcomes are a summary of your goals for working through a given module, and you want to know that you can confidently tick each box before undertaking the final exam. Good Luck with your Studies! Remember that this is a distance-learning module. Since you don't have a lecturer standing next to you while you study, and you've no classmates to check yourself against, you need to apply self-discipline. Nobody will check to see if you've completed any of the self-assessments in this study guide – as you know, they do not form part of your formal assessment for this module. That said, we once again encourage you to work through them all, as they form an important part of this module and your learning experience. The study skills you'll develop by undertaking a distance-learning module include self-direction and responsibility. Embrace the challenge, as self-direction and responsibility are important life skills that will help you to succeed in all areas of your life. Study Guide  STADIO SMT401-DL-SG-E1 Page 7 Learning Outcomes and Assessment Standards LEARNING OUTCOMES ASSESSMENT STANDARDS Upon successful completion of this We know that you have met the learning module, you must be able to do the outcomes when you can do the following: following: AS 1: Construct a flow chart showing LO 1: Recognise the systems approach role players and levels of the when managing a school. national, provincial and local education systems required to LO 2: Demonstrate understanding of manage and lead a school in how society influences the South Africa. management of a school via societal forces and how those AS 2: Evaluate and use key terms used forces influence the school in the field of education system. management and leadership literature in verbal and written LO 3: Explain the role of school climate form in discussions and in unit on the management of the tasks. school. AS 3: Distinguish between the practice LO 4: Identify and evaluate context and literature contexts in organisational demands and their the field of school leadership and impact on the managerial skills management research by of the principal. responding to a series of guided tasks. LO 5: Source and use theoretical knowledge found in leadership AS 4: Identify the factors that influence and management literature. the teaching and learning culture, the school and classroom climates LO 6: Locate current policy and and the organisational culture. legislation related to school leadership and management AS 5: Distinguish between the tasks of online. managing and those of leading providing the theoretical LO 7: Explain the difference between a underpinnings for both. school's vision and mission. AS 6: Draw on literature and practical LO 8: Evaluate a mission statement of experience to critically explore a school and determine different theories and styles of objectives and activities from a leadership and their impact on the mission statement. school and educators in the context of leading and managing a LO 9: Recognise your own place in the school. profession and the management roles and accountability issues AS 7: Analyse statutes and policies to inherent in being a classroom evaluate the accountability issues teacher. related to running an effective school. Page 8 SMT401-DL-SG-E1 Study Guide  STADIO  LEARNING OUTCOMES ASSESSMENT STANDARDS Upon successful completion of this We know that you have met the learning module, you must be able to do the outcomes when you can do the following: following: AS 8: Can apply steps in problem LO 10: Critically reflect on recognition, solving and decision-making in a delegation and good professional fictitious written scenario. relationships as the cornerstones of staff motivation. AS 9: Locate and consult statutes and policy from various sources to LO 11: Distinguish between leadership inform processes and procedures and management roles and their for accurate and accountable impact on the education record keeping in written, verbal environment. form or diagrammatic form. LO 12: Differentiate between the AS 10: Read and evaluate online articles characteristics of organisational containing concepts, rules, facts, culture and climate. principles and theories for the field discipline or practice. LO 13: Comprehend the importance of planning as part of managerial AS 11: Can select relevant material from duties by planning collectively study, guest address, observation with stakeholders and apply the and experience to construct an steps in planning. academically sound assignment. LO 14: Identify and apply invitational AS 12: Recognise the importance and management approaches to the need for policy and rules by five key areas of the school making lists of policies to have at environment: places / structures, hand in a school situation and people, policies, procedures and devise appropriate mission and programmes. vision statements for a specific school context. LO 15: Comprehend that problem solving and decision making is an AS 13: Identify and apply appropriate integral part of management and conflict resolution techniques to leadership and how to follow utilise in the effective processes that lead to success. management of conflict. LO 16: Identify stress indicators and AS 14: Describe the principles of effective causes. communication that education manager-leaders can draw on to LO 17: Clarify the importance of stress enhance the communication management by showing insight process within the school context. into applying management techniques to prevent stress and to manage own stress. LO 18: Compile a list of policies and procedures and documents required for record keeping and general management of a school. Study Guide  STADIO SMT401-DL-SG-E1 Page 9  LEARNING OUTCOMES ASSESSMENT STANDARDS Upon successful completion of this module, you must be able to do the following: LO 19: Show that the utilisation of appropriate conflict resolution techniques to ensure a harmonious and productive school environment is an important role function of education manager-leaders. LO 20: Recognise that effective communication skills are a prerequisite for the leadership and management functions in the school. Page 10 SMT401-DL-SG-E1 Study Guide  STADIO  Your Study Schedule STUDY SESSION 1 LESSON PRESCRIBED READINGS LEARNING OUTCOMES TIMEFRAME LESSON 1: Developing  Van Deventer, I. (ed.). 2016. An Educator's  Outline the rationale for democratic 2 weeks Excellence in Schools: Guide to School Management – Leadership Skills. structures in education. Study Guide  STADIO Managing and Leading the 2nd edn. Pretoria: Van Schaik:  Understand the systems theory model for School's Organisational  Chapter 1: An international perspective on education and its application to Culture and Climate management-leadership towards education management in a school. change: case Finland (pages 3 to 22).  Recognise the features of an organisation  Chapter 4: Manage and lead the and the stakeholder roles. organisational climate and culture of schools  Explain the relationship between the (pages 59 to 77). organisational culture of a school and the culture of teaching and learning.  Know how to build a positive school culture.  Contextualise school 'mission' and 'vision'.  Recognise the determinants of school and classroom climate and their effects on stakeholders.  Explore the role players in organisational climate and culture.  Distinguish between school culture and school climate. SMT401-DL-SG-E1 Page 11  STUDY SESSION 1 (continued) LESSON PRESCRIBED READINGS LEARNING OUTCOMES TIMEFRAME Page 12 LESSON 2: Leading and  Van Deventer, I. (ed.). 2016. An Educator's  Define motivation and understand the 1 week Directing People as Guide to School Management – Leadership Skills. motivation process. Management-Leadership Tasks 2nd edn. Pretoria: Van Schaik:  Explore theories of motivation and suggest  Chapter 9: Leading and directing people as guidelines for leaders to follow in motivating tasks of management-leadership tasks their staff. (pages 187 to 219).  Define the scope and aim of effective communication.  Understand the communication process and suggest ways to utilise communication media and communication skills to communicate effectively.  Understand the different types and sources of conflict.  Explore conflict management and resolution techniques to effectively resolve organisational conflict.  Discuss what the negotiation process entails and suggest guidelines for effective negotiations. SMT401-DL-SG-E1 STUDY SESSION 2 LESSON PRESCRIBED READINGS LEARNING OUTCOMES TIMEFRAME LESSON 3: Education  Van Deventer, I. (ed.). 2016. An Educator's  Understand the education management- 2 weeks Management-Leadership Tasks Guide to School Management – Leadership Skills. leadership process. in Schools 2nd edn. Pretoria: Van Schaik:  Understand several perspectives on the  Chapter 6: Education management-leadership notion of an education manager-leader's tasks in schools (pages 107 to 127). work.  Distinguishes between functional and management work.  Recognise levels of management in an education setting and the role of the educator.  Gauge the place of Ubuntu in the education setting.  Show an awareness of the roles of leaders and managers.  Investigate the tasks of management. Study Guide  STADIO  STUDY SESSION 2 (continued) LESSON PRESCRIBED READINGS LEARNING OUTCOMES TIMEFRAME LESSON 4: Visualising and  Van Deventer, I. (ed.). 2016. An Educator's  See the planning as part of a mandatory 1 week Planning Skills as Guide to School Management – Leadership Skills. role of manager-leaders. Management-Leadership 2nd edn. Pretoria: Van Schaik:  Recognise the accountability of an educator Tasks  Chapter 7: Visualising and planning skills as for planning and for manager-leaders to management-leadership tasks plan. (pages 129 to 165).  Identify the aims and action plan Study Guide  STADIO components of planning.  Show awareness of planning structures and process.  Identify the need for monitoring of plans.  Link the planning of management and schools with stakeholders in the organisation.  Know the planning that takes place at different levels.  Analyse the barriers to effective planning.  Justify the need for stakeholder involvement in policy making.  Understand and apply the principles of problem-solving and decision-making.  Distinguish between different types of decision-making for effective problem- solving.  Explain how the different decision-making styles influence decision-making.  Discuss the role that circumstances play in SMT401-DL-SG-E1 decision-making.  Utilise a variety of creative decision-making and problem-solving tools such as brainstorming and group-decision-making to effectively solve problems. Page 13  STUDY SESSION 3 LESSON PRESCRIBED READINGS LEARNING OUTCOMES TIMEFRAME Page 14 LESSON 5: Coping with  Van Deventer, I. (ed.). 2016. An Educator's  Define stress. 1 week Organisational Stress Guide to School Management – Leadership Skills.  Discuss the effects and symptoms of stress. 2nd edn. Pretoria: Van Schaik:  Recognise the causes of stress including  Chapter 13: Coping with organisational stress responses to stressors. (pages 295 to 313).  Design ways to effectively manage stress.  Understand the role that wellness plays in the professional lives of educators.  Critically discuss teacher attrition and its implications for education.  Understand and analyse the various contributors to teacher attrition.  Explore ways to retain teachers as a necessary step to maintain expertise amongst the teaching corps. LESSON 6: Efficient Financial  Van Deventer, I. (ed.). 2016. An Educator's  Know that effective education financing and 1 week Management-Leadership in Guide to School Management – Leadership Skills. financial education management is Schools 2nd edn. Pretoria: Van Schaik: mandated.  Chapter 18: Efficient financial management-  Understand the key elements of effective leadership in schools (pages 403 to 420). financial education management.  Describe how the finances of a school SMT401-DL-SG-E1 should be managed.  Use key elements to guide effective financial education management.  Understand the key principles governing the efficient use and management of school resources. Study Guide  STADIO Study Session 1 Welcome to the first of your three study sessions for this module. Let's start by looking at the learning outcomes for this study session. Learning Outcomes After you've completed Study Session 1, you should be able to do the following:  outline the rationale for democratic structures in education;  understand the systems theory model for education and its application to management in a school;  recognise the features of an organisation and the stakeholder roles;  explain the relationship between the organisational culture of a school and the culture of teaching and learning;  know how to build a positive school culture;  contextualise school 'mission' and 'vision';  recognise the determinants of school and classroom climate and their effects on stakeholders;  explore the role players in organisational climate and culture;  distinguish between school culture and school climate;  define motivation and understand the motivation process;  explore theories of motivation and suggest guidelines for leaders to follow in motivating their staff;  define the scope and aim of effective communication;  understand the communication process and suggest ways to utilise communication media and communication skills to communicate effectively;  understand the different types and sources of conflict;  explore conflict management and resolution techniques to effectively resolve organisational conflict; and  discuss what the negotiation process entails and suggest guidelines for effective negotiations. We now move on to give you an overview of the two lessons in this study session. Overview of Study Session 1 In Lesson 1, Developing Excellence in Schools: Managing and Leading the School's Organisational Culture and Climate, we will explore what organisations entail in terms of structure, themes, framework, and theories. We will further discuss assumptions underpinning School culture, and classroom climate. Finally, we will look at key elements which constitutes a culture of teaching and learning within the South African schools' context. In Lesson 2, Leading and Directing People as Management-Leadership Tasks, we will explore the role of management-leadership in the motivation of people. Next, we will explore leadership and communication to establish sound interpersonal relationships. Then we will explore leadership, conflict resolution and negotiation. Study Guide  STADIO SMT401-DL-SG-E1 Page 15 Against this background, we will finally explore the leader and negotiations because conflict is seldom if ever resolved without negotiation. It's time now to start Lesson 1. Page 16 SMT401-DL-SG-E1 Study Guide  STADIO Lesson 1: Developing Excellence in Schools: Managing and Leading the School's Organisational Culture and Climate  Prescribed readings Your prescribed readings for Lesson 1 are as follows:  Pages 3 to 22 in Chapter 1: An international perspective on management- leadership towards education change: case Finland of An Educator's Guide to School Management by Van Deventer.  Pages 59 to 77 in Chapter 4: Manage and lead the organisational climate and culture of schools of An Educator's Guide to School Management by Van Deventer. Note that you'll be told when to read each of the above texts in the lesson. Introduction South Africa is a dynamic society, and this reality is reflected in the constant changes being made to its policies governing education. To keep up with these changes, education managers such as school principals, deputy principals, departmental heads and teachers need to keep up with changes in education and be able to apply these changes in managing and leading their schools for effective 21st century teaching and learning. We start this lesson by examine the concept of organisations in a schools' context. Next, we consider organisational culture, and the implications of organisational culture for schools. After that, we move onto look at organisational, school and classroom climate. And finally, we consider a culture of teaching and learning. Organisations In this section of the lesson, we consider schools as organisations. To do this, we look at:  An overview of organisational theories and analysis;  Formal organisations; and  The social systems model by Getzels and Guba (1957:433). Study Guide  STADIO SMT401-DL-SG-E1 Page 17 Overview of Organisational Theories and Analysis For a solid overview of organisational theories and analysis, please look to your prescribed reader, and familiarise yourself with the information contained in Table 4.1 on page 60 of Van Deventer (2016)  Read page 60 of Vand Deventer (2016) and familiarise yourself with the information in Table 4.1. We now move on to discuss schools as formal organisations. Formal Organisations Now, we consider the meaning of formal organisations. Most schools are described as formal organisations because of the existing management structures. It is as a result of the management's planning, organising, and structuring in order achieve set goals; that schools are classified as formal organisations (Theron 2014).  Some of the characteristics of formal organisations identified by Theron (2014) are listed on page 61 of Van Deventer (2016). Please read page 61 now. As you have learned from your reading, the characteristics of formal organisations are:  clearly defined policies and goals;  a hierarchical structure of authority exists;  posts and tasks are clearly described, and people are appointed to specific job descriptions;  rules, regulations, and policies exist to carry out activities;  activities are coordinated by effective mechanisms of control;  membership is made official; and  the organisation does not dissolve if some of the members leave. We now move on to the social systems model. Social Systems Model Getzels and Guba (1957:433) argue that the social systems model can assist us in understanding two broad social constructs within society, which are specifically found in organisations such as schools. These are known as nomothetic and ideographic components. On the one hand nomothetic represents formal organisational social system aspect; on the other hand, ideographic represents individuals within the social system. Therefore, the understanding is that school culture is created by the managers, teachers, learners and parents within the school. Now we look at organisational culture. Page 18 SMT401-DL-SG-E1 Study Guide  STADIO Organisational Culture In this section of the lesson, we learn about organisational culture. To do this, we examine:  assumptions;  characteristics of organisational cultures;  school culture;  organisational culture and its importance in schools; and  different types of culture. Assumptions The relevance of the basic assumptions held by people in schools as organisations is illustrated in the three-layered view of organisational culture illustrated in Figure 1 below. Figure 1: The three-layered view of organisational culture (Weisner & Miller 2000:123)  Now read section 4.3.1 Assumptions on pages 62 and 63 of Van Deventer (2016) for a more in-depth look at the role of basic assumptions in organisational culture. Characteristics of Organisational Cultures The following five characteristics of organisational cultures are described by Lunernburg and Ornstein (2012:55) and Bush and Middlewood (2013:56-59):  Dominant values and beliefs;  Shared norms and meanings;  Observed behavioural rituals and ceremonies;  Philosophy, rules and feelings; and  Heroes and heroines. Study Guide  STADIO SMT401-DL-SG-E1 Page 19 A school organisation is a group of people working together to achieve a shared or common purpose through planned and structured activities, focussed on teaching and learning (Gultig & Butler 1999). This is illustrated in Figure 2 below. Work together to Group of people achieve Organisation Shared / Common Through planned and purpose structured activities (focussed on teaching and learning) Figure 2: School Organisation focussed on Teaching and Learning (Gultig & Butler 1999) Next, we consider how the school organisation's culture is influenced by the people within. it, as we take a look at school culture. Page 20 SMT401-DL-SG-E1 Study Guide  STADIO School Culture Every school is different because of its unique history, and because of changes in the contributing environment. The culture of a school is not static and is constantly influenced by changes in the environment as illustrated in Figure 3 below. Figure 3: School culture (Van Deventer (2016:62-65) As shown in Figure 3 above, culture is an integral part of the school organisation. Organisational Culture and its Importance in the School It is very important for school manager-leaders to understand the significance of a school's organisational culture. Study Figure 4 below, which provides you with a general outline of what organisational culture entails. Figure 4: Organisational culture (Adapted from Van Deventer. 2016:62-65) Study Guide  STADIO SMT401-DL-SG-E1 Page 21  Now read section 4.3.4 Organisational culture and its importance in schools on pages 66 of Van Deventer (2016) for a more detailed understanding of the importance of organisational culture in schools Different Types of Culture It is important to understand various types of organisational culture. An understanding of these perspectives will assist manager-leaders establish positive organisational cultures in schools. This can make it easier for schools as a team to develop a better culture of teaching and learning. Your prescribed reader offers a concise overview of different types of organisational culture, which you should read and learn.  Read Section 4.3.5 Different types of culture from page 66 of Van Deventer (2016). Organisational, School and Classroom Climate In this section of the lesson, we discuss organisational, school and classroom climates, and look at each of the following:  Organisational climate;  School climate and classroom climate; and  Differences between school culture and school climate. Organisational Climate To understand organisational climate, we need to consider the dimensions of organisational climate. For an in-depth look at organisational climate, let's turn to your prescribed textbook.  Read section 4.4.1: Organisational climate on page 69 of Van Deventer (2016). As you have just read, Loukas (2007) in Van Deventer (2016) argues that it is difficult to define organisational climate. However, most scholars agree that it is a multidimensional construct that includes the following five dimensions:  Social system;  Ecology;  Milieu;  Culture; and  Academic. It is important to know what each of these dimensions mean, especially in a school context. Page 22 SMT401-DL-SG-E1 Study Guide  STADIO School and Classroom Climate To look at the key elements in creating a positive school climate conducive for educators and support staff, please study the reading below.  Read page section 4.4.2 School climate on page 70 of Van Deventer (2016). It is important that we also look at the approaches suitable for an effective classroom climate. Study the reading below for a closer look at these approaches.  Please read section 4.4.3 Classroom climate on pages 70 to 71 of Van Deventer (2016). Differences between School Culture and School Climate For a clear picture of the differences between school culture and school climate, we ask you to study Table 4.2 of Van Deventer (2016), which examines these differences, in your prescribed reader. It is important that you are can distinguish between the two.  Read pages 71 to 72 of Van Deventer (2016), and carefully study Table 4.2 on these pages. Culture of Teaching and Learning In this section of the lesson, we discuss culture of teaching and learning. To do this, we consider:  factors contributing to a poor culture of teaching and learning;  factors that contribute to a positive culture of teaching and learning; and  the organisational culture and effective teaching and learning. Factors contributing to a poor culture of teaching and learning There are several key elements considered by scholars to contribute to a negative culture of teaching and learning. These remain a concern to the South African government, educators, and parents in many schools. The key elements contributing to a negative culture of teaching and learning are:  morale of teachers;  learner-related problems;  impoverished school environment;  weak management-leadership and administration; and  trade unions.  Read section 4.5.1 Factors contributing to a poor culture of teaching and learning on pages 72 to 74 of Van Deventer (2016). Study Guide  STADIO SMT401-DL-SG-E1 Page 23 Factors contributing to a positive culture of teaching and learning In contrast, let's look at the factors contributing to a positive culture of teaching and learning. When a school has this positive culture of teaching and learning, and it is experienced by staff at a school, it is referred to as the school climate. The factors that contribute to a positive school climate are:  shared sense of purpose;  sound classroom environment;  effective leadership, management and administration;  availability of resources; and  committed and experienced educators. The organisational culture and effective teaching and learning  Read section 4.5.4 The organisational culture and effective teaching and learning on page 76 of Van Deventer (2016). The principal is a key player in building and maintaining a positive culture of teaching and learning in a school. For the school staff to effectively execute their roles, principals should collaborate with colleagues, government officials, parents, and community stakeholders. It's now time for you to work through some activities. You are required to respond to questions based on all the content in this study session. There is no space in the study guide to write down your answers – you should do this in a notebook of your own. We encourage you to write down your answers, not just think them through. Once you have written out your answers to all the questions, only then should you compare your answers with the model answers provided at the end of each activity. Here is your first self-reflection activity, namely Self-reflection Activity 1. Self-reflection Activity 1 1. What are the differences and relationship between school culture and climate? 2. What can you do to improve your school's climate? 3. How does the commitment of educators contribute to a sound culture of learning and teaching? 4. Identify three ceremonies conducted at your school and explain why and how each of them contributes to the school's culture? 5. Explain the relationship between a positive school climate, educator morale and job satisfaction and learning achievement. Answer: The answers for this self-reflection are available on the LMS. Page 24 SMT401-DL-SG-E1 Study Guide  STADIO Now do Online Activity 1 below.  Online Activity 1  Read the article Is South Africa's Education system really 'in crisis? (Nkosi, 2016). The link to this article is given below and can also be found on the LMS. https://www.bbc.com/news/world-africa-35427853 What do you think is the biggest factor contributing to a poor culture of teaching and learning in South Africa? Briefly substantiate your point of view (you may want to read pages 73 to 76 of your prescribed book to help you with your discussion). Study Guide  STADIO SMT401-DL-SG-E1 Page 25 Complete Writing Activity 1 below.  Writing Activity 1  Match the description in Column A with the appropriate example in Column B. Refer to Chapter 4, pages 59 to 77 of your prescribed book for help only if you need it. COLUMN A COLUMN B 1. Culture of learning and teaching A. Improve management of the (COLT) education system, improve teacher performance and accountability, increase competence and capacity of school principals, and move towards results-oriented mutual accountability. 2. The three (3) competencies and B. Being able to plan and implement attitudes of leadership are: the school's mission and vision, long term development work for the organisations culture and curriculum development. 3. A report on South Africa's education C. Ecology, milieu, social system, crisis is emphasises institutional academic dimension, and culture. and systemic factors that prevent progress. Changes suggested are: 4. Multidimensional construct that D. Refers to the way teachers teach, includes the following dimensions: and learners learn at a specific school and is influenced by the school's culture. E. Change leadership, shared leadership, and values leadership. F. Culture of learning and teaching (COLT) refers to the way principals influence the school culture. G. English Credit Transfer System H. School climate, social system, COLT, ecology, milieu, academic dimension, and culture. Answers: The answer for this writing activity will be available at the end of Session 1 on the LMS. Page 26 SMT401-DL-SG-E1 Study Guide  STADIO Complete Writing Activity 2 below.  Writing Activity 2  1. Select the correct statement below that completes the following sentence. More than one of these statements is correct. The core aspects of a principal's pedagogical leadership are: A) Development of an organisational culture. B) Managing and leading of the curriculum planning process, implementation, evaluation, and improvement. C) Leader of classroom climate. D) Ensuring that all policies are effective. 2. In terms of key management dimensions, which of the following statements are correct? More than one of these statements is correct. A) Frameworks: institutional aims, policies, and systems. B) The principal who represents management is responsible for areas of planning and controlling. C) Educators are managers of their classrooms are solely responsible for all classroom rules and regulations. D) Working together and making decisions. Answers: The answers for this writing activity are available on the LMS. For now, it's time to end our discussion on Developing Excellence in Schools: Managing and Leading the School's Organisational Culture and Climate and move on to discuss Leading and Directing People as Management-Leadership Tasks. We do this in Lesson 2. Only move on to Lesson 2 if you are confident that you understand the content in the present lesson. If anything is unclear to you, remember that you can email us or make a phone appointment with a tutor to discuss the matter. All the information that you need is in the Welcome Letter and is also on the LMS. Study Guide  STADIO SMT401-DL-SG-E1 Page 27 Lesson 2: Leading and Directing People as Management-Leadership Tasks  Prescribed reading Your prescribed reading for Lesson 2 is as follows:  Pages 187 to 219 in Chapter 9: Leading and Directing People as Management-Leadership Tasks of An Educator's Guide to School Management by Van Deventer. Note that you'll be told when to read the above text in the lesson. Introduction Managing and leading staff, learners and parents in education is one of the most important management-leadership tasks needed to effectively run a school. This major management-leadership task is further broken down into four different components of tasks, namely:  Motivation;  Communication;  Conflict resolution; and  The leader and negotiations. We start this lesson by discussing the role of management-leadership in the motivation of people. We then discuss leadership and communication to establish sound interpersonal relationships. Next, we discuss leadership, conflict resolution and negotiation in a school context. Finally, we discuss the leader and negotiations because conflict is seldom if ever resolved without negotiation. Leading and Directing People as Tasks of Management- leadership Tasks The school leader has a number of major tasks in leading and directing people in education. To better understand these tasks, we now look at the following:  The role of management-leadership in the motivation of people;  Leadership and communication to establish sound interpersonal relationships;  Leadership, conflict resolution and negotiation; and  The leader and negotiations. Page 28 SMT401-DL-SG-E1 Study Guide  STADIO  To get started, please read and study the following sections of Chapter 9 in Van Deventer: Section 9.2 Motivation, Section 9.3 Communication, Section 9.4 Conflict resolution and Section 9.5 The leader and negotiations on pages 187 to 219 of your textbook. The role of management-leadership in the motivation of people Now we let's define the term motivation and then move on to examine the motivation process, theories of motivation, and guidelines for motivation. Motivation As you may by now be aware, schools as organisations are fully dependent on the people it employs to conduct teaching and learning. Therefore manager- leaders need to have the necessary skills to guide and influence people's actions so that they work towards reaching the schools' goals. Consequently, motivation is a key tool for manager-leaders to' influence subordinates to achieve school set goals. There are three key elements of motivation, namely,  Intensity – how hard the person tries;  Direction – the effort must be directed to benefit the organisation; and  Persistence – the duration an individual can maintain the effort. Motivation is understood as the processes that account for an individual's intensity, direction, and persistence of effort in attaining a goal (Robbins, Judge, Odendaal & Roodt 2009:144). These processes make up the motivation cycle as illustrated in Figure 5 below. Figure 5: The motivation cycle (Van Deventer 2016:189) The motivation cycle consists of the following interdependent elements:  need;  motive or driving force;  behaviour;  consequence; Study Guide  STADIO SMT401-DL-SG-E1 Page 29  satisfaction or dissatisfaction; and  feedback. We now move on to consider theories of motivation. Theories of Motivation In this section, we provide an overview of the following theories of motivation:  Maslow's hierarchy of needs;  Herzberg's two-factor theory of motivation;  Goal setting and management by objectives;  Victor Vroom's expectancy theory; and  Reinforcement theory. Maslow's Hierarchy of Needs Maslow's hierarchy of needs, illustrated in Figure 6 below, identifies the following needs in people:  Physiological needs  Safety or security needs  Social needs  Esteem needs  Self-actualisation needs Figure 6: Maslow's Hierarchy of Needs Page 30 SMT401-DL-SG-E1 Study Guide  STADIO Herzberg's Two-factor Theory of Motivation Herzberg's two-factor theory of motivation identifies two separate sets of factors in motivation, namely hygiene factors and motivator factors. These separate sets of factors are illustrated in Figure 7 below. Figure 7: Herzberg's Two-factor Theory of Motivation (Adapted from Smit et al. 2011:390. Prinsloo. 2003:151) Goal Setting and Management by Objectives Goal setting sets out objectives for workers to aim at. The leader-manager can establish objectives for workers, which are equivalent to goals. Intentions to work towards a goal are a source of motivation because it then becomes clear to the worker what needs to be achieved and how much energy is required to achieve that goal. This can then determine behaviour. Here are some benefits to goal or objective setting as a motivational strategy:  people who strive for goals to satisfy emotions and desires have their attention directed;  workers' effort is regulated; and  goal setting increases persistence and encourages task development and application of strategies by workers to reach the goal. Victor Vroom's expectancy theory  Vroom's expectancy theory rests on two facets: how much we want something; and  how likely we think we are to get it. Study Guide  STADIO SMT401-DL-SG-E1 Page 31 Expectancy theory also focuses on three relationships, which are the:  Effort-performance relationship;  Performance-reward relationship; and  Rewards-personal goals relationship. Reinforcement Theory Skinner in Van Deventer (2016:194) explains reinforcement theory as stemming from a behaviourist approach to thinking about motivation. You should now study the section on reinforcement theory in your prescribed reader.  Read Section 9.2.3.5 Reinforcement theory on pages 194 and 195 of Van Deventer (2016). Organisational Motivation Based on Theories of Management Styles Positive motivation by educational leaders usually encourages workers to greater achievement whereas negative motivation demoralises workers. As a result, workers experience either more job satisfaction or less job satisfaction.  Read section 9.2.3.6 Organisational motivation based on theories of management style on pages 195 and 196 of Van Deventer (2016). From your reading take note of the following:  Educational leaders influence workers to achieve the school's outcomes and aims by means of the ways in which they motivate the staff.  The motivation style of a manager is dependent on his or her style of leadership.  Motivating factors may vary from giving rewards or taking disciplinary measures. We now move on to discuss leadership and communication to establish sound interpersonal relationships. Leadership and Communication to Establish Sound Interpersonal Relationships In this section of the lesson, we discuss the importance of effective communication by leadership to maintain sound relationships. To do this, we consider:  What communication is;  The aim of effective communication;  The communication process;  Communication media;  Communication skills; and  Written communication skills. Page 32 SMT401-DL-SG-E1 Study Guide  STADIO What is Communication? Communication can be described as a message conveying information from one person who is the sender to another person who is the receiver. This action can be either verbal or non-verbal depending on the situation, activities, management tasks, relationships between staff, stakeholders in the school (Smit et al. 2011:411; Vrba 2013:237). Communication is the lifeblood of an effectively run school. According to Sherrington (2013:1) communication is the glue that holds everything together. One of the most important skills required by principals is effective communication. Communication is vital for the relationships between people, the day-to-day atmosphere in a school, and general attitudes and motivation levels of people. Effective leadership depends on constant and open communication between the principal and all role players. Therefore, communication is the primary approach by which the leader can influence subordinates, either individuals or groups, and persuade them to do their best for the school.  Read section 9.3.1 What is communication on pages 198 and 199 of Van Deventer (2016). The Aim of Effective Communication The purposes of communication are to inform, convince and remind. From a leadership perspective, negotiation skills and motivation, building relationships and leadership skills are to a large extent dependent on effective communication to ensure outstanding schools. Effective communication enables manager-leaders to:  Convey the school ethos;  Convey the shared vision of the school;  Determine and encourage relationships; and  Ensure physical presence and involvement in the life of the school. The Communication Process Let's look at the elements and steps of the communication process. The following five elements of the communication process are illustrated in Figure 8 below.  The communicator who sends or transmits the message;  The message;  The medium through which the message is sent or channelled;  The recipient who must react to the message or decode the message; and  The feedback from the receiver, which indicates that the message has been received. Study Guide  STADIO SMT401-DL-SG-E1 Page 33 Figure 8: The Communication Model (Figure 9.5 in Van Deventer. 2016:200) Communication Media It is vital that the school manager-leader understands the importance of the medium of communication. The methods by which a message is conveyed can be non-verbal, verbal or written. These different media are examined in more detail in Figure 9 below. Figure 9: The Three Media of Communication (Adapted from Click, P. 2004.110) Communication Skills Listening is a crucial communication skill for manager-leasers in the school context. Listening and guidelines to improve listening skills are discussed in the below reading of your prescribed book.  Read pages 208 and 209 of Van Deventer (2016). Page 34 SMT401-DL-SG-E1 Study Guide  STADIO Van Niekerk (1987:230) suggests five techniques to improve listening skills. The listener can improve communication by:  Conveying empathy  Repetition  Paraphrasing  Summarising  Questioning Written Communication Skills Writing is a very important medium of communication in the schools context. Writing requires school leaders to choose their words carefully. For effective communication in the written message, planning and communication go hand in hand. To be effective, leaders need to use language accurately and correctly as the quality of written communication has a strong bearing on the image of the school.  Read section 9.3.6 Written communication skills on pages 209 and 210 of Van Deventer (2016). Leadership, Conflict Resolution and Negotiation  Read on pages 210 to 215 of your textbook. To understand leadership, conflict resolution and negotiation, we consider the following:  The meaning of conflict;  Conflict management;  Types and sources of conflict; and  Organisational conflict resolution techniques and approaches. The Meaning of Conflict Different scholars have different definitions of conflict, but in most of these definitions there are three common factors of conflict (Smit et al. 2011:424), namely:  Incompatible goals;  Interdependence; and  Interaction. Due to a diversity of people and ideas, various forms of conflict occur in schools. Sometimes, the people who make up the school body and the school's objectives, interests and expectations will be incompatible, causing conflict. Conflict can be either functional and dysfunctional. According to Mullins (1999:816) "conflict relates to behaviour intended to obstruct the achievement of other people's aims". 1999:816). Study Guide  STADIO SMT401-DL-SG-E1 Page 35 Conflict Management Diversity in various forms, including groups with different needs and aims, means that conflict is a part of the schools context. It is essential then that manager-leaders create a positive atmosphere conduce to conflict management for educators and support staff to manage conflict and follow appropriate conflict management approaches (http://www.mindtools.com/).  The first step in conflict management is to identify conflict: – this must be handled fairly, sensibly, and efficiently; and  conflict can be positive or negative – positive resolution can result in personal and professional growth and sound resolution of conflict can bring unexpected benefits: – increased understanding; – increased group cohesion; and – improved self-knowledge. Types and Sources of Conflict In a school setting, four types of conflicts are generally relevant. These are:  Intrapersonal conflict – occurs within one individual;  Interpersonal conflict – occurs between individuals;  Individual-institutional conflict – occurs between the individual and the organisation; and  Intra-organisational conflict – vertical, horizontal, line-staff, role conflict. Sources of Organisational Conflict Mullins (1999:819) lists the main sources of organisational conflict, as follows:  Individual differences;  Limited resources;  Departmentalisation and specialisation;  Inequitable treatment;  Violation of territory;  Environmental changes; and  Communication. Organisational Conflict Resolution Techniques and Approaches Next, we look at ways of implementing conflict resolution techniques and approaches, by considering:  Conflict resolution techniques;  Conflict resolution approaches; and  Principles for successful conflict resolution. Page 36 SMT401-DL-SG-E1 Study Guide  STADIO Conflict Resolution Techniques Talerico (2014:133) offers the following techniques for conflict resolution:  address the conflict immediately;  invite all concerned persons to discuss openly and negotiate;  indicate what is involved for all parties;  discuss the desired outcome;  discuss the path to achievement and map of how to get there; and  discuss the barriers to achieving the main aims.  Now read pages 213 and 214 and examine Table 9.2 (Robbins et al. 2009:380) on conflict resolution techniques in Van Deventer (2016). The table provides a range of techniques for conflict resolution. Conflict Resolution Approaches  Read section 9.4.4.2 Approaches on page 214 of Van Deventer (2016). There are three organisational conflict resolution approaches most common in the school context, namely:  The win-lose approach.  The win-win approach.  The lose-lose approach.  Writing Activity 3  1. Write a short scenario for each of the three approaches of the organisational conflict resolution common in a schools context. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. Which of the above approaches is most effective in a school context? Justify your answer. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Answer: The answers for this writing activity are available on the LMS. Study Guide  STADIO SMT401-DL-SG-E1 Page 37 Principles for successful conflict resolution  Read about the basic principles serving as guidelines to successful conflict resolution (Lipman 2013; Kruger & Van Schalkwyk 1997:118) on page 215 of Van Deventer (2016). The Leader and Negotiations In this section of the lesson, we look at the negotiation process guidelines for effective negotiations. To do this, we consider the following:  what is negotiation;  the negotiation process; and  guidelines for effective negotiations. What is Negotiation? Negotiation is necessary in a scenario where two or more parties with some common ground try to persuade each other, by means of reasoning and argument, to agree to specific decisions. The two elements most common in all negotiations are:  the problem itself; and  the people involved. The assumptions underpinning the problem-solving approach to negotiation are:  Both parties want to compete but want to avoid conflict.  There is enough common ground.  Some mutually acceptable and workable solution can be thrashed out.  The parties are mutually dependant on each other to attain their various aims.  They can only achieve their aims if they reach a decision together. The Negotiation Process and Guidelines for Effective Negotiations The negotiation process involves five guidelines for effective negotiations: 1. Preparation and planning. 2. Defining the ground rules. 3. Clarification and justification. 4. Bargaining and problem solving. 5. Closure and implementation.  Read pages 218 and 219 of Van Deventer (2016) for a better understanding of these guidelines. Page 38 SMT401-DL-SG-E1 Study Guide  STADIO It's now time for you to work through your second self-reflection activity, namely Self-reflection Activity 2. Read the extract below and then complete the questions that follow. Self-reflection Activity 2 The staff of Maroela High School who are responsible for cultural activities feel that the principal is not interested in culture, and so when it comes to allocating time to their activities they are always at the back of the queue. At the beginning of the year, the principal asked Mrs A to stage a revue in which most of the learners in the school will take part. This revue is due to be staged in September. During the first term, athletics practices took precedence, and Mrs A and her helpers could only rehearse on Friday afternoons from 14:00 to 15:00. This immediately provoked a strong reaction from the netball and soccer coaches as they wanted to use the same time slot. In response, Mrs A proposed that sports coaching should take place from 15:15 to 16:15. The sports coaches would not accept this, however, as they said that the last buses that the learners could catch to go home left the school at 16:15. The principal realised that a conflict situation threatened to develop. Both groups were equally keen to make a success of their activities, and no one was prepared to give in. Mrs A told the sports coaches that they were selfish and only interested in sporting achievements. They, in turn, retorted that the sporting successes of the past had done much to enhance the name of the school. 1. Determine the possible types and sources of conflict at Maroela High School. 2. Decide which conflict resolution techniques could be used to resolve the problems at the school. 3. Determine which principles could be implemented to solve the problems. Study Guide  STADIO SMT401-DL-SG-E1 Page 39 Now do Online Activity 2 below.  Online Activity 2  Please work through these questions after watching the videos and reading the relevant sections of Chapter 9. The link to these videos is given below and can also be found on the LMS. https://eci.stadio.ac.za/pluginfile.php/90939/mod_resource/content/1/Maslows %20Hierarchy%20of%20Needs.mp4 How do Maslow's hierarchy of needs relate to motivation? Use an example from your own teaching practice to illustrate your answer. https://eci.stadio.ac.za/pluginfile.php/166369/mod_resource/content/1/Herzber gs%20Motivation%20Theory.mp4 Your colleague who teaches with you in a Grade Two class is feeling very demotivated. As a result, you inform your HOD who makes an appointment to see your colleague. She is a firm believer in Hertzberg's two factor theory. Explain how she would use this theory to motivate your colleague. Complete Writing Activity 4 below.  Writing Activity 4  1. According to Hertzberg's two factor theory of motivation motivator factors include the following: a) Competitive salary b) Quality teaching and learning conditions c) Opportunities for personal growth d) Recognition 2. State whether the statement below is true or false and explain why. Negotiation is a process whereby two or more parties involuntarily discuss their differences and attempt to reach a joint decision on their common concerns. Answers: The answers for this writing activity are available on the LMS. And that's the end of the content for Study Session 1! Well done for making it this far. Read the summary below and then complete the self-assessment questions that follow. Remember that you can always contact a tutor if you need help understanding any of the material covered in the above lesson. Page 40 SMT401-DL-SG-E1 Study Guide  STADIO Summary of Study Session 1 In Lesson 1, Developing Excellence in Schools: Managing and Leading the School's Organisational Culture and Climate, we first looked at what is entailed in organisations in terms of structure, themes, framework, and theories. Next, we looked at assumptions underpinning school culture, and classroom climate. Finally, we examined the key elements which constitute a culture of teaching and learning in the South African schools' context. In Lesson 2, Leading and Directing People as Management-Leadership Tasks, first we discussed the role of management-leadership in the motivation of people. We then explored leadership and communication to establish sound interpersonal relationships. We then discussed leadership, conflict resolution and negotiation. Finally, we discussed the leader and negotiations skills. Now work through the self-assessment questions that follow to test your understanding of the contents of Lessons 1 and 2. Self-assessment Questions and Answers for Study Session 1 Test your knowledge of Study Session 1 by completing the self-assessment questions below. When you answer the questions, don't look at the suggested answers that we give. Look at them only after you've written your answers and then compare your answers with ours. Note that more than one answer is correct for the following questions. Questions 1. Which of the following statements are incorrect? a) Intrapersonal conflict is the most common and visible type of conflict in schools. b) Some sources of organisational conflict are communication, limited resources, and changes to the environment. c) Compromise is when each party involved in the conflict gives up something of value. d) One of the principles for successful conflict resolution is to set subjective criteria to serve as benchmarks. e) When listening to colleagues, peers and learners it is always important to accept an interruption at any time as the other person may have an important contribution to make which will have a direct outcome on the situation. Study Guide  STADIO SMT401-DL-SG-E1 Page 41 2. In terms of key management dimensions, which of the following statements are correct? a) Frameworks: institutional aims, policies, and systems. b) The principal who represents management is responsible for areas of planning and controlling. c) Educators are managers of their classrooms are solely responsible for all classroom rules and regulations. d) Working together and making decisions. 3. Which of the following are core management-leadership tasks in school environments? a) Organising as a management-leadership task. b) Employment equity, fairness, and non-discrimination as a management- leadership task. c) Managing and directing learner behaviour as a management-leadership task. d) Leading and directing people as a management-leadership task. 4. According to Hertzberg's two factor theory of motivation motivator factors include which of the following? a) Competitive salary. b) Quality teaching and learning conditions. c) Opportunities for personal growth. d) Recognition. Answers 1. (a), (d) and (e) 2. (a), (b) and (d) 3. (a) and (d) 4. (c) and (d) Competence Checklist Now that you've worked through Study Session 1, please check that you can perform the tasks below.  I can outline the rationale for democratic structures in education.  I understand the systems theory model for education and its application to management in a school.  I can recognise the features of an organisation and the stakeholder roles.  I can explain the relationship between the organisational culture of a school and the culture of teaching and learning.  I know how to build a positive school culture.  I can contextualise school 'mission' and 'vision'.  I can recognise the determinants of school and classroom climate and their effects on stakeholders. Page 42 SMT401-DL-SG-E1 Study Guide  STADIO  I can explore the role players in organisational climate and culture.  I can distinguish between school culture and school climate.  I can define motivation and understand the motivation process.  I can explore theories of motivation and suggest guidelines for leaders to follow in motivating their staff.  I can define the scope and aim of effective communication.  I understand the communication process and can suggest ways to utilise communication media and communication skills to communicate effectively.  I understand the different types and sources of conflict.  I can explore conflict management and resolution techniques to effectively resolve organisational conflict.  I can discuss what the negotiation process entails and suggest guidelines for effective negotiations. Study Guide  STADIO SMT401-DL-SG-E1 Page 43 Study Session 2 Welcome to the second study session for this module. We will start with looking at the learning outcomes for this session. Learning Outcomes After you've completed Study Session 2, you should be able to do the following:  understand the education management-leadership process;  understand a number of perspectives on the notion of an education manager-leader's work;  distinguish between functional and management work;  recognise levels of management in an education setting and the role of the educator;  gauge the place of Ubuntu in the education setting;  show an awareness of the roles of leaders and managers;  investigate the tasks of management;  see planning as part of a mandatory role of manager-leaders;  recognise the accountability of an educator for planning and for manager- leaders to plan;  identify the aims and action plan components of planning;  show awareness of planning structures and process;  identify the need for monitoring of plans;  link the planning of management and schools with stakeholders in the organisation;  know the planning that takes place at different levels;  analyse the barriers to effective planning;  justify the need for stakeholder involvement in policy making;  understand and apply the principles of problem-solving and decision-making;  distinguish between the different types of decision-making for effective problem-solving;  explain how the different decision-making styles influence decision-making;  discuss the role that circumstances play in decision-making; and  utilise a variety of creative decision-making and problem-solving tools such as brainstorming and group-decision-making to effectively solve problems. We now move on to give you an overview of the two lessons in this study session. Overview of Study Session 2 In Study Session 2, Lesson 3, Education management-leadership tasks in schools, we will discuss the term management both in general and in the school context. We will further discuss the educational management-leadership different functions and roles in managing-leading effective schools as organisations. Finally, we will look at the core of the education management-leadership process model. Page 44 SMT401-DL-SG-E1 Study Guide  STADIO In Lesson 4, Visualising and planning skills as management-leadership tasks, we will explore the management-leadership task of effective visualising and planning within the education milieu. Finally, we will discuss effective policymaking, problem-solving and decision-making skills in the schools' context. It's time now to start Lesson 3. Study Guide  STADIO SMT401-DL-SG-E1 Page 45 Lesson 3: Education Management- Leadership Tasks in Schools  Prescribed readings: Your prescribed readings for Session 2 are as follows:  Pages 107 to 127 in Chapter 6: Education management-leadership tasks in schools of An Educator's Guide to School Management by van Deventer.  Pages 129 to 165 in Chapter 7: Visualising and planning skills as management-leadership tasks of An Educator's Guide to School Management by van Deventer. Note that you'll be told when to read each of the above texts in the lesson. Introduction Spaull's (2013:11) report on South Africa's Education crisis in Van Deventer (2016:108) recommends the following four changes to improve the South Africa's education system. Figure 10: Spaull's Four Recommended Changes (Adapted from Van Deventer, 2016:108) Against this backdrop, we can see that change is needed in leadership and management in South Africa's schooling system. With this in mind, we begin this lesson by examining the terms education management and management- leadership. We further consider schools as organisations. Finally, we look at the core of the education management-leadership process model. Page 46 SMT401-DL-SG-E1 Study Guide  STADIO Understanding Education Management We can define and discuss education management in depth by asking relevant questions such as what, where, who and why? To do so, we look at the following:  The relationship between management and education;  The functional and management work of educators;  Levels of management;  Where do we fit in; and  Management-leadership and school effectiveness. The Relationship between Management and Education Let's look at Figure 11 below, which depicts the complexity of management in a schools' context. Figure 11: The complexity of management in a school context A quick glance at Figure 11 above shows one individual with many hands sitting in the centre of many tasks around them. Many hands could be interpreted in different ways. On the one hand it could mean multitasking. On the other hand, it could mean delegation. Education management is not an easy process, but a process of continuously learning skills and using those skills to be an effective leader. If you take another look at Figure 11, you will notice that there are words such as interactive, interrelated, effective task execution and people management. Using these words and phrases, you should be able to conceptualise the definition of education management. Education management in a schools' context is a process followed by the school leader-manager, namely the school principal. The additional school leaders comprise of the school deputy, head of departments, and yourself, the class teacher.  Now read section 6.2.1 The relationship between management and education on pages 109 and 110 of Van Deventer (2016) to supplement what you have just learnt. Study Guide  STADIO SMT401-DL-SG-E1 Page 47 There are four key management-leadership functions namely, planning, organising, leading, and controlling as illustrated in Figure 12 below. Figure 12: Four key management-leadership functions (Van der Westhuizen, 2008) These four key managerial functions or management activities are commonly known as POLC. It is important as an educator to know each of the POLC roles in detail. We will take a more detailed look at POLC later in this guide, when we look at Figure 20. We now move on to discuss the functional and management work of educators. The Functional and management work of educators In this subsection we discuss functional and management work of educators in a school context as shown in Figure 13 below. Figure 13: The functional and management work of educators As shown in Figure 13 above, there are two aspects to your work as an educator. The first is the functional work which is the actual teaching in the classroom, and which forms the primary work of an educator. You have additional work as an educator, such as guiding in class, maintaining discipline and professional conduct. The second aspect is leadership work or management work which is necessary to assist teachers to carry out their duties of teaching and learning. Van der Westhuizen (2008:57) in Van Deventer (2016:111) argues that the principal is not the only person that is the leader or manager of the school. It is important that you as an educator understand that you are in the position of a leader-manager when you are on the sports field, subject meetings, and school governing body meetings. Now we move on to discuss levels of management. Page 48 SMT401-DL-SG-E1 Study Guide  STADIO Levels of Management In Table 1 below, we look at the levels of management in an education organisation. Every education employee falls into one or more of these levels. MANAGEMENT LEVELS Self-management Individual Micro-management Class Meso-management School Macro-management District, Province, and National level Table 1: Levels of management It is critical to note that district, provincial, and national levels are beyond the control of the school principal, but they exert a strong influence on the Meso and Micro levels. As we all know, provincial education authorities play a crucial role at this level. Now we move on to discuss where educators fit within the education system. Where do We Fit In?  Read section 6.2.4 Where do we fit in? on page 112 of Van Deventer (2016). As you have just read, Uljens (2015) in Van Deventer (2016:112) suggests that education management-leadership is performed at four different levels. These four levels are illustrated in Figure 14 below. Figure 14: Education Management-leadership performed at four different levels As shown in Figure 14 above, we can clearly see a progression from school to district, then on to provincial and national levels. From your reading, you might have noticed that the quality of leadership-management stands out as a determining factor for the success or failure of a school. From another perspective as an educator, you are encouraged to continuously