Browsing by Author "Mpungose, Jabulani Everest."
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Item A critique of school leadership : life histories of selected principals in Kwazulu-Natal.(2007) Mpungose, Jabulani Everest.; Ngwenya, Thengani Harold.The central aim of this study was to describe through qualitative inquiry how school principals have dealt with the post-1994 changes in school governance and the change in their leadership roles as leaders and professional managers of public schools, and how these changes have impacted on the construction of their professional identities and redefinition of their leadership roles. The critical research questions that guided the study were: (1) How do principals interpret or understand their roles and functions as leaders in the democratised system which relies on participatory management approaches? (2) To what extent can the principal’s beliefs, personal and cultural values and interests shape or influence his or her leadership style? (3) To what extent has the principal’s socialization into the teaching profession shaped his or her self-definition and professional identity? (4) How do principals transform their personal knowledge into professional practice? A qualitative, interpretive research design that made use of stories, accounts, and narratives was used to investigate different areas of the leadership process in KwaZulu- Natal schools. Six principals were selected to participate in the research process using the purposive or selective sampling procedure. The procedure was judgemental because it was more informed by the researcher’s experience and knowledge of the area of study to select cases that are representative or typical. The selection was based on racial demographics of the province, socialization of the participants into the teaching profession, ex-departments of education of the apartheid era, experience of managing public schools in the old and the new democratic political dispensations, and experienced female principals. The data analysis in this study borrowed from three prominent approaches to life history analysis, namely: the realist, neo-positivist and narrative approaches. The outcomes of this study identified that the selected principals’ socialization into education was shaped and directed by their parents. This challenges the belief that the principals’ social lives, on entering the teaching profession, are determined and shaped by the structured rules and educational policies. The study also shows that the trends towards democracy and participation in work places have caused the situational approaches of leadership to be replaced by structural functional approaches that attempt to respond to current changes in education. The combination of the principals’ experiences with what was expected from them influenced the construction of their professional identities and the way they interpret their professional roles. The principals’ life stories revealed that after twelve years of democracy, they were still struggling with the implementation of the democratic education policies.Item Residential desegregation in the Durban region : the case of Westville.(1996) Mpungose, Jabulani Everest.; Maharaj, Bridgemohan.For many years blacks have been restricted from occupying housing in the suburbs and inner parts of Durban. The Group Areas Act accommodated them in the rural and unserviced parts on the periphery of the city. Townships were later developed for them as far away from the city centre as possible. The scrapping of the Act in 1991 saw many of those people who could afford housing in the city and in the suburbs moving into houses and flats in predominantly white areas. The aim of this dissertation was to examine the process of residential desegregation in a former white suburb. The study was conducted in Westville. a middle- to upper-class residential area which is presently inhabited by both blacks and whites. The severe shortages of land and housing, accompanied by the continuing unrest in the townships and changes in the family size and needs. influenced the migration of blacks to Westville. This migration started as early as 1987 despite the legal. financial and racist impediments prior to the repeal of the Group Areas Act in 1991. Most of the black households in Westville bought their houses through the estate agents. Income was the main criterion to determine whether blacks qualified for the purchase of property. Most of the buyers who qualified for loans and could afford to pay for services in the suburbs were those with more than one income earner per family. The process of residential desegregation was enhanced by the positive attitudes of the households towards their neighbourhood. The positive demographic and biracial social interaction among all residents also played an important role in the integration process. Problems were experienced when some whites showed signs of prejudice which emanated from the clash of cultures. such as blacks slaughtering cattle and Muslims sacrificing animals. Although the abolition of the Group Areas Act in 1991 was not wholeheartedly accepted by all whites. they were gradually accepting the right or blacks to choose any residential neighbourhood in which they wished to live.