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dc.contributor.advisorThurlow, Michael.
dc.creatorDayaram, Harjiwan.
dc.date.accessioned2010-11-16T11:29:52Z
dc.date.available2010-11-16T11:29:52Z
dc.date.created2002
dc.date.issued2002
dc.identifier.urihttp://hdl.handle.net/10413/1758
dc.descriptionThesis (M.Ed.)-University of Natal, Durban, 2002.en_US
dc.description.abstractThe broad theme of this investigation is Human Resource Management (HRM) in education. It has been widely publicised both in the media and other areas that the salary bill for state paid educators represents the major area of expenditure. More than ninety percent of the education budget in the KwaZulu Natal Department of Education and Culture is spent on the salary bill. It therefore becomes necessary to ensure that newly appointed educators and those appointed into promotion posts who are earning these salaries do justice in their jobs and produce the goods. School management teams have to ensure that these newcomers settle into their new jobs as quickly and effectively as possible. A newcomer into the teaching profession will have to cope with increasingly complex situations such as heterogeneous pupil population, teacher rationalisation, new curricula, teacher redeployment and increased pupil/teacher ratios. It is therefore important that educators, who are the most expensive asset in the school, are managed effectively. The first few days on the plant is considered to be important in any profession, as this will determine whether the employee will continue to provide his/her service or resign. With education as well, the induction of educators has to be managed by the school as quickly as possible to enable and to empower the inductee in becoming an effective educator. While some aspects of induction and mentoring are instituted in an informal way at the school under investigation, many other areas are sorely neglected. The p management of people in South African schools is circumscribed through legislation J* and regulation. The professional development of educators therefore rests with management and must be in line with legislation prescribed in government gazettes. However not much attention is being given to induction and mentoring programmes which focus on utilising and empowering the human capital (staff members) at the school. The challenge for school level management is to come to terms with what it means to manage the performance and productivity of people in ways, which meets the aspirations of the people and the needs of the organisation. This project has attempted to investigate the management of induction and mentoring at a school in Phoenix, north of Durban. It has been found that no formal programmes p on induction and mentoring exist at the school. It is therefore recommended that management together with, and in consultation with staff members, draw up and implement a policy on induction and mentoring. This will ensure that with guidance and training (induction and mentoring), new human resources will be best utilised to suit the needs of the school.en_US
dc.language.isoenen_US
dc.subjectTheses--Education.en_US
dc.subjectMentoring in education--Durban Metropolitan Area--Phoenix.en_US
dc.subjectSchool management and organization--Durban Metropolitan Area--Phoenix.en_US
dc.subjectHigh schools--Durban Metropolitan Area--Phoenix.en_US
dc.titleAn enquiry into the management of induction and mentoring in an urban secondary school in Phoenix, north Durban region, Kwazulu Natal Department of Education and Culture.en_US
dc.typeThesisen_US


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