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dc.contributor.advisorChikoko, Vitallis.
dc.creatorChili, Johnson Mpiyakhe Johnny.
dc.date.accessioned2012-07-31T07:43:27Z
dc.date.available2012-07-31T07:43:27Z
dc.date.created2011
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/10413/6116
dc.descriptionThesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.en
dc.description.abstractSince 1994, South Africa has experienced a focus on transformation. The National Department of Education has refocused the vision and direction of the South African education system through a series of policy initiatives. As a result of new legislation in South Africa, considerably more authority and responsibility for decision-making has been devolved to the school level than was the previously the case (Lumby, Middlewood&Kaabwe, 2003). This study investigates teacher involvement in decision-making in finance and curriculum matters in 16 selected rural schools in Maphumulo circuit. . The study sought to investigate the extent to which teachers’ actual and desired involvement in decision-making in Finance matters and Curriculum. Through the interpretive paradigm of the situation quantitative and qualitative approaches were used to provide rich and picture. The study utilized a questionnaire and focus group interviews to investigate the finance area in eight issues: budgeting, purchasing, record keeping, financial reporting, fundraising, monitoring, auditing and accounting. The second area was curriculum with seven issues: selection of books, year plans, work schedules and lesson plans, assessment (tests and projects) time tabling, language policy and instructional methods. Findings show that in both decision-making areas teachers tend to experience less decisional involvement than they desire. However, teachers do not necessarily desire to be involved in every aspect of the selected areas. I therefore conclude that school leaders need to invest in understanding what teachers desire to be involved in and what they do not.en
dc.language.isoen_ZAen
dc.subjectTeacher participation in curriculum planning--KwaZulu-Natal--iLembe District.en
dc.subjectTeacher participation in administration--KwaZulu-Natal--iLembe District.en
dc.subjectTheses--Education.en
dc.titleTeacher involvement in decision-making in finance and curriculum matters.en
dc.typeThesisen


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