Organisasieklimaatskepping as bestuurstaak van die hoof in die spesiale skool

Abstract

It has been shown that the school is an organization. Also, in every school there is a definite climate of organization . The climate in any one school plays a decisive role in what that school Is, what it will become, and what the quality of teaching at the school will be. The headmaster is the one person who is ultimately held responsible for the climate of the school, and one can thus say that the headmaster is the climate leader of the school. The headmaster as climate leader should manage the school in such a way that school will be a pleasant place enjoyed by all, and that it will offer a great degree of job satisfaction. As creator of authority and climate, the headmaster occupies the central position in the total act of climate creation. Fox (1974:11) identified a number of determinants which he divided into three categories, viz. those that pertain to management, teaching and the physical environment . The school master should handle and manage these determinants with insight and sensitivity in order to establish a favourable climate at the school. The above determinants can also be made applicable to the special school for mentally retarded children. This type of school makes the headmaster's task more taxing and more comprehensive, since he now deals with a special school and with special pupils. The headmaster of the special school should be attuned to improving his school so as to comply with the special demands of his school and its pupils. The school climate should be applied meaningfully to improve efficiency. The headmaster should assess the climate regularly and should take steps for improvement when necessary. By diagnosing the climate the headmaster of a special school ought to be able to asses to what degree his leadership and management skills are experienced, and whether or not by implication his managership makes allowance for the particular expectations of his staff members and pupils.