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dc.contributor.advisorTheron, A.M.C.
dc.contributor.authorEksteen, Michael Casparus
dc.date.accessioned2013-08-14T10:50:37Z
dc.date.available2013-08-14T10:50:37Z
dc.date.issued1993
dc.identifier.urihttp://hdl.handle.net/10394/8833
dc.descriptionSkripsie (MEd)--PU vir CHO, 1993
dc.description.abstractThe aim of the research is to establish: • the role of the principal in management development with respect to the management team; • the management development methods the principal of a secondary school has at his disposal; • which methods are currently used by school principals to accomplish management development. In chapter 2 the concept of management development is determined, followed by a discussion of the aims, requirements and advantages of management development. Hence the role of the principal in management development with respect to the management team is discussed. In chapter 3 the differences between andragogy and pedagogy, as well as the different management development methods which are available to the principal, are highlighted. In chapter 4 the research strategy is set out and the results of the empirical survey conveyed. The aim of the empirical survey is to determine: • to what degree principals apply management development; • the principal's perception of his role in management development; • the management team's perception of the role of the principal in management development; • which management development methods are utilised by the principal to accomplish management development. The most important deductions resulting from the study are given in chapter 5. It appears from the literature study for example that the principal is primarily responsible for management development and there is a need for the development of managerial skills of the management team. It seems that the purpose of management development is to improve the managerial capability of the individual. The principal has to convey the goals for management development to the participants as well as their performance in attaining these goals. A policy for management development is essential and should provide guidelines as to who should participate and what the contents should be. It appears from the empirical survey for example that the managing of management development corresponds in all schools but is influenced by the leadership style of the principal. Further, it appears that management development takes place at most schools in Northern Natal, but no formal policy for management development exists at these schools. It also appears that the general methods used for management development are meetings, delegation and management team work.en_US
dc.language.isootheren_US
dc.publisherPotchefstroom University for Christian Higher Education
dc.titleBestuursontwikkeling van die bestuurspan as taak van die hoof in die sekondêre skoolafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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