Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana

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dc.contributor.advisorAshley, MJen_ZA
dc.contributor.authorMaedza, Marcos Tlhalosoen_ZA
dc.date.accessioned2014-11-19T06:47:20Z
dc.date.available2014-11-19T06:47:20Z
dc.date.issued2000en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThe aim of this study was to research top-management, teachers' and students' perceptions of success and reasons for the success of their school in two senior secondary schools identified as successful in Botswana. Interviews of these participants correlate across students, teachers, school heads and deputy heads in respect of their perceptions of the reasons for their schools' success. Important are the pedagogical and social climate of the school and how they are expressed in the daily work of the school. These factors are: the school head's leadership and expectations, teacher involvement in school policy; forms and content of teacher co-operation; teacher expectations on, and attitudes to student capacity; teaching organisation and content; press for academic success; community involvement and social relations in the school. Governments and schools need knowledge and skills about school improvement and this research attempts to contribute research-based information to help them cope with innovation and improve teaching and learning. School improvement is seen as a combination of school effectiveness and management of change research. Factors that seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. It is argued that generic school improvement characteristics and processes take on different meanings in practice, and these meanings are shaped by a school's response to the particular circumstances and challenges of its environment. In turn, this response has implications for the way school improvement programmes are developed and for the role and contribution of the stakeholders to educational change. The study concludes with an outline of possible school effectiveness factors common to those identified in the international literature, those factors specific to Botswana context, and offers further research and policy recommendations.en_ZA
dc.identifier.apacitationMaedza, M. T. (2000). <i>Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/9730en_ZA
dc.identifier.chicagocitationMaedza, Marcos Tlhaloso. <i>"Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2000. http://hdl.handle.net/11427/9730en_ZA
dc.identifier.citationMaedza, M. 2000. Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Maedza, Marcos Tlhaloso AB - The aim of this study was to research top-management, teachers' and students' perceptions of success and reasons for the success of their school in two senior secondary schools identified as successful in Botswana. Interviews of these participants correlate across students, teachers, school heads and deputy heads in respect of their perceptions of the reasons for their schools' success. Important are the pedagogical and social climate of the school and how they are expressed in the daily work of the school. These factors are: the school head's leadership and expectations, teacher involvement in school policy; forms and content of teacher co-operation; teacher expectations on, and attitudes to student capacity; teaching organisation and content; press for academic success; community involvement and social relations in the school. Governments and schools need knowledge and skills about school improvement and this research attempts to contribute research-based information to help them cope with innovation and improve teaching and learning. School improvement is seen as a combination of school effectiveness and management of change research. Factors that seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. It is argued that generic school improvement characteristics and processes take on different meanings in practice, and these meanings are shaped by a school's response to the particular circumstances and challenges of its environment. In turn, this response has implications for the way school improvement programmes are developed and for the role and contribution of the stakeholders to educational change. The study concludes with an outline of possible school effectiveness factors common to those identified in the international literature, those factors specific to Botswana context, and offers further research and policy recommendations. DA - 2000 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2000 T1 - Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana TI - Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana UR - http://hdl.handle.net/11427/9730 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9730
dc.identifier.vancouvercitationMaedza MT. Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2000 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9730en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducational Administration, Planning and Social Policyen_ZA
dc.titlePerceptions of success and reasons for success : a study of two successful senior secondary schools in Botswanaen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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