The experiences, support for, and coping strategies of beginner principals in secondary schools in the Cape Town Metropolitan area

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dc.contributor.advisorJacklin, Heatheren_ZA
dc.contributor.authorSassman, Nathan Edwinen_ZA
dc.date.accessioned2016-03-04T16:49:58Z
dc.date.available2016-03-04T16:49:58Z
dc.date.issued1996en_ZA
dc.descriptionBibliography: pages 87-99.en_ZA
dc.description.abstractThe aim of this study is to describe and critically analyse the experiences and challenges facing first-year principals in secondary schools in the Cape Town Metropolitan Area. The study focuses on the impact of change and reform on beginner principals, the problems that arise as a result; coping strategies of beginner principals and the support available to them. While the emphasis is on analysing the issues and drawing out implications, the study begins to identify those solutions and training needs which beginner principals see as useful. Many of these principals are products of the rationalisation measures of 1992/3, and the restructuring of education. This process has included the emergence of elements of School-Based Management, which follows on the history of state-aided schools in South Africa, such as the Model C schools. These elements are reconfigured in the recommendations of the Hunter Commission and the policy of the White Paper on the Organisation, Governance and Funding of Schools (February 1996). This has led to an increase in the number of beginner principals in the Cape Town metropolitan area, especially in the former House of Representative schools.en_ZA
dc.identifier.apacitationSassman, N. E. (1996). <i>The experiences, support for, and coping strategies of beginner principals in secondary schools in the Cape Town Metropolitan area</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17503en_ZA
dc.identifier.chicagocitationSassman, Nathan Edwin. <i>"The experiences, support for, and coping strategies of beginner principals in secondary schools in the Cape Town Metropolitan area."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1996. http://hdl.handle.net/11427/17503en_ZA
dc.identifier.citationSassman, N. 1996. The experiences, support for, and coping strategies of beginner principals in secondary schools in the Cape Town Metropolitan area. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Sassman, Nathan Edwin AB - The aim of this study is to describe and critically analyse the experiences and challenges facing first-year principals in secondary schools in the Cape Town Metropolitan Area. The study focuses on the impact of change and reform on beginner principals, the problems that arise as a result; coping strategies of beginner principals and the support available to them. While the emphasis is on analysing the issues and drawing out implications, the study begins to identify those solutions and training needs which beginner principals see as useful. Many of these principals are products of the rationalisation measures of 1992/3, and the restructuring of education. This process has included the emergence of elements of School-Based Management, which follows on the history of state-aided schools in South Africa, such as the Model C schools. These elements are reconfigured in the recommendations of the Hunter Commission and the policy of the White Paper on the Organisation, Governance and Funding of Schools (February 1996). This has led to an increase in the number of beginner principals in the Cape Town metropolitan area, especially in the former House of Representative schools. DA - 1996 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1996 T1 - The experiences, support for, and coping strategies of beginner principals in secondary schools in the Cape Town Metropolitan area TI - The experiences, support for, and coping strategies of beginner principals in secondary schools in the Cape Town Metropolitan area UR - http://hdl.handle.net/11427/17503 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17503
dc.identifier.vancouvercitationSassman NE. The experiences, support for, and coping strategies of beginner principals in secondary schools in the Cape Town Metropolitan area. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1996 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17503en_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.otherHigh school principals - South Africa - Cape Townen_ZA
dc.subject.otherEducational Management, Administration and Social Policyen_ZA
dc.titleThe experiences, support for, and coping strategies of beginner principals in secondary schools in the Cape Town Metropolitan areaen_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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