A Conceptual Framework for School Excellence in the South African Public Sector:

The Leader and Learner Perspective

Joel Padayachee

0718973983
Contents
1. Introduction.......................................................................................................................................3
2. Background to the Study...................................................................................................................3
3. Problem Statement.............................................................................................................................4
4. Aim of the Study...............................................................................................................................4
5. Research Question.............................................................................................................................5
6. Literature Review..............................................................................................................................5
6.1 Conceptualising School Excellence............................................................................................5
6.1.1 School Excellence Defined.......................................................................................................5
6.1.2 Theoretical Framework for School Excellence.........................................................................6
6.1.3 Factors that Affect School Excellence......................................................................................9
7. Research Methodology....................................................................................................................11
7.1 Research Philosophy..................................................................................................................11
7.2 Research Design........................................................................................................................11
7.3 Sample Population.....................................................................................................................11
7.4 Sample Size...............................................................................................................................12
7.5 Research Instrument..................................................................................................................12
7.6 Data Collection..........................................................................................................................13
7.7 Data Analysis.............................................................................................................................13
7.8 Elimination of Bias....................................................................................................................14
7.9 Ethical Considerations...............................................................................................................15
8. Outline of the Chapters....................................................................................................................16
9. Research Plan of Action..................................................................................................................17
10.Budget............................................................................................................................................17
11.References......................................................................................................................................18
12.Previous Qualifications and Experience.........................................................................................21
1. Introduction
Education is recognised as a significant long-term investment that serves as an engine driving
socio-economic transformation. South Africa (SA) has undoubtedly one of the highest rates
of government investment in education which speaks to the country's commitment. However,
the issue that remains is one where a mismatch exists between the input level of investment
and the output level of school excellence. There are numerous problems that plague the
public education sector and despite claims that the education system in SA has improved,
public confidence appears to be dwindling.

2. Background to the Study

The historical education divide created through apartheid pre-1994 led to inequitable delivery
of education among the different race groups in SA. Government sought to redress past
imbalances by developing an education system that promoted an equitable access to quality
education in well resourced schools (Spaull,2013). Transformation initiatives via the
Department of Basic Education further supported increased autonomy for school leaders and
increased the involvement of the student governing body within local school governance in
order to improve school functioning and educational outcomes (Department of Basic
Education,2016). However, despite these initiatives, public school excellence has been
questionable.

The lack of excellence is further demonstrated against international standards, with South
Africa’s primary education rated 126th out of 138 countries in the World Economic Forum
2016–17 Global Competitiveness Report and the higher education and training rated 134th
(World Economic Forum,2017). Mbiza (2017) asserts that whilst South Africa spends more
on education than the United States of America (USA) and the United Kingdom (UK), the
evidence towards school mediocrity in SA is overwhelming. In comparison to public schools
in SA, private schools have been praised for their ability to provide quality education and
support toward positive learner outcomes. In fact, recommendations from the general public
have been put forth that the public sector direct their efforts in line with private school
objectives in order to raise the standard of excellence.

Various literary sources have accurately presented the current crisis in South African
education by highlighting the poor academic performance, undertrained teachers and teacher
absenteeism (Carte Blance 2012; Jansen 2012; Metcalfe, Orkin and Jenny 2012; Tau 2012;
Singh 2015). Anecdotal evidence suggests that more students presently experience difficulty
with comprehending the complexity of coursework as compared to learners in the past citing
curriculum and educator insufficiencies as key contributors(Guthrie, Evans and Burritt,2014;
Persson and Napier,2014; Wilmot and Merino,2015). In a study conducted by Holborn
(2013) statistics show that of the 1.2 million children who were enrolled in grade 1 in 2001,
only 44 percent stayed in the system to complete their National Senior Certificate (NSC) in
2012. This indicates that 56 percent of this group of students failed to acquire the NSC. Only
12 percent of that grade 1 cohort ended up passing their NSC well enough to study for a
university degree; and only 11 percent passed maths with a mark of 40 percent or above. It is
clear that learners have not achieved excellence in their learning outcomes. The statistics
surrounding the public education system in SA presents a bleak and dismal future. The need
for intervention towards school excellence is required.

3. Problem Statement

While governments have shown a clear commitment to the delivery of better public services,
there is little discussion of what governments actually mean by public service improvement
especially when discussing the education in SA. As a public institution, schools lack
frameworks that speak to a standard of excellence and this may potentially serve as a
contributing factor towards the inferior standards that have been prevalent in the public
schools. Whilst a significant number of studies have concentrated on the challenges facing
the education system (Jansen,2012; Tau,2012;Singh,2015) there is a paucity of literature that
examines school excellence in SA, thus limiting an understanding of government
performance. The possible justification behind this lack of research may be alluded to the fact
that researchers have focussed their efforts on a post apartheid evaluation of education
instead of an excellence achievement approach. The lack of school excellence models is a
testament to the preceding statement. Historically, the approach towards educational research
emphasised the problems within the education system and offered solutions for a specific
problem in the school system when a comprehensive school system solution is needed (Fong
and Yenming,2013). This proposed study aims to address a gap by redirecting the emphasis
towards the comprehensive school system solution through the use of a school excellence
framework.

4. Aim of the Study

The aim of the study is to develop a conceptual framework for school excellence within the
South African Public Education Sector.
The objectives of the study are outlined below:
  To explore the domains of school excellence within the South African Public School
Environment from the perspective of the leader and the learner.
 To prioritise the domains of school excellence.
 To explore the elements of the school excellence domains within the South African
Public School Environment from the perspective of the leader and the learner.
 To explore strategies that have a positive effect on the domains of school excellence.
 To develop a conceptual framework for School Excellence in the South African
Public School Sector.

5. Research Question
How can a conceptual framework for school excellence be developed for public schools in
South Africa?

Sub Questions

 What are the domains of school excellence within the South African Public School
Environment from the perspective of the leader and the learner.
 How are the domains of school excellence prioritized according to the leader and
learner.
 What are the elements of these domains within the South African Public School
Environment from the perspective of the leader and the learner.
 What are the strategies that have a positive effect on the domains of school
excellence.
 How can a conceptual framework for School Excellence in the South African Public
School Sector be developed.

6. Literature Review
6.1 Conceptualising School Excellence
6.1.1 School Excellence Defined
An earlier definition of school excellence can be explained as meeting the predetermined
goals and objectives laid out in educational policies (Tee,2003:11). The shortcoming of this
definition is highlighted by the fact that educational policies alone serve as the point of
reference when framing school excellence. Thus, the end consumer of the education process
being the learner was not afforded the opportunity to provide insight into how school
excellence should be framed to serve the public interest. This bureaucratic top down approach
of public governance may have proven successful in the past, but in light of changing social
trends, the public have developed a voice and the historical top down approach may not be
appropriate (Rowe and Chapman,2015). Another school of thought perceives excellence as a
holistic approach that offers a systemic view of an organization as a whole, supporting self-
improvement and change in all processes in accordance with the requirements of new
situations and the standards of quality that govern all activities within the organization
(Anninos and Chytiris,2011). This definition incorporates the importance of changing trends
and highlights the learner and other stakeholders in the drive towards excellence. The
definition offered by Anninos and Chytiris supports the use of a bottom up approach which is
consistent with the New Public Service Management Model that places the interest of the
citizen as the core of its' reform initiatives (Rowe and Chapman,2015). In keeping with the
transformation in South African education and the need to include learners in the drive
towards school excellence, the latter definition is applicable to the study.

6.1.2 Theoretical Framework for School Excellence

Aldaihani (2014) explains that the aim of the school excellence model is to provide a
comprehensive framework for evaluating school strengths and identifying areas that need
improvement. The framework should seek to enhance all activities that aim to improve the
school environment and as a result enhance the quality of all educational outputs. School
Excellence Models that have proven successful in other countries are provided below:

 The European Foundation Quality Management (EFQM) Excellence Model has been
applied and implemented at schools, within Spain and the government has provided
financial and social supported towards the achievement of the awards obtained
(Zubieta & Rodríguez, 2008). When the quality model is implemented in Spain public
schools it makes the teaching staff more aware of the existence and importance of
quality management systems and models and leads them to aspire to higher
educational quality (Díez, Iraurgi, Villa,2018).
 In Israel, a model of “Excellence Promoter” is based on the assumption that
promoting excellence in schools will help to bridge the gap between students,
teachers, and school principals and help them to implement various activities that help
in activating the idea of excellence (Eylon et al., 2007).
 Hong Kong depends on a policy of annual assessment and ranking whereby all
secondary schools and junior colleges have been ranked annually since 1992. Ranking
and assessment processes are conducted based on three main criteria comprising
 overall results in the national examinations, “value-added-ness,” and students’
performance in the National Physical Fitness Test (Ng and Chan, 2008).
 In the Malaysian context, the experience of the “learning organization” is considered
as one of the most critical steps in moving toward excellence in education, as this
approach is capable of making an organization more competitive and adaptive to any
change. Teacher practices within Malaysian schools are conducive to the
establishment of a strong learning organization supported by transformational
principals who enable schools to achieve continuous improvement and excellence in
terms of teacher and student learning (Hamzah et al., 2011).
 The Urban Excellence Framework (UEF) developed for the New Leaders for New
Schools’ project that uses the principal actions to drive breakthrough gains and school
turnarounds. The UEF highlights the crucial role a highly effective principal plays in
creating consistent, quality learning experiences in classrooms across the school,
managing the school’s human capital to drive teacher effectiveness, and building a
culture of high aspirations and academic achievement. The framework describes the
leadership actions that New Leaders for New Schools has found to be critical for
driving breakthrough student learning gains and teacher effectiveness. The
relationship between leadership and effective schooling is reported in a number of
studies and is an important strand of inquiry in the literature on educational
effectiveness and improvement (Mongon and Chapman,2012). An analyses of student
achievement outcomes of principals selected and trained by New Leaders for New
Schools show impressive results, however it does not yet exhibit the consistency or
pace of improvement required to meet the goal of preparing every child in a New
Leader-led school for success in college, careers, and citizenship.

 The Chicago Public Schools School Excellence Framework is a research-based resource for
school improvement. The framework facilitates to what degree the school implements high
impact practices that improve the school. The intention is to empower each school to
descriptively assess its own school practices using the school’s own authentic, school
generated evidence/artifacts( Furlong, Hines ,Rivera and Ward,2017).

 The Achieving Excellence approach modelled in Ontario, Canada is based on a goal system
where the main goals are to achieve excellence, ensure equity, promote well being and
enhance public confidence. According to Mourshed, Chijoke and Barber (2010) the public
education system in Ontario has been recognised as one of the best systems in the world.
 In Australia, school excellence is based on principles represented in promoting the culture of
whole school change in an attempt to support the needs of diverse students through practices
such as high-quality curriculum, enhanced teacher expertise, fostering positive partnerships,
and communication among different stakeholders involved in the educational process
(Australian Council for Teaching:Department of Education and Training,2012). The
Framework provides a description of 14 elements across the three domains of learning,
teaching and leading which define the core business of schools towards excellence. Evidence
from the OECD (2013) indicates that Australian teachers are well trained and shows classroom
improvement as a result of professional development.
As part of the Australian framework, a Local Schools, Local Decisions (LSLD) emphasis is
based on the idea that more systemic support is required for the benefits of school autonomy
to be achieved (Suggett,2015). The reform gives Australian public schools more authority,
particularly in the domain of school governance and management, to make local decisions
about how best to meet the needs of their local students. This type of governance structure
bears a similarity to that of governance in South African schools. Its five key principal
professional practices of leading teaching and learning, developing self and others, leading
improvement, innovation and change, leading the management of the school, engaging and
working with the community are aligned with what other successful educational systems such
as Finland, Estonia, Canada, Singapore, and South Korea have done. The advantage of the
Australian framework is that the model has aligned itself with countries that rank in the top
10 educational systems of the world. Therefore the framework will serve as a point of
reference in developing a framework that is applicable to the South African education system.
An overview of the Australian School Excellence Framework is provided below:
Learning Domain.
Elements of the Learning Domain include the following:
 Learning Culture
 Wellbeing
 Curriculum
 Assessment
 Reporting
 Student Performance Measures
Teaching Domain
Elements of the Teaching Domain include the following:
 Effective classroom practice
 Data skill and use
  Professional Standards
 Learning and Development
Leading Domain
Elements of the Leading Domain include the following:
 Educational Leadership
 School Planning, Implementation and Reporting
 School Resources
 Management Practices and Processes
6.1.3 Factors that Affect School Excellence
Literature has traditionally oriented toward leadership or management for the improvement of
the educational system (Lador,2010). Transformational leadership practices and teacher
learning organization practices are two identified determinants in ensuring continuous school
improvement and excellence (Yakop and Hamzah,2011; Bruno-Jofré and Hills,2011).
Excellent schools should strive to ensure that all dimensions of school performance is
consistent with the organizational culture of school excellence (Fisher, 2012). Osman re-
iterated the sentiment of Fisher and explains that school principals need to work constantly
toward improving their school climate, culture and conditions in an attempt to improve
students’ learning, upgrade the learning environment, and move toward excellence in all
school processes (Osman, 2012). Empowering stakeholders is another issue that must be
taken into consideration while discussing the idea of excellence according to Rabie (2010). It
is also important to take into account the various standards that are deemed necessary within
SA's education system.

 Standards of Public service in the Education Sector

In a speech delivered, by the KwaZulu-Natal MEC for Education the emphasis of putting
people first, being responsive to their needs through the process of continuous improvement
was highlighted.
"....... build a public service whose orientation must be the realisation of a
developmental state: a public service which meets the service needs of the province by

putting people first.. people yearn for a public service that is responsive to their

needs.... standards that have been set must continuously improve and be in line

with the ever changing needs of our communities"

According to the Department of Basic Education (2015:24) the Action Plan 2014, the
National Development Plan, Vision 2030, Provincial Growth and Development Plan and the
Department Strategic Plan outlines key service standards that the Department must strive to
achieve. The standards are outlined as follows:
 Improving the quality of teaching through pre-service and continuous teacher
development;
 Courageous and effective leadership;
 Improving government capacity to deliver which includes efficiency in the
provision and utilisation of teachers so that excessively large classes are avoided;
 Improving resources to create a conducive and safe learning environment:
teachers, books and infrastructure;
 Community and parent involvement;
 Learner support and well-being.

Towards schooling 2025 is a long term plan set out by the Department of Basic education to
monitor progress. In accordance with the plan the following should be seen in every South
African school:
 Learners attend school regularly and are punctual motivated by a desire to
come to schools that are accessible. These learners are knowledgeable about
the value of completing their schoolwork, in school and at home, and they
know their school will do everything possible to get them to learn what they
should. Learners can depend on their teachers for advice and guidance, and
they are able to participate in sporting and cultural activities organised at the
school after school hours.
 Teachers, receive the training they require, and are continuously improving
their capabilities. Teachers understand the importance of their profession for
the development of the nation and do their utmost to give their learners a good
educational start in life. Teachers are on the whole satisfied with their jobs
because their pay and conditions of service in general are decent and similar to
what one would find in other professions.
 A school principal who ensures that teaching in the school takes place as it
should, according to the national curriculum, but who also understands his or
her role as a leader whose responsibility is to promote harmony, creativity and
a sound work ethic within the school community and beyond.
 Parents are well informed about what happens in the school, and receive
regular reports about how well their children perform against clear standards
 that are shared by all schools. Parents know that if something is not happening
as it should in the school, the principal or someone in the Department will
listen to them and take steps to deal with any problems.
 Learning and teaching materials are in abundance and of a high quality. The
national Minimum Schoolbag policy, which is widely understood, describes
the minimum quantity and quality of materials that every learners must have
access to. Computers in the school are an important medium through which
learners and teachers access information.
 School buildings and facilities should be spacious, functional, safe and well
maintained. Learners and teachers look after their buildings and facilities
motivated by school pride .
The key standards and the Towards Schooling 2025 plan forms a baseline in terms of the
factors that need to be addressed when examining school excellence.
7. Research Methodology

7.1 Research Philosophy

A phenomenological approach will be adopted where the aim is to explore and describe the
factors contributing to poor service delivery as experienced by school leaders and learners.
The approach also allows for recommendations to be offered on improving the state of
service delivery in Public South African institutes of education.

7.2 Research Design

In keeping with the rationale for the methodology the study will ascribe to the exploratory
7research design. According to Wilson (2014) exploratory research is usually based on an
inductive approach where there is a lack or very little published work or knowledge on a
certain topic. Detailed interviews with 16 school leaders and 32 learners will be used to gain
insights into the factors that drive school excellence in public secondary schools and provide
normative recommendations. The study aims to obtain information rich responses as there is
a dearth of literature that examines service delivery using the qualitative approach.

7.3 Sample Population

According to Saunders and Lewis (2012) a sample is a subgroup of a whole population which
is not necessarily people but could include organisations and places. Interviewees will be
purposefully selected within the ambit of non probability sampling. Purposive sampling is
used for selecting small samples to generate qualitative data (Saunders and Lewis,2012: 137).
The sample will include school leaders (principals) and Grade 12 learners at a secondary
level from 16 schools in KwaZulu-Natal within the Phoenix and Verulam School Circuits.
The schools will be chosen based on the matric pass rates comprising 16 schools with a pass
rate between 95- 100%. The matric pass rate is an important outcome when assessing the
effectiveness of service delivery in secondary schools.

7.4 Sample Size

According to Demetrius and McClain (2012), it is usual to perform qualitative research with
only 6 to 12 participants, while for quantitative research; it’s common for there to be
hundreds or even thousands of participants. As a result, qualitative research tends to have less
statistical power than quantitative. This is not seen as a limitation as the aim of the study is to
obtain value added and rich information. The proposed study will include 1 principal and 2
learners from each school. The total sample will include 16 principals and 32 Grade 12
learners. The learners will be purposively selected from the student representative council of
each school as these learners hold a comprehensive understanding of the school operations
and issues that are raised by learners. Specifically using a sample of only principals and
learners may result in a degree of result bias as the opinions of a broad group of
stakeholders, including policy-makers, parents, educators and school governing boards, are
not taken into account. Nevertheless, selecting school leaders and learners in Grade 12 will
ensure that participants who have direct experience with the local schooling system are able
to provide a detailed account of their experience with factors that affect the service delivery.

7.5 Research Instrument

With the qualitative research approach the use of interviews is widely recognised. Jebreen
(2012) states interviews offer a widely used tool that is primarily used to tap into the first
hand experiences of people, their emotions, inner attitudes and their unique perception of
reality. Conducting interviews opens a vast avenue of various interview types; structured,
semi-structured and unstructured interviews. This type of research tool focuses on gathering
mainly verbal data rather than measurements. Semi-structured interviews are by their very
nature not rigid and thus will consist of open-ended questions which are based on the subject
interests and topics that the researcher intends to study. The open-ended nature of the
questions provides opportunities for both the interviewer and interviewee to discuss certain
topics in more detail. Amongst the best quality data collection methods, include face-to-face
or personal interviews but they are labour intensive and this is particularly so when the
subject matter is very sensitive, very complex or if the interview is likely to be lengthy.
However, due to the nature of the study, the use of the face to face interviews will prove
invaluable in obtaining the required data.
7.6 Data Collection
Interviewees will be invited to participate in the study by e-mail. To ensure a detailed
discussion, respondents will be provided with a list of open-ended questions at least three
days before the interview. Although this may increase the risk of a rehearsed response, it can
also ensure a more detailed response (Rowley, 2012). The date and venue for the interview
will be pre-arranged via email with the respective principal of each school. The interview will
be recorded via an audio tape recorder and observation of the participants will be completed
during the interview by the lead researcher.

7.7 Data Analysis

Inductive analysis is the most common approach used to analyse qualitative data. The study
will use the inductive analysis to aid in the development of a model to improve service
delivery within the secondary school environment. Tesch’s eight-step procedure of data
analysis was applied (Tesch, cited in Cresswell, 2009) as follows:

• Interviews were transcribed verbatim and analysed by the researcher.

• The researcher read the transcripts and compared them with the audio-taped interviews.

• The researcher read the transcript for the second time so as to identify the underlying
meaning.

• The researcher selected the most interesting and informative interview and notes were made
in the margins of the transcribed interview. The process was repeated for the rest of the
interviews.

• Similar topics were clustered together under topics.

• From the topics, the researcher formed themes and sub-themes.

• An experienced person in the field of qualitative research analysed the data separately and
then identified themes that were discussed with the researcher.

• Literature was reviewed to verify the findings.

The collected data for the qualitative research design component will be analysed using the
NVIVO, statistical data analysis software package. The use of analysis software offers
advantages of continuity and can aid both transparency and methodological rigour (Saunders
et al., 2015).
Based on Polit and Beck (2012) principles of trustworthiness will be adhered to throughout
the study: credibility, dependability, confirmability and transferability.

 Credibility will be ascertained by the thorough interviewing process. Field notes will
be completed and the tape recorder will be used to collect data. Data will be
transcribed and the transcribed notes will be a true reflection of the participants’
response (Jardien-Baboo, Van Rooyen, Ricks,Jordan ,2016)
 Dependability of the research findings will be obtained by ensuring the credibility of
the findings (Polit and Beck, 2012). An audit trail will be maintained through safe
keeping of raw data of each interview for future reference. The audit trail will
enhance the level of dependability of the study. The rich dense descriptions obtained
by use of the transcribed interviews and the field notes of the researcher will be used
to prove the dependability of the findings.
 The confirmability of the research findings will be ensured by the provision of rich
thick data obtained from the semi-structured interviews, the field notes of the
researcher, and the transcript.
 To facilitate transferability, a clear and distinct description of the context, selection of
participants, data collection and the process of data analysis will be provided.
Transferability will be achieved by purposive sampling of the principals and learners
(Babbie, 2014) and through dense description of the research results, supported with
verbatim quotations from the participants (Polit and Beck, 2012).

7.8 Elimination of Bias

It is important that the researcher remains objective throughout the study. This will be
achieved through the use of the following:

 Gender neutral words; as Saunders et al. (2015) affirms that when “referring to both
sexes, it is inappropriate to use the terms ‘men’ or ‘women’ and their gender-based
equivalents.” Therefore gender neutral words will be used when conducting the
interviews and interacting with the respondents.

 Not identifying people by race, gender, and ethnicity unless it is relevant to the study.
Saunders et al. (2015) continues and states that one needs to pay particular attention
when referring to the different ethnic groups. If the term used refers to a number of
ethnic groups, it is important that it is inclusive of the entire communities, but an
attempt to identify individual groups within these communities should be performed.
Every respondent will be given an opportunity to participate in the study regardless of
 race , gender or ethnicity. Only the exclusion criteria will be used to exclude members
of the population from the study.

 Avoid language that suggests evaluation or reinforces stereotypes, such as using

language that reinforces and promotes the view of disabled people as patients. All
language used will be respectful towards all groups of members of the population

 Making assumptions about various age groups and using language that entrenches the
views that younger people may be irresponsible and don’t think about their futures.
The proposed study will not discriminate against any person based on their age and all
members of the population will only be excluded based on the exclusion criteria

7.9 Ethical Considerations

Basic ethical principles will be adhered to at all times namely beneficence (doing good), non-
maleficience (not doing harm), autonomy (respect the rights of others) and justice (consider
carefully the research in which you will be working- equity).

 Ensuring participants have been given formal consent

The researcher will ensure that the relevance of the study is fully explained to the participants

 Ensuring no harm to participants

There is no known or unexpected risk to participants and fairness and honesty will be
exercised throughout the study.

 Ensuring that anonymity is maintained

An assurance of anonymity and confidentiality will be given in writing and verbally by the
researcher when the research is administered.

Ensuring that permission is obtained

In this study, permission will be obtained from the Department of Education to conduct
research and have access to the principals and learners.

 Ensuring that participation is voluntary

Participants will be given the option to voluntarily participate or not in the study.
8. Outline of the Chapters
Chapter One

Chapter one will provide an overview of the background to the problem, aims and objectives
to create a platform detailing the need for a school excellence model in South Africa. The
research questions and significance of the study will also be explained.

Chapter Two

A literature review detailing school excellence models and their application across the world
will be outlined. Factors that influence school excellence and strategies that support school
excellence will also be investigated.

Chapter Three

The research methodology outlines the procedures that will support data collection and
analysis. The research philosophy, strategy and design will be explained with a detailed
account of the sample population and sampling strategy employed in the study.

Chapter Four

The thematic analysis of both the learner and leader perspectives will be provided. the use of
themes will aid in the development of a conceptual framework.

Chapter Five

A presentation of the primary and secondary findings of the study will be provided and the
conceptual framework for a school excellence model will be provided.
9.Research Plan of Action
Action Time Frame

Research Proposal October 31 2018

Review of proposal and allocation of November - December 2018

supervisor

Defence of proposal January- March 2019

Submission of documents for ethical April- May 2019

clearance

Submission of chapter 1 for review June - July 2019

Submission of chapter 2 August -October 2019

Submission of chapter 3 November- January 2020

Data collection February- April 2020

Submission of chapter 4 May-July 2020

Submission of chapter 5 August - September 2020

Submission of chapter 6 October - December 202-

Submission of final dissertation January- March 2021

10 .Budget
Petrol R3000

Stationary (Paper, Ink Cartridges) R6000

Audio tape Recorder R2500

Total R 11500
11. References
ACT Department of Education and Training (2012), “Excellence in Disability Education in
ACT Public Schools Strategic Plan: 2010-2013”, Canberra, Australia.

Babbie, E. R. (2013). The practice of social research. Belmont, CA: Wadsworth Cengage
Learning.

Bruno-Jofré, R. & Hills, G. (2011), “Changing Visions of Excellence in Ontario School

Policy: The Cases of Living and Learning and for the Love of Learning”, Educational Theory
61(3), 335-349.

Carte Blance. 2012. Matric. Carte Blanche. March ed. South Africa: MNet.

Furlong, M.F.; Hines, M; Rivera,A; Ward, G.D. 2017. Chicago Public Schools School
Excellence Framework: A support for Continuous Improvement.

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.

Demetrius,M; and McClain, B. 2012. Strengths and Weaknesses of Quantitative and

QualitativeResearch.Available at: https://www.uxmatters.com/mt/archives/2012/09/strengths-
and-weaknesses-of-quantitative-and-qualitative-research.php. [ Accessed 14 September
2018].

Department of Education. May 2001. Education in South Africa: Achievements since 1994

Department of Basic Education. Service Delivery Improvement Plan (SDIP) 2015/16,

2016/17, 2017/18

Diez, F.; Iraurgi,I.;Villa, A.2018.Quality management in schools: Analysis of mediating

factors. South African Journal of Education, Volume 38, Number 2, May 2018.

Eylon, B., Scherz, Z. & Carmeli, M. (2007), “Excellence Promoters in Education:

Development and Study of a Model for Training and Implementation”, Report, Science
Teaching Department, Weizmann Institute of Science.

Fisher, Y. (2012), “School Quality: Learning through the Success of Others”, Education 2(5),
160-173.

Fong, F.S. and Yenming, Z.(2013).The Balance of Art and Science of Leadership -- A
Dunman High School Perspective. International Review of Contemporary Learning
Research. 2, No. 2, 89-98
Ghaleb AS (2017) Achieving Excellence in Kuwaiti Schools: A School Leaders’ Viewpoint.
Arts Social Sci J 8: 274. doi: 10.4172/2151-6200.1000274

Guthrie, J., E. Evans and R. Burritt. 2014. Australian accounting academics: Challenges and
possibilities. Meditari Accountancy Research 22(1): 20‒37.

Hamzah, M.I.M., Yakop, F.M., Nordin, N.M. & Rahman, S. (2011), “School as Learning
Organisation: The Role of Principal’s Transformational Leadership in Promoting Teacher
Engagement”, World Applied Sciences Journal 14, 58-63.

Holborn, L. 2013. Education in South Africa: Where Did It Go Wrong?[online]. Available at:
http://www.ngopulse.org/article/education-south-africa-where-did-it-go-wrong.[Accessed 12
July 2018].

Jansen, J. 2012. Political theater means country praises mediocrity. Saturday Star.

Jebreen, I. (2012) Using Inductive Approach as Research Strategy in Requirements

Engineering. International Journal of Computer and Information Technology, 1, 162-173.

Lador, I.I. (2010), “Research Trends, Focused on Excellence in the Fundamental Field of
Science Physical Education and Sports”, Gymnasium: Journal of Physical Education and
Sport 11(2), 6-14.

Metcalfe, M., M. Orkin and G. Jenny. 2012. Our pass rate focus is too narrow. Sunday Times:
15 Jan, 2012: 6.

Mongon, D & Chapman, C, 2012 (forthcoming), High Leverage Leadership: improving

outcomes in educational settings, London, Routledge

Mourshed, M.; Chijoke,C and Barber,M.2010.How the world's most improved school
systems keep getting better. McKinsey and Company.London.UK.

New Leaders for New Schools. 2009.A New Principalship Principal Effectiveness: a new
Principalship to drive student achievement, teacher effectiveness, and school turnarounds.
With key insights from the Urban Excellence Framework.

Ng, P.T, Chan, D. (2008) "A comparative study of Singapore's school excellence model with
Hong Kong's school‐based management", International Journal of Educational
Management, 22 (6), pp.488-505, Available at: https://doi.org/10.1108/09513540810895426.
[Accessed on 15 August 2018].
Persson, M. and C. Napier. 2014. The Australian accounting academic in the 1950s: R. J.
Chambers and networks of accounting research. Meditari Accountancy Research 22(1): 54‒
76.

Polit, D.F. and Beck, C.T. (2012) Nursing Research: Generating and Assessing Evidence for
Nursing Practice. 9th Edition, Lippincott, Williams & Wilkins, Philadelphia.

Rabie, P. (2010), “Empowerment through Excellence: Beyond the BEE Scorecard”,

Accountancy SA Nov, 14-15.

Roew,A.; Chapman, C.2015. Perspectives on improvement and Effectiveness: key definitions

and Concepts. Economic and Social research Council and the Scottish Government.

Rowley E. Protocol for a qualitative study exploring the roles of ‘Diffusion Fellows’ in
bridging the research to practice gap in the Nottinghamshire, Derbyshire and Lincolnshire
Collaboration for Leadership in Applied Health Research and Care (CLAHRC-NDL). BMJ
Open 2012;2:e000604. doi:10.1136/ bmjopen-2011-000604

Saunders, M., Lewis, P. and Thornhill, A. (2012) Research Methods for Business Students.
Pearson Education Ltd., Harlow.

Singh, R. 2015. Current trends and challenges in South African higher education: Part 1.
South African Journal of Higher Education 29(3): 1‒7.

Spaull, N.2013.South Africa's Education Crisis:The Quality of Education in SA 1994-2011.

centre for development and Enterprise.

Suggett, D. 2015. "School autonomy: Necessary but not sufficient," Evidence Base, Australia
and New Zealand School of Government, vol. 2015(1), pages 1-26, March.

Tau, S. 2012. Focus on quality, not pass rate. The Citizen: 5 Jan, 2012: 6.

Wilmot, L. and A. Merino. 2015. A personal reflection of the impact of adopting a student-
centred teaching approach to influence accounting students’ approaches to learning. South
African Journal of Higher Education 29(6): 257‒274.

Yakop, F.M. & Hamzah, M.B.M. (2011), A Study of Relationship Between Leadership
Practices and Learning Organization Practices in Cluster Secondary Schools”, Journal
Pendidikan dan Latihan 3(1), 41-55.
12. Previous Qualifications and Experience
Institute Qualification Year

University of Durban B.PHYSIO (HONS) 2001

Westville

Mancosa MBA (Coursework and 2013

Dissertation)

National Asthma Education Diploma in Asthma Care 2014

Programme

Experience

Position Duties Period

Junior Physiotherapist Performed physiotherapy and 2002-2004

administrative duties at
Wentworth Hospital.
Supervised 4th year
physiotherapy students.

Liaised with surgeons in

cardiothoracic,neuro and
plastics for a team approach.

Physiotherapy Lecturer/Tutor Served in the capacity of a 2003-2005

junior lecturer. Completed
administrative duties.
Supervised students in
clinical practice

Private Practice Assumed a management role 2006-present

Physiotherapist in a medical centre.
Responsibilities include
management of finance,
human resources and
operations.