MFP2601 Learning Unit 1
Introduction to Management, Leadership
and Governance in the Foundation Phase
1.1 Introduction
Management- Social process whereby human resources and organisational processes are co-
ordinated to achieve the desired goals of the public institution.
School Management- day-to-day running of the school including management of staff and learners,
overseeing school environment and monitoring learning activities.
Education Manager- all provincial, district, circuit and school managers responsible for the
implementation of educational policies as heads or administrators of their respective institutions.
Manager- person who allocates human, material and information resources in pursuit of an
organisation’s goals.
School Manager- educator appointed or acting as head of a school. Person who plans, organises, leads
controls and delegates the teaching and learning of activities.
Management functions and responsibilities of school managers:
VAN ROOYEN AND ROUSSOUW-
human resources management, curriculum management, financial management and facilities
management.
BRATTON, GRINT, NELSON-
planning, organising, commanding, coordinating and controlling
LOOCK-
assisting subordinates with problems, give/ receive info to/from
employees, managing labour relations, leadership employee
development, employee utilisation, planning, scheduling and
organising, controlling work progress, upraising performance,
resources utilisation, administration, disciplinary actions and
personnel management.
ROBBINS. JUDGE, ODENDAAL, ROODT-
planning, organising, coordinating, controlling and commanding
HENRI FAYOL-
, (1)Prevoyance (forecast and plan) examine future and then draw up plan of action.
(2)To organise build up structure, material and human of undertaking. Make optimum use of
resources required = successful carrying out of plans
(3)To command uphold activities among personnel
(4)To coordinate bind together, unify and harmonise all activities and efforts
(5)To control everything is according to established rules and expressed commands
PRETORIUS, KRUGER, VAN SCHALKWYK, VAN DEVENTER, CLICK-
Planning
Determine a mission, aims and outcomes (problem solving and decision-making). Also deals with
strategies, approaches, methods and resources that are essential for day-to-day running of the
school.
→Do the planning in writing according to procedures indicated by policies
→Plan ahead: long-term planning (year plans), intermediate planning (term or week plans), and
short-term plans (daily plans) should be done well in advance
→Pay attention to all aspects of project in cooperation with the vision and the mission of the
project
Organising
Establishing an organisational structure to determine how people and resources should be deployed
to accomplish the planned outcome (planning strategies, coordinating people, identifying
communication channels, establishing relationships and determining rules and regulations)
Delegate- allocate authority, responsibility and liability to a person.
A school principal must delegate for the following reasons:
→it leaves the principal more time for management
→a larger quantity of work can be finalised
→staff members responsible for certain tasks derive job satisfaction from it, leading to greater
motivation
Reasons why some are NOT able to delegate:
→unable to let go of control
→staff do not measure up to their expectations
→fear repercussions is delegating occurs
→are perfectionists
→concerned about quality of job to be delegated
→perception that principal may be pushing work onto staff
→fear imposing on people
→ staff that will NOT say no to any request because of the principal’s position
→lack organisation skills to get help in time
, Leading
Direct people and motivate them so their actions are aligned with formulated outcomes.
Leaders are people with distinct characteristics and specific qualities which distinguish them from
others. They are purpose and vison-driven people, and this gives them inspiration necessary for
real success (devoted to a purpose).
A good leader gains goodwill and loyalty from followers by assisting, motivating and guiding them.
Leadership means (South African activities):
→having a holistic perspective →bringing core value to life
→encouraging a vision →seeing problems as learning challenges
→understand and acknowledge needs and contributions of colleagues, children, learners, parents
and the community →perform a leadership role through flexible responses
→working with balance, rhythm and workflow
→acknowledging creative complexity and controversy
→finding the path of integrity →modelling the way
HORSWELL- 10 fundamental ideas on leadership applicable to all 3 phases of early childhood
development:
1. INFLUENTIAL→ change one’s direction of thinking
2. COMMUNICATORS→ connect with people
3. CONSCIOUS→ use time effectively
4. PEOPLE→ genuine feelings and passion for people
5. VISIONARIES→ can create vison- art of communicating, sketching and expressing goals in
form of desirable and beneficial destinations
6. ACHIEVERS→ growth and direction in personal lives and achieve their goals
7. TENACIOUS→ mental toughness and discipline and do not fold under pressure. Rise to
challenges and execute and practice key performance factors
8. TEAM PLAYERS→ can’t provide all to all and do not possess every skill- select a team of people
who are each competent in their own way
9. PERFORMANCE DRIVEN→ demand and reward performance. Prepared to coach and encourage
others and continually stretch people’s performance
10. STRETCH THEMSELVES→ never satisfied and continue to set higher goals when current goals
are achieved
Control
School managers have the following managerial responsibilities:
→serve as ex-officio members of SGB
→provide leadership- set overall goals used as a basis for school curriculum objectives
→provide direction to staff in setting curriculum objectives
→Keep records- inventories, repair schedules and purchasing information
→serve as chief accounting officer for school finances
→allocate responsibilities and duties to all staff
→plan and facilitate in-service training for all staff
, →conduct developmental appraisal of all staff
→keep personnel records in a safe place
→communicate goals of school to parents
→plan and implement parent education activities
→encourage parents to be involved in school
→implement safety and security policies for staff and learners
→build and maintain good community relations
→solve problems of the staff, parents and learners
→assist the SGB in providing resources for effective functioning of school
Management Styles
*Strong political management of government institutions at the highest level plays an important role
in school and classroom management in public schools.
*Hayward identifies 6 types of management→Assertive management, Breakthrough or Maverick
management, Emotionally Intelligent management, Ethical management, Invitational management and
Servant management.
*Williams→ Some factors that inhibit collaborated or shared management style are principals with
authoritarian ethos, cultural and gender biases, teams meeting infrequently and teacher’s reluctance
to participate in management roles.
*Greater authority by SMT and SGB, the greater the potential for truly strategic approach to
emerge.
*SMT and SGB are required to think and act strategically to align school policies and practices to
national legislation.
Leadership
*Leadership is the ability and potential to influence any group of employees towards the
achievement of identified goals.
*Oxford dictionary: Provide guidance by going in front.
*Van Deventer & Kruger: One or other form of dominance where the subordinates more or less have
to accept commanding and controlling of the other person.
* Social influence process that involves determining group objectives, motivating behaviour in aid of
objectives and influencing group maintenance and culture.
*Non-coercive influence in directing and co-ordinating activities of members of group towards
accomplishment of goals.
*School leadership- people occupying various roles and functions such as principals, deputy and
assistant principals, leadership teams, SGB’s and school-level staff involved in leadership tasks.
Introduction to Management, Leadership
and Governance in the Foundation Phase
1.1 Introduction
Management- Social process whereby human resources and organisational processes are co-
ordinated to achieve the desired goals of the public institution.
School Management- day-to-day running of the school including management of staff and learners,
overseeing school environment and monitoring learning activities.
Education Manager- all provincial, district, circuit and school managers responsible for the
implementation of educational policies as heads or administrators of their respective institutions.
Manager- person who allocates human, material and information resources in pursuit of an
organisation’s goals.
School Manager- educator appointed or acting as head of a school. Person who plans, organises, leads
controls and delegates the teaching and learning of activities.
Management functions and responsibilities of school managers:
VAN ROOYEN AND ROUSSOUW-
human resources management, curriculum management, financial management and facilities
management.
BRATTON, GRINT, NELSON-
planning, organising, commanding, coordinating and controlling
LOOCK-
assisting subordinates with problems, give/ receive info to/from
employees, managing labour relations, leadership employee
development, employee utilisation, planning, scheduling and
organising, controlling work progress, upraising performance,
resources utilisation, administration, disciplinary actions and
personnel management.
ROBBINS. JUDGE, ODENDAAL, ROODT-
planning, organising, coordinating, controlling and commanding
HENRI FAYOL-
, (1)Prevoyance (forecast and plan) examine future and then draw up plan of action.
(2)To organise build up structure, material and human of undertaking. Make optimum use of
resources required = successful carrying out of plans
(3)To command uphold activities among personnel
(4)To coordinate bind together, unify and harmonise all activities and efforts
(5)To control everything is according to established rules and expressed commands
PRETORIUS, KRUGER, VAN SCHALKWYK, VAN DEVENTER, CLICK-
Planning
Determine a mission, aims and outcomes (problem solving and decision-making). Also deals with
strategies, approaches, methods and resources that are essential for day-to-day running of the
school.
→Do the planning in writing according to procedures indicated by policies
→Plan ahead: long-term planning (year plans), intermediate planning (term or week plans), and
short-term plans (daily plans) should be done well in advance
→Pay attention to all aspects of project in cooperation with the vision and the mission of the
project
Organising
Establishing an organisational structure to determine how people and resources should be deployed
to accomplish the planned outcome (planning strategies, coordinating people, identifying
communication channels, establishing relationships and determining rules and regulations)
Delegate- allocate authority, responsibility and liability to a person.
A school principal must delegate for the following reasons:
→it leaves the principal more time for management
→a larger quantity of work can be finalised
→staff members responsible for certain tasks derive job satisfaction from it, leading to greater
motivation
Reasons why some are NOT able to delegate:
→unable to let go of control
→staff do not measure up to their expectations
→fear repercussions is delegating occurs
→are perfectionists
→concerned about quality of job to be delegated
→perception that principal may be pushing work onto staff
→fear imposing on people
→ staff that will NOT say no to any request because of the principal’s position
→lack organisation skills to get help in time
, Leading
Direct people and motivate them so their actions are aligned with formulated outcomes.
Leaders are people with distinct characteristics and specific qualities which distinguish them from
others. They are purpose and vison-driven people, and this gives them inspiration necessary for
real success (devoted to a purpose).
A good leader gains goodwill and loyalty from followers by assisting, motivating and guiding them.
Leadership means (South African activities):
→having a holistic perspective →bringing core value to life
→encouraging a vision →seeing problems as learning challenges
→understand and acknowledge needs and contributions of colleagues, children, learners, parents
and the community →perform a leadership role through flexible responses
→working with balance, rhythm and workflow
→acknowledging creative complexity and controversy
→finding the path of integrity →modelling the way
HORSWELL- 10 fundamental ideas on leadership applicable to all 3 phases of early childhood
development:
1. INFLUENTIAL→ change one’s direction of thinking
2. COMMUNICATORS→ connect with people
3. CONSCIOUS→ use time effectively
4. PEOPLE→ genuine feelings and passion for people
5. VISIONARIES→ can create vison- art of communicating, sketching and expressing goals in
form of desirable and beneficial destinations
6. ACHIEVERS→ growth and direction in personal lives and achieve their goals
7. TENACIOUS→ mental toughness and discipline and do not fold under pressure. Rise to
challenges and execute and practice key performance factors
8. TEAM PLAYERS→ can’t provide all to all and do not possess every skill- select a team of people
who are each competent in their own way
9. PERFORMANCE DRIVEN→ demand and reward performance. Prepared to coach and encourage
others and continually stretch people’s performance
10. STRETCH THEMSELVES→ never satisfied and continue to set higher goals when current goals
are achieved
Control
School managers have the following managerial responsibilities:
→serve as ex-officio members of SGB
→provide leadership- set overall goals used as a basis for school curriculum objectives
→provide direction to staff in setting curriculum objectives
→Keep records- inventories, repair schedules and purchasing information
→serve as chief accounting officer for school finances
→allocate responsibilities and duties to all staff
→plan and facilitate in-service training for all staff
, →conduct developmental appraisal of all staff
→keep personnel records in a safe place
→communicate goals of school to parents
→plan and implement parent education activities
→encourage parents to be involved in school
→implement safety and security policies for staff and learners
→build and maintain good community relations
→solve problems of the staff, parents and learners
→assist the SGB in providing resources for effective functioning of school
Management Styles
*Strong political management of government institutions at the highest level plays an important role
in school and classroom management in public schools.
*Hayward identifies 6 types of management→Assertive management, Breakthrough or Maverick
management, Emotionally Intelligent management, Ethical management, Invitational management and
Servant management.
*Williams→ Some factors that inhibit collaborated or shared management style are principals with
authoritarian ethos, cultural and gender biases, teams meeting infrequently and teacher’s reluctance
to participate in management roles.
*Greater authority by SMT and SGB, the greater the potential for truly strategic approach to
emerge.
*SMT and SGB are required to think and act strategically to align school policies and practices to
national legislation.
Leadership
*Leadership is the ability and potential to influence any group of employees towards the
achievement of identified goals.
*Oxford dictionary: Provide guidance by going in front.
*Van Deventer & Kruger: One or other form of dominance where the subordinates more or less have
to accept commanding and controlling of the other person.
* Social influence process that involves determining group objectives, motivating behaviour in aid of
objectives and influencing group maintenance and culture.
*Non-coercive influence in directing and co-ordinating activities of members of group towards
accomplishment of goals.
*School leadership- people occupying various roles and functions such as principals, deputy and
assistant principals, leadership teams, SGB’s and school-level staff involved in leadership tasks.
