The effective management determines the success of a school as an educational and teaching institution (van der Westhuizen 1991). The study links the development of administrative technological support with institutional effectiveness. It also examines the way in which these technological resources are used in schools for administrative purposes.
CHAPTER ONE
RESEARCH FOCUS
INTRODUCTION
RATIONALE FOR THE STUDY
According to Msweli et al. 2001) school development planning is a process of innovation and change management in which the main goal is to improve the quality of teaching and learning. In other words, both administrative technological support and school development planning have common points for improving the quality of teaching and learning with the aim of achieving the effectiveness of the institution.
METHODOLOGY
Due to the lack of funds and qualified teachers for agriculture, the agricultural profession was abolished. The study sample is limited to the principal, vice-principal, 2 department heads and 4 class teachers, as all positions should be represented.
CRITICAL QUESTIONS
School B had to develop an agricultural school because most of the community members are self-sufficient. The goal was to improve ventilation. The table lists the number of respondents that will be used in data collection and the type of research.. resources used in each of the two secondary schools?.
LIMITATION OF THE STUDY
What follows is Table 1, which shows data collection strategies and also explains the purpose of using the specific data collection strategy. To see the type of a) One teacher a) Quality technological resources they have from the management. to have. team.
CONCLUSION
INTRODUCTION
That is, the primary objective of the administrative function is to store data and make information available, while the secondary objective focuses on achieving the effectiveness of the institution. Checking - supervision of the current work performance and verification of the current one; the quantity and quality of output meet expectations (Donnelly, 1995:9).
CLARIFICATION OF TERMINOLOGY
My definition of the term technology is that technology is extension of our abilities to change the world to suit us better. The term "management" has specific connotations in the private sector, "administration" in the public sector, and the term leadership has become fashionable.
THE THEORITICAL FRAMEWORK
The system theory belongs to the management science approach category, and I have chosen it as a starting point for my study. I have chosen systems theory as a starting point because it is aware of the challenge of managing institutions in a changing world where there is a demand for better quality products and services (Donnelly, 1995).
HOW ARE THESE TECHNOLOGICAL RESOURCES UTILISED IN DIFFERENT SCHOOLS
THE DUTIES OF ADMINISTRATIVE ROLE PLAYERS
According to Badenhorst (1995), the principal is the central figure in the school and there are many tasks that he/she has to perform. For effective management, the director must emphasize four fundamental management tasks, namely planning, organization, guidance and control (van der Westhuizen). According to Buchel (1995), the head of department is an educator responsible for a particular area of education. the curriculum.
Among the many duties of the head of the department, he/she also does the following: - organizing the subjects for which he/she is responsible. The administrative role players, secretary, educator, head of department and principal are hierarchically arranged to perform various tasks which must be integrated to fulfill the overall purpose of the institution, if the school is seen as a "whole".
RECORD KEEPING
- Information regarding learners and parents
- Staff
- Other data
Media Center: Inventory of available books, magazines, other media aids, discussion of the media center, interlibrary systems, duty schedule. Badenhorst (1998) suggests that this administrative equipment (copier, duplicator, computers, telephone, fax, internet, intercom and siren) should be controlled by a team composed of a system manager and other members of the management team. The administrative system should not depend only on one person, but the manager will identify and train someone who can take over the duties of the system manager in case of absence, promotion of the manager.
RESOURCE MANAGEMENT
RESOURCES AND FINANCES
TECHNOLOGY AND SCHOOL ADMINATRATIO
The school managers need training in these technologies to create a working environment that is conducive to their workplace needs and can provide efficiency. A database turns the computer into an electronic filing system for efficiently organizing and retrieving all kinds of information. Integrating technology into the school's administrative functions can provide standardization that simplifies tasks and is cost-effective.
With people in different buildings within the school system With people in the community (parents, city offices and others). The school should also explore the possibilities of connecting school offices via WAN to centralize administrative functions (Kelley J, 2003).
CONLUSION
I believe that the introduction of these technological innovations in school administration can lead to effective school administration. I think that the adoption of systems theory in school administration would bring an effective school administration, which would ensure better quality results in the school. It is also important that all parties know exactly the roles they piu)' in the administration of the school.
The computer is considered by many authors as the alternative management tool that can improve effective school management. I believe that appropriate use of technological resources in school administration can lead to effective school administration which can lead to the best school quality results.
DESCRIPTION OF THE SAMPLE
The purpose of this chapter is to explain and justify the design of my study. The research methodology chapter is a detailed description of what happened in the data collection process.
DESCRIPTION OF INSTRUMENTS
- Interview
- Questionnaire
In School A and School B, the respondents (principal, deputy principal, department heads and teachers) were asked the same questions. In school B, the deputy principal was responsible for the management and maintenance of resources. In school B, some teachers complained that only friends of the vice principal had access to technological tools.
This graph shows that the majority of educators in school B did not use technological resources in administration and also in teaching. In School B, students had no access to technology resources and there was only one computer which was for office use only.
Conclusion
INTRODUCTION
FINDINGS
- Intcn'icws
- Observation checklist
- Document analysis
The principal of school A said that he was both a principal and superintendent because the school was a boarding school. The principal of School A indicated that the technology had a positive effect on the school environment and the lifestyle of the educators. The t\\'o deputy principals of School A said that they are not able to control and manage their work without the help or new technological resources, such as a computer, the Internet,lle.
Table 3 shows that School B does not have a library and science laboratories which are very important for improving school results. 00% agreed that maintenance of the tools should be done frequently. 73% agreed that students should have access to these modern tools. 80% agreed that parents should also have access to these modern tools. 83% were unsure whether students and parents should have a role in maintaining school resources. 82% strongly agreed that teachers should be trained in how to use the resources. 79% agreed that technology tools are efficient in terms of time, cost and staff usage.
Conclusion
While the principal of school B, on the other hand, does not have rich human support. There is one vice-principal, and his principal cannot delegate tasks to him as there is a communication breakdown between the two. There are three department heads, only two react positively to the principal's orders, the other takes the side of the vice principal.
The principal of school A can also use technological means to achieve the desired outcome and achieve the school goals as the school has sufficient resources. While the principal of school B does not have sufficient technological support to assist him in the effective implementation of the administrative activities.
INTRODUCTION
RECCOMENDATIONS
- INTRODUCTION
- The Department of Education
In addition to paying school fees, the school must raise funds and also establish partnerships with business sectors, which can help provide technological resources such as telephones, libraries, laboratories. The school must have strong security systems in place to ensure that material resources are secure. The school must use government financial support (Rates and Standard Funding) to purchase administrative and teaching equipment.
Schools can benefit from contributing in terms of attracting business interests to support disadvantaged schools and cascading knowledge into school technology development projects. The school's governing body has the authority to form positive partnerships with local businesses to support the school's technology development plan.
CONCLUSION
It is the duty of the governing body of the school to organize local consortia with other local schools in order to increase purchasing power (EPU. The main objective of the new Ministry of Education has always been to change the legacy of the apartheid past by eliminating the disparity that exists between the education of the South African nation. Schools do not face to the challenge of bridging the gap caused not only by historical differences, but also by the technological demands of the world we live in, and it has become a national imperative to respond to these changes.
Please respond to each of the following items by placing a cross that correctly reflects your opinion about the utilization of the technological resources. Is there any kind of partnership between the government, the business sector and parents in the development of the school resources.
APPENDIX D
We are committed to providing quality education to our clients to enable them to be competent and globally accepted. Attendance is compulsory for all students, i.e. b) Written notice of intention to leave the school, for whatever reason, must be given by the end of the year. Conduct and Courtesy (Good and Courteous Behavior) Prohibited Practices. a) Use of foul or suggestive language, whether spoken or in vvTiting.
In any way, it disgraces the good name of the school, e.g. ingratitude to members of the public, misbehavior on public transport. n) SRC members and prefects should be given the respect they deserve. The prescribed uniform must be worn at school and during school trips/visits and sporting events.
