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The preparation for principalship in the Mpumalanga Province (South Africa)

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dc.contributor.author De Wet, Corene
dc.date.accessioned 2017-01-06T10:51:25Z
dc.date.available 2017-01-06T10:51:25Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/11622/123
dc.description.abstract This paper reports on findings from a qualitative implementation evaluation study on the Advanced Certificate in Education: School Management and Leadership (ACE:SML) 2013-2014 programme presented by the School of Open Learning (SOL) of the University of the Free State for serving and aspiring school leaders in Mpumalanga Province (MP). Utilising Patton’s (2002) research guidelines for qualitative implementation evaluation studies, the aim of the study was to investigate how students experience the programme under investigation; the services provided to the students; as well as how the programme was organised. Based on thematic data analysis and evaluative studies on the preparation for principalship in South Africa, findings from this study shed light on factors influencing principals and aspiring principals’ decision whether to enrol for the ACE:SML programme. The study found that students’ experience of the ACE:SML programme was mostly positive. Their negative experiences may be attributed to factors both inside and outside the direct influence sphere of SOL. The SOL provided well-organised academic, administrative, mentorship and ICT services, as well as network opportunities to all the students. en_US
dc.language.iso en en_US
dc.publisher The IIE en_US
dc.subject Principals en_US
dc.subject School leadership en_US
dc.subject School management en_US
dc.subject Education professionals en_US
dc.subject Open learning en_US
dc.subject Programme evaluation en_US
dc.title The preparation for principalship in the Mpumalanga Province (South Africa) en_US
dc.type Article en_US


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  • Teaching and Learning
    This collection contains approved preprints for submission to "The Independent Journal of Teaching and Learning" the accredited open access journal published by The IIE. ISSN: 1818-9687.

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