Gertruida Maria Steyn

Bio: Gertruida Maria Steyn is an academic researcher from University of South Africa. The author has contributed to research in topics: Professional development & Educational leadership. The author has an hindex of 18, co-authored 74 publications receiving 1086 citations.

Human Resource Management in Education

Abstract: This new edition follows the second edition of 2006. In this revised edition, we introduce more educational policies that have numerous implications for educational managers. These policies require educational managers to create a conducive environment where firm collegial relationships are established for effective teaching and learning. At the core of these policy initiatives is a thrust towards democratisation of the principles by which schools are governed and managed. These processes and structures involve institutional autonomy, school-based management, self-management, site-based management and participative decision-making. Educational managers require and deserve all the help available to turn the avalanche of reforms into workable practices. Human Resources Management in Education seeks to contribute helpful advice and assistance to educational managers to address numerous management problems and challenges. The topics covered include resourcing and development (staffing, induction, professional development and staff appraisal), empowering people (staff motivation, effective communication, conflict management and stress management) and stimulating individual and team performance (self-management, team management and leadership). Human Resources Management in Education is intended to guide educational managers through the main issues, not simply in problem-solving, but also in contextualisation. Furthermore, the third edition of Human Resources Management in Education aims to facilitate acquisition of knowledge, skills and attitudes in human resource management. Prof GM Steyn and Prof EJ van Niekerk's involvement in formal courses on education management have brought them in direct contact with the practical problems that educational managers experience in the school setting. They have both published a substantial number of articles and chapters in books on various educational topics.

The changing principalship in South African schools

Abstract: A current international trend in education reform is the devolution of decision-making powers from central level to the school level. Together with certain structural reforms regarding shared decision-making, the South African government has also initiated programmes of curriculum reform, and a general drive to improve the culture of teaching and learning in schools. The devolution of authority through decentralisation is the first dimension of school-based management. The second dimension of school-based management refers to the participation of stakeholders. The key changes in the way schools in South Africa are organised with regard to the role of principals are outlined in this article. Two reform initiatives, whole school evaluation and developmental appraisal are briefly described. The article concludes with a model for management of resistance to change.

Harnessing the Power of Knowledge in Higher Education

Abstract: Successful organisations are knowledge-creating organisations, which produce, disseminate and embody new knowledge in new products and services. To this end, knowledge management enables organisations to improve efficiency and effectiveness mainly by decoding tacit knowledge into explicit information. This article focuses on the role of knowledge management in the Improvement of higher education institutions. Firstly, a distinction is drawn between data, information, knowledge and learning. Thereafter different models of knowledge management are discussed. The relationship between models of knowledge management, which focus on social construction and the creation and maintenance of a learning organisation is indicated. The importance of an explicit, systematic and comprehensive institutional approach to knowledge management is stressed. This implies an equal emphasis on people, technology and structures. Guidelines are proposed for implementing a knowledge management programme in higher education institutions. Finally, the benefits of knowledge management in higher education during a period of transformation are highlighted. Introduction Today the experiences, skills and abilities of people are coming increasingly under the spotlight and have emerged as the topic of an emerging academic discourse. The latter is aptly named knowledge management (KM) and has become one of the hottest issues in the literature on management. Consequently, the growing awareness of the value of the knowledge embedded in the experiences, skills and abilities of people is emerging as a significant challenge to improving organisations. The management of knowledge in the organisation has to be adopted or adapted by organisations if they are to compete successfully in the twenty first century. Intellectual capital has therefore become one of the prime sources of a knowledge-based and knowledge-enabled organisation. KM accepts that staff members own the tools of development through the knowledge they possess. According to Bryans and Smith (2000, 229), Hicks (2000, 71) and Rossett (1999, 64), this personal knowledge requires transformation into institutional knowledge that can be widely shared throughout the institution and applied appropriately to make it a meaningful developmental tool. For the purpose of this article the following questions are posed: * Is KM a management fad designed to keep consultants and conference organisers employed and to distract organisations from focussing on bottom line results and customer orientation? Or is KM a useful metaphor that supports organisations in the environment at the beginning of the 21st century? * How can KM be implemented in higher education? * Which challenges are faced by higher education who wish to implement KM? Certain key concepts are explained to answer these questions. Data, information, learning and knowledge With the growth in information technology a clear operational distinction can be drawn between data, information, learning and knowledge. Information is viewed as data in context and is currently believed to be captured, stored and transmitted in digital form. Information is not static or distinct but continues through a value-added phase as part of the internal processes by which individuals interpret their meanings of people, objects and events (O' Connell, 1999,33). According to Rowley (2000(b),9), this process is known as learning. Learning leads to knowledge, which is either tacit (embedded in people's minds) or explicit (stated as in formal communication or in documents). Knowledge supports and informs decisions, behaviour and actions. The final stage is the feedback from those actions, which may lead to further information and forms the basis for further learning. For example, the number '13' on its own is data. If a word is added like' 13 learners', it is still data. Once context is added, such as ' 13 learners enrolled compared with 200 last year', the statement becomes information. …

A theoretical analysis of educator motivation and morale

Abstract: For various reasons educator morale and motivation have been the focus of considerable attention Several factors have been attributed as underlying causes of low morale and poor motivation among staff in the teaching profession If educator performance in schools is to be improved, it is necessary to pay attention to the kind of work environment that enhances educators' sense of professionalism and increases their morale and motivation A distinction is made between the motivation and the morale of individuals This article briefly outlines the factors identified in studies that influence the morale and motivation of educators Attention is also paid to models of motivation which have been developed to understand the motivation of staff These models provide the foundation on which a general model for motivation can be developed that serves as a means to understand the motivation process

Understanding occupational stress among educators: an overview

Abstract: International studies reveal that occupational stress among educators has been researched for a number of decades. As a result of a drastically changed working environment in the teaching profession in South Africa, stress as a phenomenon has also received attention. Since valuable studies have been undertaken on certain aspects of educator stress, this article attempts to provide an overview of the occurrence of stress among educators. In the light of this, the article focuses on different models of occupational stress and identifies key factors that may have an impact on occupational stress among educators.

Qualitative research for education: An introduction to theories and methods

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Research Design: Qualitative, Quantitative, and Mixed Method Approaches

Abstract: หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

What is Narrative Analysis

Abstract: Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.