STUDENT NUMBER: 51133717 MODULE: EDLHODM UNIQUE NUMBER: 567431

EDLHODM

The Educator as Leader, Manager and Administrator

ASSIGNMENTS FOR SEMESTER 2

ASSIGNMENT 01 FOR SEMESTER 2: (COMPULSORY ESSAY-TYPE
QUESTION)
UNIQUE NUMBER: 567431
DUE DATE: 19 AUGUST
NAME: FRANCIS EDEM AGBEWONOU
ADDRESS: 5 AKASIA LAAN, HARTSWATER, NORTHERN CAPE
STUDENT NUMBER: 51133717
CONTACT NUMBER: 079 759 2733

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STUDENT NUMBER: 51133717 MODULE: EDLHODM UNIQUE NUMBER: 567431

CONTENTS

Page
1 QUESTION 1 (EDUCATOR LEADERSHIP)....................................................3
1.1 INTRODUCTION..............................................................................................3
1.2 ESTABLISHING FAVOURABLE CIRCUMSTANCES UNDER WHICH
LEARNERS CAN EXCEL IN THE LONG TERM...3
2 SITUATIONAL LEADERSHIP (CHARACTERISTICS OF LEARNERS)......4
2.1 LEVEL OF RESPONSIBILITY..4
2.2 IDENTIFICATION WITH LEARNING OUTCOMES...5
2.3 MOTIVATION TO EXCEL..5
2.4 KNOWLEDGE AND EXPERIENCE.....5
3 SUMMARY...6
4 QUESTION 2
(INTRODUCTION TO SOUTH AFRICAN EDUCATION LAW)..6
4.1 INTRODUCTION..............................................................................................6
4.2 MAY A LEARNER, EDUCATOR OR OTHER MEMBER OF STAFF
AT A SCHOOL BE FORCED TO ATTEND RELIGIOUS MEETINGS?............6
4.3 WHEN AND BY WHOM SHOULD A LEARNER BE SUSPENDED
FROM SCHOOL?.............................................................................................7
4.4 THE LEGALITY OF A PRINCIPALS ATTEMPT TO ADMINISTER
CORPORAL PUNISHMENT.7
4.5 HUMAN RIGHTS (IN THE BILL OF RIGHTS) TO BE CONSIDERATION
BEFORE SUSPENSION OF A LEARNER FOR MISCONDUCT8
4.5.1 EQUALITY...8
4.5.2 HUMAN DIGNITY...8
4.5.3 FREEDOM AND SECURITY OF LEARNER..8
4.5.4 EDUCATION....8
4.5.5 JUST ADMINISTRATIVE ACTION..8
5 SUMMARY...9
6 BIBLIOGRAPHY.9

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1 QUESTION 1 (EDUCATOR LEADERSHIP)

1.1 INTRODUCTION
If your actions inspire others to dream more, learn more, do more and become
more, you are a leader is a quote accredited to John Quincy Adams, an American
statesman who served as the sixth President of the United States from 1825 to 1829.
As a leader, every educator ought to be able to employ various methods all geared
towards empowering and motivating learners to do things by themselves to promote
their becoming responsible adults and this primarily begins in the classroom and
extends outside the confines of the classroom.

In playing his/ her role as a leader, the educator must create a favorable day to day
environment where learners from all walks of life can consequently learn to the best
of their abilities and attain success measurable by their ability to independently do
things successfully as well as being able to successfully cooperate with others.

These favorable circumstances/ environment will primarily entail in the long - term,
the provision of a clear stimulating vision for learners, communicating the vision for
all to understand and creating an atmosphere where the vision can be realized.
Creating such atmosphere further requires short term leadership roles of how to
handle specific situations to suit the learners to facilitate teaching and learning.
Individual and collective characteristics of learners will invariably affect the type of
educator leadership style.

1.2 ESTABLISHING FAVOURABLE CIRCUMSTANCES UNDER WHICH

LEARNERS CAN EXCEL IN THE LONG TERM
In order for learners to excel, as a leader I will provide learners with a clear
stimulating vision, I will communicate the vision to them for everyone to understand
and believe in it and create an atmosphere where the vision can be realized.

VISION
How could any group or individual strive toward greatness and mastery without a
vision? That's exactly the point. They can't. They can maintain; they can survive; but
they can't expect to achieve greatness (Mapes 1991: Sky magazine). Together with
learners, I will develop a vision in line with what the core purpose of their attending
school is, which is to be taught curricula and for them to learn what is taught as well
as to be able to expand on knowledge gained. I will take into account the contextual
challenges of the school and of learners individually and collectively in envisioning,
such as lack of resources or limited resources, lack of or limited parental support of
learners, financial challenges, geographical, et cetera. The vision will be based in
reality so as to be meaningful for learners. For example, for a class of progressed
final year learners, to envision a good pass rate in final exams may not be farfetched
but to envision distinctions may not be realistic. Notwithstanding, the vision will be
attractive so as to stimulate learners daily to strive to achieve. The prospect of a
good enough pass that will solicit bursaries for further tertiary studies for learners in
a rural disadvantaged community can be motivation to learners to study hard. In this

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way learners will be commitment and energized, see meaning in the hard work they
do, establish a standard of excellence and ultimately see the bridge between the
present and their future. Finally, I will together with learners outline clearly what is to
be done daily, weekly, per term towards realizing our vision and have indicators of
our progress.

COMMUNICATE THE VISION

The vision once developed will be verbally communicated to learners alongside how
it is to be realized, frequently to keep them conscious. It will as well be drafted in
writing and displayed where it will be seen daily as a constant reminder of where we
want to go.

CREATING AN ATMOSPHERE WHERE THE VISION CAN BE REALIZED

(VALUE MANAGEMENT)
Just as important as the vision and communicating of the vision is the type of
atmosphere that will facilitate vision attainment. There will be mutual respect
between myself and learners and between learners and fellow learners, devoid of
gender, race, economic, intellectual et cetera segregation, discourtesy, bullying,
rudeness et cetera. Learners will be accorded equal and fair opportunities. Learners
will be encouraged to work together where necessary as well as to do individual
work where need be. I will encourage learners not to see mistakes as failures but as
an avenue to learn from them and thus to persevere. I will furthermore put in place
disciplinary appropriate measures to keep all learners in check.

2 SITUATIONAL LEADERSHIP (CHARACTERISTICS OF LEARNERS)

Short-term leadership refers to the actions that educators take to handle specific
situations in the classroom effectively (Van Niekerk 2006a; 2006b; 2008). There is
no one size fits all approach to leadership. Depending on the situation, varying
types of leadership is necessary. However, leaders/ educators must first identify their
most important tasks or priorities. Second, they must consider the readiness level of
their followers/ learners by analyzing the groups ability and willingness and
depending on the nature of these variables, the educator must apply the most
appropriate leadership style to fit the situation. Learner characteristics such as level
of responsibility, identification with learning outcomes, motivation to excel and
knowledge and experience impact directly on the nature of leadership required.

2.1 LEVEL OF RESPONSIBILITY

When a learner is ready to accept the responsibility for his/ her learning, it is much
easier for the educator to guide and lead the learner to achieve this goal. However,
as diverse in maturity rate, personality and preference regarding school work as
learners are, I will needs to adopt my leadership style to best suit. For younger
learners for instance, I will provide more guidance and help with their school work.
The older learners on the other hand tend to respond more to giving them some
measure of independence. I will identify learners who although genuinely are keen
on their academic progress, face learning difficulties such as dyscalculia, reading,
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spelling, et cetera and provide them with extra support. Encouraging cooperative
learning will also go a long way to foster group maturity to an extent through genuine
maturity or copying from other learners and invariably developing a character trait.

2.2 IDENTIFICATION WITH LEARNING OUTCOMES

Not every learner is really interested in his/ her academics. Almost no one however
likes to fail at just about anything, academics included and more especially in life as
a whole. Sometimes we have to engage in an activity not because we really enjoy it
but because we desire the consequent outcome, With this in mind a constant
reminder of the end result of hard work and commitment to present academic work
will motivate most learners even some of who are not keen on school work. I will in
as much as possible make class interesting and where need be, more of a playful
experience than a serious business. On the other hand, some learners will simply
have to be dealt with, with a stern resolve.

2.3 MOTIVATION TO EXCEL

Not all learners are motivated to want to excel. Lessons that engage and motivate
learners are a key aspect of effective classroom management. I will create an
atmosphere in which learners will rather consider a failed attempt at a task as an
avenue to learn from mistakes. Activities will be structured in such a way as to as
much as possible begin with less challenging concepts where most learners will
excel in order to feel motivated to take on more challenging ones. Furthermore,
where learners know what they can accomplish based on what they learn, they are
more inclined to be motivated to learn. A reward system for achievement will also be
a tool for motivation as supported by Peter F Drucker in his book People and
performance.

2.4 KNOWLEDGE AND EXPERIENCE

Learner A, a brilliant child after grade 6 from school X leaves to school Y and
due to learner As maturity and performance, As parents influence skipping a grade
to grade 8. As performance drops considerably in the new school. Is school X
better than Y? Not necessarily. Learner A had the grade 6 knowledge and
experience but not that for grade 7. The educators in new school Y should be
aware of the learners level of knowledge and experience in order to better guide him
to excel. More so, experience and knowledge cannot be rushed or skipped if
success is to be expected. As an educator, I will do well to meet every learner at the
right level of his/ her knowledge and experience. The knowledge and experience of a
learner will inform me of their maturity and thus, level of responsibility, that is, what
and how much he/ she can handle within a time frame. I will as well provide extra
assistance, extra lessons, alternate assessment methods et cetera to learners who
experience barriers and challenges to learning.

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3 SUMMARY
As a leader, an educator must employ various leadership styles dependent on
circumstances to help learners excel. The goal of the leadership style employed is to
create favorable circumstances by providing learners with a vision, communicating
the vision to them and creating an atmosphere where the vision can be realized in
the long - term. The long term leadership task further depends on day to day/ short
term leadership roles, and the nature and style of the leadership role depends
amongst others on such factors as the learners readiness to learn, the learners
interests particularly in his/ her studies, how motivated a learner is and the learners
level of maturity, knowledge and experience.

4 QUESTION 2 (INTRODUCTION TO SOUTH AFRICAN EDUCATION LAW

4.1 INTRODUCTION
Law may be defined as those rules of conduct that are accepted as binding in
society and that must be obeyed by all members of the society. Laws are enforced
by the state and exist for the purpose of regulating the affairs of society in just and
fair manner. Law made by an organ of state vested with legislative authority is called
legislation. The constitution is a separate source of law that supersedes legislation.
Education law regulates education in the same way in which the law in general
regulates society. There are also policies to supplement/ expand on laws but policy
is not law and is not mandatory. Policy cannot override, amend or be in conflict with
laws. An educator is expected to keep informed of the legal provisions applicable to
education/ school. As a classroom manager it is essential to know the constitution,
legislative and common law requirements for just administrative action such as in
disciplining or punishing learners.

4.2 MAY A LEARNER, EDUCATOR OR OTHER MEMBER OF STAFF

AT A SCHOOL BE FORCED TO ATTEND RELIGIOUS MEETINGS?
Chapter 2 of the constitution, section 15 stipulates that everyone has the right to
freedom of religion. Schools are required to promote respect for religious traditions,
advance respect for religious diversity, promote interreligious tolerance, not
indoctrinate learners into any particular belief or religion, honor the religious
background of learners and not to allow the belittling of any religion or secular world
view. To force a learner, educator or member of staff at school to attend a religious
meeting will therefore be a contravening of the bill of rights/ constitution. It will
constitute indoctrinating the learner/ teacher/ staff member into a particular belief or
religion. A school may have in its policy that such particular school gathering may be
compulsory and on that grounds, compel its attendance. It must however be noted
that policy is not law and is not mandatory and policy determinations cannot
override, amend or be in conflict with laws. A learner, educator or other member of
staff at a school may therefore not be forced to attend religious meetings.

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4.3 WHEN AND BY WHOM SHOULD A LEARNER BE SUSPENDED FROM

SCHOOL?
Sending a learner home or sending a learner out of class for instance to sit in the
staffroom constitutes suspension and there are certain prescribed procedures to be
followed before a learner is suspended. Section 3(6)(b) of the schools Act states that
any person who, without just cause prevents a learner from attending a school, is
guilty of an offence and liable on conviction to a fine or imprisonment. In every matter
affecting a child, the childs best interest is paramount (Section 28(2) of the
constitution). That said, learners ought to understand that the guidelines for the
consideration of government bodies in adopting a code of conduct for learners
(South Africa 1998b: Par. 3.5) states that action may be taken against a learner if he/
she contravenes the code of conduct.

Level 1 misconduct entails; failing to be in class on time, bunking classes, failing to

complete homework, failing to respond to reasonable instructions and being
dishonest. Level 2 misconduct entails frequently repeating the level 1 misconduct,
smoking, being in possession of tobacco, leaving school without permission, using
abusive language, interrupting education in the classroom, showing disrespect for
another person, engaging in minor vandalism such as graffiti, being dishonest with
more serious consequence. Level 3 misconduct includes; frequently repeating level
2 misconduct, inflicting minor injury to another person, gambling, being severely
disruptive in class, forging documents or signatures with minor consequences,
discriminatory behavior such as using racist or sexist language, possessing or
distributing pornographic, racist or sexist material, possessing dangerous weapons,
theft, vandalism, cheating in exams. A learner who is guilty of level 3 misconduct
may be suspended.

Disciplinary power is vested in parents and other persons with authority over
children, such as principals and educators. The school management team which
comprises the principal, deputy principal and head of departments, the school
governing body which comprises parent and members of management and
educators therefore can follow the right procedures to suspend a deserving learner.
It should be noted as well that the authority to take disciplinary action can be
delegated.

4.4 THE LEGALITY OF A PRINCIPALS ATTEMPT TO ADMINISTER

CORPORAL PUNISHMENT
According to (Department of Education 2000b: 6), corporal punishment is any
deliberate act against a child that inflicts pain or physical discomfort in punishing or
containing him/ her which includes but not limited to, spanking, slapping, pinching,
paddling or hitting a child with a hand or an object; denying or restricting a childs use
of the toilet; denying meals, drink, heat and shelter, pushing or pulling a child with
force, or forcing the child to do exercise.

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The Bill of Rights does not expressly prohibit corporal punishment and corporal
punishment is not mentioned in Section 12 of the constitution. Section 12
(1)(e) however guarantees a persons right not to be treated or punished in a cruel,
inhuman or degrading way, and since corporal punishment is regarded as thus,
administering it will be regarded as a violation of this right. Section 10(1) of the
Schools Act, however, states that No person may administer corporal punishment at
a school to a learner. Anyone (principals, educators, parents et cetera) who
contravenes this Act is liable on conviction to a sentence which could be imposed for
assault. The principal however did not actually mete out corporal punishment and is
thus not guilty of administering corporal punishment otherwise he could have been
charged with assault. It should be noted that Bella may not have been guilty to start
with.

4.5 HUMAN RIGHTS (IN THE BILL OF RIGHTS) TO BE CONSIDERATION

BEFORE SUSPENSION OF A LEARNER FOR MISCONDUCT
Before a learner can be suspended, a number of his/ her human rights must be
considered in taking any decisions.

4.5.1 EQUALITY
Everyone is equal before the law (Section 9(1)) of the Bill of rights, and thus should
be accorded equal protection and benefit of the law. In proceedings regarding
suspension of a learner, there should be no unfair discrimination.

4.5.2 HUMAN DIGNITY

This means humans have the right to be treated with respect and dignity at all times.
This is the fundamental right upon which other rights hail from.

4.5.3 FREEDOM AND SECURITY OF LEARNER

The learner may not be deprived of freedom arbitrarily or without a just cause and
not to be treated or punished in a cruel, inhuman or degrading way. His or her
offence should be proportional to the disciplinary measure of suspension such as it
should at least be a level 3 offence.

4.5.4 EDUCATION
Everyone has the right to basic education. To suspend a learner from school/ class
would mean him/ her not having access to some measure of formal education for
that period. Although a person may forfeit his/ her right by virtue of certain actions,
other alternatives should be considered before suspending a learner where possible.

4.5.5 JUST ADMINISTRATIVE ACTION

Everyone has the right to administrative action that is lawful, reasonable and
procedurally fair and everyone whose rights have been adversely affected by an
administrative action taken has the right to be given written reasons. This means a
learner need to be informed in writing the details of his/ her suspension and the
entire process should follow the right proceedings.

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5 SUMMARY
No one may be forced to attend a religious meeting since it contravenes his/ her right
to freedom of religion. It will constitute indoctrinating the person into a particular
belief or religion. A learner may be suspended from school, when he/ she commits a
level 3 misconduct, by classroom managers and school authorities including
principal, parents, educators. Corporal punishment is illegal in South Africa and one
will be guilty of assault to mete out corporal punishment. Before a learner can be
suspended his/ her rights pertaining to equality, human dignity, freedom and
security, right to education and right to a just administrative action must be taken into
consideration.
In every matter affecting a child, the childs best interest is paramount (Section 28(2)
of the constitution)

6 BIBLIOGRAPHY

Coetzee S. A. 2015. An educators guide to effective classroom management, 2nd

edition, 195-249.

Coetzee S. A. and Van Niekerk E.J. 2015. An educators guide to effective

classroom management, 2nd edition, 63-249

Drucker, P. F. 2007. Management challenges for the twenty-first century

Ken Blanchard and Paul Hersey. Management of organizational behavior, 96

Maper. 1991. Sky magazine

Van Niekerk E.J. 2015. An educators guide to effective classroom management,

2nd edition, 63-90.

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