| Teacher as manager - TAM2601 | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 6 | Credits: 12 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of this module is to explore the roles of the teacher as leader, manager and professional. It builds on the discussions on "Being a teacher" as well as the modules on "Sociology of Education" and the "South African Education System" and explores issues that will be critical to the successful design and execution of effective classroom management. | |||
| Classroom Management - CMG3701 | |||
|---|---|---|---|
| Under Graduate Degree,Certificate | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English | Module presented online | ||
| Purpose: The purpose of this module is to explore the roles of the teacher as leader, manager and administrator. It explores issues that will be critical to successful classroom management and leadership within the context of legal provisions governing classroom management. | |||
| Contemporary Approaches to Educational Leadership and Management - HED4812 | |||
|---|---|---|---|
| Honours | Year module | NQF level: 8 | Credits: 24 |
| Module presented in English | Module presented online | ||
| Purpose: The module focuses on contemporary leadership and management theories, principles and practices in an educational organisation and presents ways in which teachers as educational leaders and managers can effectively function in leading and managing schools and related organisations. It develops learner critical skills and competencies that would enable them to apply appropriate principles, techniques and strategies in different educational contexts. Students in this module are introduced to African leadership models and management epistemologies. The module further provides opportunities to students to reflect on theories associated with organizational leadership, management and change processes that can be used by leaders and managers of 21st century educational institutions. | |||