000			02101nam a22002657a 4500
003			ZW-GwMSU
005			20210422104611.0
008			210422b ||||| |||| 00| 0 eng d
022			_a18146627
040			_aMSU _cMSU _erda
100	1		_aMavimbela, Vusi _eauthor
245	1	0	_aFactors influencing values management in rural secondary schools: the role of educators / _ccreated by Vusi Mavimbela
264			_aPretoria _bUNISA Press and Routledge _c2015
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica Education Review _vVolume 12, number 4 ,
520			_aThis article explores factors influencing values management and in particular the way in which teachers and principals perceive their role in the inculcation of democratic values and moral principles with a view to managing schools more effectively within a democratic dispensation. In a small scale qualitative study, it was found that educators need more guidance and support as to how they should perform their duties in a democratic and multicultural dispensation. Ironically, this need is exacerbated by the lack of basic services regarding maintenance of school infrastructure by the provincial department. The main conclusion of the study is that a school should be regarded as an ecosystem which primarily functions through constant dynamic interactions with its community or habitat, where the relationship between the whole and the parts are key. Moreover, if a beneficial habitat exists where everyone feels safe and has a sense of belonging it can benefit education in a broad sense. Furthermore, if a principal leads by example and forms partnerships with his or her school management team and community members to embrace an ethics of care which youngsters can emulate, schools and communities can become humane centres of learning and hope.
650			_aMoral conduct
650			_aLeadership
650			_aDemocratic ethos
700	1		_aNiekerk, van Petro _eauthor
856			_u10.1080/18146627.2015.1112143
942			_2lcc _cJA
999			_c156652 _d156652