Die roeping, taak en opleiding van die hoof van die Christelik-Afrikaanse skool / Douw Gerbrand Potgieter

• Main Author: Potgieter, Douw Gerbrand
• Language: other
• Published: Potchefstroom University for Christian Higher Education 2013
• Online Access: http://hdl.handle.net/10394/8994

CHAPTER I - GENERAL INTRODUCTION, FORMULATION OF THE PROBLEM AND ASSIGNMENT: For the past three decades interest regarding education in the Western world has increased considerably. In this respect the importance of the role of a headmaster has been stressed. A minimum of research has been done on this subject in South Africa in comparison with overseas countries. In two provinces, however, the educational authorities have already started on the training of headmasters. The unique cultural framework in multi-national SA. is due to cause unique educational problems. These problems are intensified by the atmosphere created by the modern way of life. The question is in what manner the headmaster of the Afrikaans medium school will be affected. The aim of this investigation is to find the correct perspective regarding the task of the headmaster of the Afrikaans medium school and his training. CHAPTER II - FOUNDATION AND PERSPECTIVE: This chapter deals with the foundation of Christian education to define what is expected from the headmaster of an Afrikaans medium school. To the Afrikander the fact that he has to fulfil a specific God given task is of major importance. Each facet of the task and training of a headmaster must be approached from this point of view. In Afrikaans medium schools the primary ideal should be to guide the Afrikaans pupils to become aware of his calling, and to guide them to fulfil this specific task. This places a-heavy burden on the shoulders of the headmaster. CHAPTERS Ill AND IV - THE POSITION AND TASK OF THE HEADMASTER OF AN AFRIKAANS MEDIUM SCHOOL AS SEEN IN HISTORIC PERSPECTIVE: Afrikaans medium schools differ fundamentally from English medium schools regarding historical foundations. Concerning objective technical aspects, both types of schools have developed in more or less the same way. The professional status of the headmaster has improved considerably during the 20th century. His domain and particularly the primary terrain of his professional guidance have become complicated and have exceeded all previous boundaries, as a result of which various problems, affecting his position and task in a negative or positive way, have arisen. Today much more is expected from a headmaster than just being a classroom teacher, a teacher of teachers or a manager of his school. The importance of his professional leadership is now being emphasized. During the 20th century the headship of Afrikaans medium schools has retained its general Christian character. CHAPTERS V AND VI - PROFILE OF THE HEADMASTER OF AN AFRIKAANS MEDIUM SCHOOL: Deductions drawn in Chapters V and VI are based on answers to a questionnaire which has been completed by 405 headmasters of Afrikaans medium Primary schools and 206 headmasters of Afrikaans medium Secondary schools. The typical Afrikaans medium school is of average size. The appointment of headmasters to these schools is based on professional standards. These appointees are experienced headmasters, mainly male and they are inclined to settle down. In the rule they comply with more than the minimum requirements for appointment as headmaster. The academical profile of these headmasters, however, does not compare favourably with headmasters in America. Post-graduate degrees prove to be a recommendation whenever headmasters are being appointed or promoted. The majority of the post-graduate qualified headmasters have their degrees in Pedagogy. Few headmasters are keen on further study. The headmaster has a kaleidoscopic programme of action; the idea exists that the headmaster is overburdened. Besides his school activities he takes a leading role in adult organisations. The dedicated headmaster, however, is acutely aware of his profession. The majority do not consider the Christian philosophy of life and Christian education of primary importance for their task and training. Many are inclined to be pragmatic and utilistic regarding their profession. The headmaster's most important problems concern personnel affairs. CHAPTER VII - CERTAIN ASPECTS CONCERNING THE GUIDANCE OF A DEDICATED HEADMASTER: The nature and function of the headmaster of an Afrikaans medium school are more or less the same as that of an English medium school. The sense of values, however, differs greatly. Because of these differences this chapter deals with the qualities of the ideal headmaster of the Afrikaans medium school as well as various practical implications concerning the guidance given by a dedicated headmaster. His task towards the pupils and their parents has also been discussed briefly. A headmaster who is dedicated to his task, and who is aware of a specific God given task, should try to acquaint himself with the latest knowledge and development concerning professional leadership, and put this into practice in accordance with his calling. CHAPTER VIII - THE TRAINING OF THE HEADMASTER OF AN AFRIKAANS MEDIUM SCHOOL: An attempt has been made to motivate the necessity of planned training for a headmaster, to examine the most important problems in connection with this training, and to draft a concept plan, based on the Christian theory, for the newly appointed head master, In view of the fact that in South Africa this training is still at a probationary stage, this chapter provides positive suggestions rather than criticism on existing systems. CHAPTER IX – SUMMARY: The final chapter deals with the most important deductions, certain recommendations and various implications. It concludes with a list of problems encountered in this investigation which asks for further research. === Proefskrif--PU vir CHO