Table of Contents
Table of Contents 1
ACKNOWLEDGEMENTS 3
DECLARATION OF ETHICS 4
Abstract 5
CHAPTER 1: BACKGROUND TO THE STUDY 6 1.0 INTRODUCTION 6
1.1Background 7
1.2 Statement of the problem 11
1.3 Purpose of the study 11
1.4 Research questions 11
1.5 Definition of key terms 12
1.6 Acronyms: 12
1.7 Significance of the study 13
1.8 Limitations 14
1.9 Delimitations 14
CHAPTER 2: LITERATURE REVIEW 15 2.0 INTRODUCTION 15
2.1 The origin of pastoral care 15
2.2 What is pastoral care? 16
2.3 Perceptions about implementation of PC in schools 17
2.3.1 International Perspectives 17
2.3.2 Different perspectives about benefits of PCP. 19 2.3. Challenges of implementing PCP 20
2.3.4 Conclusion 22
2.4 Botswana
Provision of the pastoral dimension in schools is therefore very important. The school ethos, practices and planning arrangements should all aim at promoting an atmosphere that supports the intentions of the PCP (Calvert & Henderson, 1998). Against this background, this study focuses on the perceptions of junior secondary school managers about the impact of PCP on the management of junior secondary schools in Botswana.
1.1Background
Many countries are signatories to a number of child directed international agreements that call for changes in educational structures (Nthitu, Kathard & Sayed, 2009). Some of these agreements are the United Nations Convention on the Rights of Children (UNCRC), the Millennium Development Goals (MDGs) and the Individual Education Plan (IEP) (UNICEF, 2006). In an effort to abide by these agreements, the management of schools has to change significantly the world over. Apart from these international agreements, management changes are also a result of many other factors ranging from humanistic, to political and technological. These changes necessitate educational reforms, one of which is the PCP (Mamoun & Franks, 2010).

There are various explanations why the PCP has been adopted into the educational structures of different countries. The most common are for them to provide for the