- Title
- An analysis of the use of the balanced score card as a performance management tool for mathematics educators: a case study of Amajingqi Secondary School
- Creator
- Monese, Nkosinathi Lawrence
- Subject
- Problem employees -- South Africa -- Eastern Cape
- Subject
- Employee motivation -- South Africa -- Eastern Cape
- Subject
- Achievement motivation -- South Africa -- Eastern Cape
- Subject
- Personnel management -- South Africa -- Eastern Cape
- Subject
- Job satisfaction -- South Africa -- Eastern Cape
- Subject
- Organizational commitment -- South Africa -- Eastern Cape
- Subject
- Mathematics teachers -- Education (Secondary) -- South Africa -- Eastern Cape
- Subject
- Education, Secondary -- South Africa -- Eastern Cape
- Date
- 2013
- Type
- Thesis
- Type
- Masters
- Type
- MPA
- Identifier
- vital:11654
- Identifier
- http://hdl.handle.net/10353/d1006982
- Identifier
- Problem employees -- South Africa -- Eastern Cape
- Identifier
- Employee motivation -- South Africa -- Eastern Cape
- Identifier
- Achievement motivation -- South Africa -- Eastern Cape
- Identifier
- Personnel management -- South Africa -- Eastern Cape
- Identifier
- Job satisfaction -- South Africa -- Eastern Cape
- Identifier
- Organizational commitment -- South Africa -- Eastern Cape
- Identifier
- Mathematics teachers -- Education (Secondary) -- South Africa -- Eastern Cape
- Identifier
- Education, Secondary -- South Africa -- Eastern Cape
- Description
- In the study the researcher has investigated the effectiveness of the use of the balanced score card as a performance management tool for grade 12 mathematics teachers at Amajingqi Secondary School in Adelaide, in the Fort Beaufort district, circuit 8. Thirty learners, four principals, four educators who teach mathematics and the mathematics Head of Department in the schools were selected as participants in this research. A questionnaire (Appendix A) was handed out to principals, HOD’s, mathematics educators and learners doing mathematics in the four schools (4) selected for the study. The main findings of this study were: Mathematics teachers had an average of sixteen years of experience in the subject. Maths teachers do no pay much attention to slow learners. Learners are demotivated and need motivation to perform above average. Learners do not practice mathematics enough. Parental involvement is lacking in assisting learners with schoolwork let alone mathematics. Maths teachers are overloaded with work as in the schools researched one teacher would teach mathematics from Gr. 8 to 12.
- Format
- 105 leaves; 30 cm
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Management & Commerce
- Language
- English
- Rights
- University of Fort Hare
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