The influence of Educational Levels of the Parent School Governing Body Component on their participation in school governance
- Authors: Kombela, Thamsanqa Washington
- Date: 2019
- Subjects: School boards School management teams
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16555 , vital:40731
- Description: School Governance is focused on the parent component, which is one of the components that make up School Governing Body (SGB). In South Africa, the legislation affords parents numerical majority representation. Strategic positions, such as chairperson and treasurer are assigned to a parent. This aims at affording parents an opportunity to influence school level decisions. However, the extent to which the parent component of SGBs participates meaningfully is consistently questioned, some researchers suspecting parents’ levels of education to negatively influence their quality of participation. Hence this study investigated the influence of Educational Levels of the SGB parent component on their school governance participation, especially in rural primary schools of Buffalo City Metro Education District. This study used Mixed Methods Research Design within Pragmatic Paradigm, using Arstein’s Ladder of Participation as Theoretical Framework. The researcher used a questionnaire as a tool to collect quantitative data and Key Informant Interview (KII) to collect qualitative data. Fourty two (42) parents serving as SGB members in the rural areas of the Buffalo City Metro Education District, ten (10) SGB parent members participated in the interview session. Quantitatively, there is a significant positive relationship between educational attainments of the parents in SGBs and their participation in the appointment of school staff (r = 0.61; p<0.05); there is also a significant positive relationship between educational attainments of the parents in SGBs and their participation in purchasing textbooks and materials for the school (r = 0.73; p<0.05). At face value the qualitative finding seems to agree with quantitative findings regarding the influence of educational level to their partcipation. It becomes moral complex as deeper analysis occured. For instance, some parent SGB members did not participate in roles such as recommending educators and non-teaching staff and the purchasing of school LTSM, not necessarily due to the educational levels. Instead it was because of their rejection of teacher attitude. Also, the parents seemed to reject English, the language used during SGB meetings. Even though the study did not explicitly link educational levels of parent SGB members with their participation. This study recommends that SASA unambiguously determines minimum educational levels, skills, knowledge for parent SGB membership. This study further recommends that SASA embraces explicitly Ubuntu principle in its definition of a parent, to include community members with appropriate minimum educational levels and skills, for participation.
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Educators'perceptions on the contribution of South African Democratic Teachers' Union to teacher professional development
- Authors: Kwayiba, Xolile Lawrence
- Date: 2015
- Subjects: Teachers' unions Teachers -- In-service training -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6081 , vital:29489
- Description: The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were that SADTU were perceived as militant activists. Their activities were perceived as often very disruptive to education and their role appeared to be more politically focused than educational. They promoted and protected teacher labour rights and interests. However, they had no programme, nor the expertise nor the resources to respond to teachers’ professional development needs. The perceptions about them were that they had minimal or negligible contribution to teacher professional development. SADTU conducted training, but with nothing of value to teacher professional development. The unethical, unconstitutional and professionally non-developmental cadre deployment of SADTU leadership compromised the Union. Another finding was the important role of appropriate continuous professional development programmes in the improvement of the teachers’ own professional development, in the improvement of classroom practices and eventual enhanced learner performance. Inclusive to professional development are educationally good skills and values to colleagues, learners and parents both at school and out of school. Recommendations for SADTU were the: development of a clear programme on Teacher Professional Development; mobilisation of SADTU members towards restoring and enhancing the dignity of the teaching profession; engaging politically in curriculum policymaking to form inclusive professional associations; ending cadre deployment for senior management posts by SADTU leadership; establish development centres for critical maths and science, computers skills and other subjects and resuscitation of teacher colleges.
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Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in the Eastern Cape Province
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8317 , vital:32268
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.
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