School principals' leadership behaviours in relation to teacher job dissatisfaction : a case of three rural schools in the Butterworth Education District
- Authors: Nohako, Siphumle
- Date: 2018
- Subjects: School principals Teacher-administrator relationships Teachers -- Job satisfaction
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/11216 , vital:37320
- Description: There is an increasing dissatisfaction among teachers in South Africa. Teacher job dissatisfaction has been found to have negative impact on how teachers perform their jobs, is likely to influence teachers to leaving the teaching profession and impact negatively on learner achievement. Finding ways to combat the problems is of utmost importance. Leadership behaviours of school principals have been found to be one of the key factors that positively affect teacher job dissatisfaction. This qualitative study sought to understand leadership behaviours employed by rural school principals in relation to teacher job dissatisfaction. This was a case study of three schools in the Butterworth Education District in the Eastern Cape Province. A total of three principals and twelve teachers participated in the study. Semi-structured interviews and documentary analysis were data collection instruments utilised in this study. House’s Path Goal Theory was identified as the relevant theory for understanding school principals’ leadership behaviours in relation to teacher job dissatisfaction. Findings revealed that, school principals are aware of the manifestations of teacher job dissatisfaction at their schools. However, teacher job satisfaction does not feature as an agenda item in both staff and school management meetings. Moreover school principals were found to be employing various leadership behaviours to respond to different manifestations of teacher job dissatisfaction. Leadership behaviours like participative and transformational were found to have a positive impact on teacher job dissatisfaction. Directive and laissez-faire were found not suitable in improving teacher job dissatisfaction. Findings also unearthed tensions between school principals’ leadership behaviours and teachers’ expectations on how principals should lead in relation to teacher job dissatisfaction. This study proposes that, as leaders school principals should act in both formal and informal ways to build teacher commitment in their organizations and influence teachers to achieve the goals and objectives of the school. School principals should create platforms where teacher job dissatisfaction is discussed and strategies to improve it are explored. This would help them to be aware of how their leadership behaviours impact on teacher job satisfaction and thereby make conscientious decisions to improve the level of teacher job dissatisfaction.
- Full Text:
- Date Issued: 2018
- Authors: Nohako, Siphumle
- Date: 2018
- Subjects: School principals Teacher-administrator relationships Teachers -- Job satisfaction
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/11216 , vital:37320
- Description: There is an increasing dissatisfaction among teachers in South Africa. Teacher job dissatisfaction has been found to have negative impact on how teachers perform their jobs, is likely to influence teachers to leaving the teaching profession and impact negatively on learner achievement. Finding ways to combat the problems is of utmost importance. Leadership behaviours of school principals have been found to be one of the key factors that positively affect teacher job dissatisfaction. This qualitative study sought to understand leadership behaviours employed by rural school principals in relation to teacher job dissatisfaction. This was a case study of three schools in the Butterworth Education District in the Eastern Cape Province. A total of three principals and twelve teachers participated in the study. Semi-structured interviews and documentary analysis were data collection instruments utilised in this study. House’s Path Goal Theory was identified as the relevant theory for understanding school principals’ leadership behaviours in relation to teacher job dissatisfaction. Findings revealed that, school principals are aware of the manifestations of teacher job dissatisfaction at their schools. However, teacher job satisfaction does not feature as an agenda item in both staff and school management meetings. Moreover school principals were found to be employing various leadership behaviours to respond to different manifestations of teacher job dissatisfaction. Leadership behaviours like participative and transformational were found to have a positive impact on teacher job dissatisfaction. Directive and laissez-faire were found not suitable in improving teacher job dissatisfaction. Findings also unearthed tensions between school principals’ leadership behaviours and teachers’ expectations on how principals should lead in relation to teacher job dissatisfaction. This study proposes that, as leaders school principals should act in both formal and informal ways to build teacher commitment in their organizations and influence teachers to achieve the goals and objectives of the school. School principals should create platforms where teacher job dissatisfaction is discussed and strategies to improve it are explored. This would help them to be aware of how their leadership behaviours impact on teacher job satisfaction and thereby make conscientious decisions to improve the level of teacher job dissatisfaction.
- Full Text:
- Date Issued: 2018
Teachers' perceptions on the non- implementation of the alternatives to corporal punishment policy : a case study
- Authors: Billie, Sikelelwa khuthala
- Date: 2015
- Subjects: Corporal punishment of children Children's rights School discipline
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/${Handle} , vital:29494
- Description: This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement, violence in schools and lack of capacitation in teachers on the policy. Moreover the findings of this study revealed that if new policies are imposed on implementers there is bound to be resistance. This study therefore recommends that new policies need to be discussed and agreed upon by both the policy makers and policy implementers. The study also recommends that teachers need capacity building workshops so that they understand the need and the benefits of implementing the ATCP.
- Full Text:
- Date Issued: 2015
- Authors: Billie, Sikelelwa khuthala
- Date: 2015
- Subjects: Corporal punishment of children Children's rights School discipline
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/${Handle} , vital:29494
- Description: This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement, violence in schools and lack of capacitation in teachers on the policy. Moreover the findings of this study revealed that if new policies are imposed on implementers there is bound to be resistance. This study therefore recommends that new policies need to be discussed and agreed upon by both the policy makers and policy implementers. The study also recommends that teachers need capacity building workshops so that they understand the need and the benefits of implementing the ATCP.
- Full Text:
- Date Issued: 2015
Assessing the preparation, induction and professional development experiences of teacher educators in Botswana and South Africa: recommendations for an andragogically based model
- Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Authors: Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Date: 2015-01
- Subjects: Teachers -- In-service training , Teachers -- Training of -- South Africa , Education -- Botswana
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24643 , vital:63388
- Description: Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi≤fuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchell, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised. A mixed methods approach was used to research the following questions: • How are teacher educators in Botswana and South Africa inducted and developed as teachers of adults? • How do the teacher educators (in Botswana and South Africa) adjust their teaching practice to cater for the needs of their students who are adults? • What recommendations can be made to improve the preparation, induction and professional development of teacher educators as teachers of adult student teachers? The sites for the study were four institutions (two faculties of education, one located in Botswana and another in South Africa, and two colleges of education located in Botswana). Out of a possible total of 316 teacher educators at the four institutions 128 responded to a close ended questionnaire that required them to indicate their autobiographic details, experiences as teachers and teacher educators, and their preparation, induction and professional development as teacher educators. In addition 12 teacher educators with varying experiences in teacher education were interviewed. The purpose of the interviews was to record the experiences of their preparation, induction and professional development as teacher educators. Furthermore, literature from various sources was consulted about the topic under study. The results confirmed the earlier assertion that there is very little attention paid to the preparation, induction and professional development of teacher educators in the institutions that were studied. Literature also indicated a similar pattern in most teacher education institutions in Botswana and South Africa. Based on the findings, it is recommended that the preparation, induction and professional development of teacher educators be conducted following the andragogical model. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-01
- Authors: Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Date: 2015-01
- Subjects: Teachers -- In-service training , Teachers -- Training of -- South Africa , Education -- Botswana
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24643 , vital:63388
- Description: Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi≤fuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchell, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised. A mixed methods approach was used to research the following questions: • How are teacher educators in Botswana and South Africa inducted and developed as teachers of adults? • How do the teacher educators (in Botswana and South Africa) adjust their teaching practice to cater for the needs of their students who are adults? • What recommendations can be made to improve the preparation, induction and professional development of teacher educators as teachers of adult student teachers? The sites for the study were four institutions (two faculties of education, one located in Botswana and another in South Africa, and two colleges of education located in Botswana). Out of a possible total of 316 teacher educators at the four institutions 128 responded to a close ended questionnaire that required them to indicate their autobiographic details, experiences as teachers and teacher educators, and their preparation, induction and professional development as teacher educators. In addition 12 teacher educators with varying experiences in teacher education were interviewed. The purpose of the interviews was to record the experiences of their preparation, induction and professional development as teacher educators. Furthermore, literature from various sources was consulted about the topic under study. The results confirmed the earlier assertion that there is very little attention paid to the preparation, induction and professional development of teacher educators in the institutions that were studied. Literature also indicated a similar pattern in most teacher education institutions in Botswana and South Africa. Based on the findings, it is recommended that the preparation, induction and professional development of teacher educators be conducted following the andragogical model. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-01
Grade 3 teachers’ strategies to help English second language learners overcome interlingual spelling errors
- Authors: Rululu, Nomfusi Gladys
- Date: 2014
- Subjects: Interlingual -- Spelling errors , Teacher`s strategies -- Grade 3
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1349 , vital:26548 , Interlingual -- Spelling errors , Teacher`s strategies -- Grade 3
- Description: Spelling is one of the most important components of writing at single-word level and is regarded as a vital part of written communication. Also spelling is seen as an important tool in writing. Without the ability to spell as a broader aspect of writing, a person could not be called literate in the conventional sense of the word. Although the spelling is so important, learners in the foundation phase especially in grade three commit interlingual spelling errors. This means that at this stage learners transfer patterns of the mother tongue to the second language. By so doing that they write English words as the way they are pronounced in their mother tongue. Hence this study investigated grade three teachers’ strategies to help English second language learners overcome interlingual spelling errors. In exploring these strategies this study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering instruments used included semi-structured interviews, classroom observations and document analysis. One primary school in Mdantsane a township in East London District was purposively selected to form the context of the study. The medium of instruction in this school is isiXhosa in the foundation phase and English is taught as a subject. Two teachers and their classes participated in this study. The findings of the study revealed that different factors contribute to interlingual spelling errors. These factors are status of the parent (they were illiterate), pronunciation, language borrowing and language transfer. It is also revealed that teachers have a limited number of strategies to teach learners overcome interlingual spelling errors instead they use strategies to teach spelling generally.
- Full Text:
- Date Issued: 2014
- Authors: Rululu, Nomfusi Gladys
- Date: 2014
- Subjects: Interlingual -- Spelling errors , Teacher`s strategies -- Grade 3
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1349 , vital:26548 , Interlingual -- Spelling errors , Teacher`s strategies -- Grade 3
- Description: Spelling is one of the most important components of writing at single-word level and is regarded as a vital part of written communication. Also spelling is seen as an important tool in writing. Without the ability to spell as a broader aspect of writing, a person could not be called literate in the conventional sense of the word. Although the spelling is so important, learners in the foundation phase especially in grade three commit interlingual spelling errors. This means that at this stage learners transfer patterns of the mother tongue to the second language. By so doing that they write English words as the way they are pronounced in their mother tongue. Hence this study investigated grade three teachers’ strategies to help English second language learners overcome interlingual spelling errors. In exploring these strategies this study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering instruments used included semi-structured interviews, classroom observations and document analysis. One primary school in Mdantsane a township in East London District was purposively selected to form the context of the study. The medium of instruction in this school is isiXhosa in the foundation phase and English is taught as a subject. Two teachers and their classes participated in this study. The findings of the study revealed that different factors contribute to interlingual spelling errors. These factors are status of the parent (they were illiterate), pronunciation, language borrowing and language transfer. It is also revealed that teachers have a limited number of strategies to teach learners overcome interlingual spelling errors instead they use strategies to teach spelling generally.
- Full Text:
- Date Issued: 2014
Amakrwala experiences as learners in a Buffalo City secondary school: implications for school leadership and management
- Authors: Duka-Ntshweni, Nomonde
- Date: 2013
- Subjects: School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16191 , http://hdl.handle.net/10353/d1006252 , School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Description: ‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
- Full Text:
- Date Issued: 2013
- Authors: Duka-Ntshweni, Nomonde
- Date: 2013
- Subjects: School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16191 , http://hdl.handle.net/10353/d1006252 , School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Description: ‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
- Full Text:
- Date Issued: 2013
Pedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Province
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
- Date Issued: 2013
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
- Date Issued: 2013
Teaching strategies in Grade 11 multilingual Life Sciences classrooms: a case of two schools in East London District
- Authors: Jekwa, Noxolo
- Date: 2012
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16169 , http://hdl.handle.net/10353/488 , Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Description: It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.
- Full Text:
- Date Issued: 2012
- Authors: Jekwa, Noxolo
- Date: 2012
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16169 , http://hdl.handle.net/10353/488 , Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Description: It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.
- Full Text:
- Date Issued: 2012
An investigation into factors that influence parental involvement in the development of their children's literacy in the secondary school level: a case study of a combined school in the Eastern Cape
- Authors: Adam, Ndileka Primrose
- Date: 2010
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16158 , http://hdl.handle.net/10353/229 , Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Description: The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.
- Full Text:
- Date Issued: 2010
- Authors: Adam, Ndileka Primrose
- Date: 2010
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16158 , http://hdl.handle.net/10353/229 , Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Description: The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.
- Full Text:
- Date Issued: 2010
An investigation of teachers' perceptions of their professionalism: a case study of three schools in the Butterworth district, Eastern Cape
- Authors: Mpahla, Ntando Elliot
- Date: 2009
- Subjects: Teacher effectiveness -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16163 , http://hdl.handle.net/10353/206 , Teacher effectiveness -- South Africa -- Eastern Cape Province
- Description: The study investigates teachers’ perceptions of their professionalism and how this professionalism is observed by both teachers and school community. The investigation takes place at three Junior Secondary Schools. In composing the research, the researcher adopted a qualitative and quantitative approach based on an interpretive paradigm. The study is concerned with how teachers view themselves as professional people. Since the extent of teachers’ professionalism is always questioned by the school community, teachers’ professionalism is not guaranteed to be easily accepted and recognised. The findings reveal that teachers in general accept the fact that they face an enormous challenge in performing their duties as they are required to act professionally and ethically at all times. SACE, the education “watchdog” has further strengthened the issue by proclaiming legally enforced ethical standards for teachers in South Africa. The study describes how teachers who joined the teaching profession for different reasons conceptualise teacher professionalism differently from each other but also agreeing on other issues. The findings of this study also show how educational policies, teachers’ conditions of service, personal beliefs and relationships between parents, learners and teachers can influence teacher professionalism.
- Full Text:
- Date Issued: 2009
- Authors: Mpahla, Ntando Elliot
- Date: 2009
- Subjects: Teacher effectiveness -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16163 , http://hdl.handle.net/10353/206 , Teacher effectiveness -- South Africa -- Eastern Cape Province
- Description: The study investigates teachers’ perceptions of their professionalism and how this professionalism is observed by both teachers and school community. The investigation takes place at three Junior Secondary Schools. In composing the research, the researcher adopted a qualitative and quantitative approach based on an interpretive paradigm. The study is concerned with how teachers view themselves as professional people. Since the extent of teachers’ professionalism is always questioned by the school community, teachers’ professionalism is not guaranteed to be easily accepted and recognised. The findings reveal that teachers in general accept the fact that they face an enormous challenge in performing their duties as they are required to act professionally and ethically at all times. SACE, the education “watchdog” has further strengthened the issue by proclaiming legally enforced ethical standards for teachers in South Africa. The study describes how teachers who joined the teaching profession for different reasons conceptualise teacher professionalism differently from each other but also agreeing on other issues. The findings of this study also show how educational policies, teachers’ conditions of service, personal beliefs and relationships between parents, learners and teachers can influence teacher professionalism.
- Full Text:
- Date Issued: 2009
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