Analysis of work environment factors as correlate of school management teams' productivity in Mount Frere Education District
- Authors: Majova, L A
- Date: 2016-08
- Subjects: School management teams , School management and organization
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24684 , vital:63516
- Description: There is a perception that SMTs are not effective in some schools in South Africa. Hence, a huge number of learners in the public schools, particularly in high schools are not getting a good pass in their matric exams. The ineffectiveness of SMTs in some schools results in poor performance, as evidenced in poor matric results ever since 1994 in Mount Frere District, since the end of the homeland system in South Africa. To this end, the study was conducted to analyse work environment factors that affect productivity of school management teams‟ in Mount Frere Education District. Therefore, 64 schools, which formed the sample in this study, were selected randomly from the target of 210 schools (population) in Mount Frere District of Education. It was revealed that the following factors are central to the ineffectiveness of SMTs: lack of knowledge, skills, behaviours and attitudes, Human immune deficiency virus (HIV); redeployment; teachers‟ absenteeism and non-availability and mismanagement of resources. Consequently, the researcher employed quantitative research method to explore the work environment of SMTs in Mount Frere District of Education. To collect data from the SMTs, the SMT Productivity Questionnaire (SPQ) and the SMT performance appraisal form (SPAF) were used. The results were analysed using descriptive statistics like frequency count, percentages, charts and tables, and inferential statistics of Pearson product moment correlation (PPMC). It was discovered that the work environmental factors as espoused by the literature, negatively affect the performance or productivity of SMTs. The findings in the data analysis prove beyond reasonable doubt that redeployment of educators negatively affects the productivity of School Management Teams in various schools. In other words, the study confirmed the literature. , Thesis (MEd) -- Faculty of Education, 2016
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Leaners' perceptions of factors contributing to poor academic performance in rural high schools of the Fort Beaufort Education District
- Authors: Tom, Lusu Lennox
- Date: 2013-01
- Subjects: Education, Higher , School management and organization , Teacher effectiveness
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25272 , vital:64137
- Description: This research investigates learners’ perceptions of factors which they believe contribute to their poor academic performance in high schools. The study focuses on four schools in Fort Beaufort district of the Eastern Cape. Twenty-four learners (6 from each school) participated in this study. Using a theoretical framework drawn from Bandura (1977) the study explored the views of learners in both under and high performing schools. One main research question was posed, answered and discussed for the purpose of the study. Data was collected through individual interviews, focus group discussions and document analyses. The findings of the study revealed a number of factors contributing to poor academic performance. These were learner factors, teacher factors, home factors and teaching resources. Regarding learner factors, the study revealed that while learners were committed and motivated to do their work in order to avoid low income jobs, this did not always happen as they found themselves getting distracted during class time and this affected their performance. The study revealed that some of the teachers lacked commitment, and were very unprofessional and incompetent. This, according to the learners, contributed to poor learner performance in the various subjects. Home factors also played a role in learner performance. The study revealed that home factors were seen to be enabling when parents were supportive and helpful to their children. At the same time, home factors tended to impede learning when learners were given household chores to do and this impinged on their study time. Some parents were also illiterate and as a result were not able to help their children with homework or supervise them while they were busy with their homework. The lack of teaching and learning resources such as textbooks, computers and laboratories as well as overcrowded classrooms also contributed to poor learner performance. This study makes the following recommendations: Teachers should be closely monitored by principals to ensure that they come to class regularly and are punctual so that learners do not lose time necessary to cover the content on their syllabus. Teachers should plan and prepare for lessons thoroughly. Lessons must cover a wide range of activities during their teaching to actively engage learners and prepare them adequately for their assessment tasks, including examinations. Teachers should be work-shopped regularly in order to capacitate them on the latest trends and pedagogies in education as well as rejuvenate their professionalism. It is important that teachers be active researchers in class in order to appraise themselves their learners’ needs and how they can, from the learners’ point of view, improve service delivery. From time to time teachers should work closely with parents to develop strategies they can jointly use to monitor and support children’s learning effectively. , Thesis (MEd) -- Faculty of Education, 2013
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Assessment of the implementation of teacher performance appraisal system in Zimbabwe: a study of 12 selected primary schools in Bulawayo Metropolitan Province
- Authors: Mathwasa, Joyce https://orcid.org/0000-0001-6637-2083
- Date: 2012-01
- Subjects: Education, Elementary , Performance standards , School management and organization
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25249 , vital:64108
- Description: The massive campaign by Zimbabwe to educate all children was achieved through the education for all policy. When quantity had been achieved more focus was on quality issues. The quality concerns coincided with market-based developments which compelled Zimbabwe to adopt change reforms such as the teacher performance appraisal, one of which focused on quality teaching strategies that would enhance learners’ quality academic achievement. Nevertheless since its inception in 1996 and subsequent implementation in 2000, teachers through their unions have challenged the use of the appraisal which quantifies the teacher’s work, alleging their work cannot be atomized into separate elements to be measured, weighed and then ticked off. The contention highlighted above prompted the need for a research to be carried out which sought to assess: How is the performance appraisal system being implemented in the primary schools? A mixed methods design which is located in the postpositivist paradigm which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding, interpreted through the social and cultural context of the respondent’s lives. Educators resisted the imported system alleging it was imposed on them without adaptation to local environment. Lack of pilot-testing of the system, lack of proper training and lack of a meaningful reward system perverted the system to a mere ritual that frustrated implementers who found it difficult to use it in their daily work. The study recommends the following: That the educators be incorporated in designing an appraisal system that encompasses the whole teacher’s work package which is geared towards teaching the whole child. That there be a more efficient and sustainable reward system. That the system be interwoven into supervisory mechanisms so that there is no demarcation between the appraisal and daily supervision. , Thesis (PhD) -- Faculty of Education, 2012
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