A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school
- Authors: Ambross, Johannes Nikolaas
- Date: 2011
- Subjects: Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9501 , http://hdl.handle.net/10948/1411 , Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Description: With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
- Full Text:
- Date Issued: 2011
- Authors: Ambross, Johannes Nikolaas
- Date: 2011
- Subjects: Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9501 , http://hdl.handle.net/10948/1411 , Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Description: With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
- Full Text:
- Date Issued: 2011
A self-reflection of my interactions, communication and relationship structures in the classroom
- Authors: Rensburg, Cheryl Dawn
- Date: 2011
- Subjects: Interaction analysis in education , Teacher-student relationships , Classroom environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9560 , http://hdl.handle.net/10948/d1012587 , Interaction analysis in education , Teacher-student relationships , Classroom environment
- Description: Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.
- Full Text:
- Date Issued: 2011
- Authors: Rensburg, Cheryl Dawn
- Date: 2011
- Subjects: Interaction analysis in education , Teacher-student relationships , Classroom environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9560 , http://hdl.handle.net/10948/d1012587 , Interaction analysis in education , Teacher-student relationships , Classroom environment
- Description: Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.
- Full Text:
- Date Issued: 2011
A study of mathematics instructional practices in foundation phase grade three classrooms in East London
- Authors: Williams, Beverley Diana
- Date: 2011
- Subjects: Mathematics--Study and teaching (Primary) http://id.loc.gov/authorities/subjects/sh85082164 , Mathematics--Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85082163
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19585 , vital:43146
- Description: This study describes the instructional practices of grade three teachers in their attempt to facilitate mathematical learning. The teachers’ practices are described in relation to the requirements of the revised National Curriculum Statement. In order to demarcate the field of investigation, the researcher provides an overview of the historical background of the study and draws attention to the knowledge interest of the investigation. The problem, the research questions, the assumptions of the study, the significance of the study, the rationale and the delimitation of the study are all set out in this chapter. A list of the major terms used in the study is also given. In concluding the chapter and outline of the issues discussed in each of the five chapters is given. , Thesis (MEd) -- University of Fort Hare, 2011
- Full Text:
- Date Issued: 2011
- Authors: Williams, Beverley Diana
- Date: 2011
- Subjects: Mathematics--Study and teaching (Primary) http://id.loc.gov/authorities/subjects/sh85082164 , Mathematics--Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85082163
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19585 , vital:43146
- Description: This study describes the instructional practices of grade three teachers in their attempt to facilitate mathematical learning. The teachers’ practices are described in relation to the requirements of the revised National Curriculum Statement. In order to demarcate the field of investigation, the researcher provides an overview of the historical background of the study and draws attention to the knowledge interest of the investigation. The problem, the research questions, the assumptions of the study, the significance of the study, the rationale and the delimitation of the study are all set out in this chapter. A list of the major terms used in the study is also given. In concluding the chapter and outline of the issues discussed in each of the five chapters is given. , Thesis (MEd) -- University of Fort Hare, 2011
- Full Text:
- Date Issued: 2011
A study of the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District
- Authors: Mohammed, Issah
- Date: 2011
- Subjects: Workplace management -- Teachers -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18463 , http://hdl.handle.net/11260/d1008259
- Description: The purpose of this study was to investigate the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District with reference to national and international teachers. The literature reflects issues and theories concerning the implementation and management of workforce diversity in secondary schools. The study also shows the benefits of managing teacher diversity and the challenges in the implementation and management of workforce diversity among teachers in secondary schools. The population of the study comprised of all teachers in the fifty- six public secondary schools in the Mthatha Education District and the sample comprised of five principals, five deputy principals, five heads of departments and five international teachers on whom the case study was base to examine their views about the awareness, implementation and management of teacher diversity in the education system. This sample was drawn from five public senior secondary schools. The selection of the sample was done through the use of a purposive sampling technique. The sampling technique was used because it is not all public secondary schools in the Mthatha Education District where international teachers are found. This, therefore, allowed the researcher to select only those secondary schools at which international teachers were found. The researcher developed an open- ended interview schedule for the face-to-face in-depth interviews on the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District. Themes were drawn from the responses of the participants and analysed. The findings revealed that Principals, deputy principals, school management teams and teachers at all levels lacked the skills and knowledge in designing, implementing and managing teacher diversity policies in secondary schools. The findings revealed that local teachers were resistant and took a xenophobic stance towards the employment and promotions of International teachers in secondary schools. Lastly, Affirmative Action and Employment Equity Acts favour the local teachers and discriminate against the international teachers. Recommendations are made concerning the lack of awareness, skills and knowledge in designing and implementation of teacher diversity policies in secondary schools. Recommendations are also made concerning the Affirmative Action and Employment Equity Acts that influence the non recruitment and selection of international teachers.
- Full Text:
- Date Issued: 2011
- Authors: Mohammed, Issah
- Date: 2011
- Subjects: Workplace management -- Teachers -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18463 , http://hdl.handle.net/11260/d1008259
- Description: The purpose of this study was to investigate the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District with reference to national and international teachers. The literature reflects issues and theories concerning the implementation and management of workforce diversity in secondary schools. The study also shows the benefits of managing teacher diversity and the challenges in the implementation and management of workforce diversity among teachers in secondary schools. The population of the study comprised of all teachers in the fifty- six public secondary schools in the Mthatha Education District and the sample comprised of five principals, five deputy principals, five heads of departments and five international teachers on whom the case study was base to examine their views about the awareness, implementation and management of teacher diversity in the education system. This sample was drawn from five public senior secondary schools. The selection of the sample was done through the use of a purposive sampling technique. The sampling technique was used because it is not all public secondary schools in the Mthatha Education District where international teachers are found. This, therefore, allowed the researcher to select only those secondary schools at which international teachers were found. The researcher developed an open- ended interview schedule for the face-to-face in-depth interviews on the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District. Themes were drawn from the responses of the participants and analysed. The findings revealed that Principals, deputy principals, school management teams and teachers at all levels lacked the skills and knowledge in designing, implementing and managing teacher diversity policies in secondary schools. The findings revealed that local teachers were resistant and took a xenophobic stance towards the employment and promotions of International teachers in secondary schools. Lastly, Affirmative Action and Employment Equity Acts favour the local teachers and discriminate against the international teachers. Recommendations are made concerning the lack of awareness, skills and knowledge in designing and implementation of teacher diversity policies in secondary schools. Recommendations are also made concerning the Affirmative Action and Employment Equity Acts that influence the non recruitment and selection of international teachers.
- Full Text:
- Date Issued: 2011
Adequacy of the advanced certificate in education to develop the work-intergrated learning competencies of principals: a case study
- Authors: Dali, Christopher Malizo
- Date: 2011
- Subjects: School principals -- Training of -- South Africa -- Eastern Cape , Emotional intelligence -- Study and teaching -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9472 , http://hdl.handle.net/10948/1342 , School principals -- Training of -- South Africa -- Eastern Cape , Emotional intelligence -- Study and teaching -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the adequacy of the Advanced Certificate in Education (School Leadership) programme to develop the school principals’ workintegrated learning competencies (WILCs) at the Higher Education Institutions (HEIs). One of the objectives of this study was therefore to determine the extent to which the Advanced Certificate in Education (ACE) – School Leadership (SL) programme could utilise emotional intelligence (EI) to develop the principals’ intrapersonal and interpersonal competencies for collegial leadership. Another objective was to explore the school principals’ perceptions of their emotional competencies that could link their theoretical studies at the Nelson Mandela Metropolitan University (NMMU) with their practical learning experiences in their schools. Presently, one of the major programmes that could use EI in the development of school principals’ WILCs is the ACE (SL) programme offered by HEIs. The challenge for HEIs, such as the NMMU, is to offer an ACE (SL) programme that is capable of empowering principals from divergent school backgrounds. This would enable them to better understand and interpret the contextual evironments in their schools and their emotional relationships with their teachers as colleagues. The purposively selected research participants for this study comprised of school principals from one hundred and thirty rural, urban, township and farm schools. These schools are located in areas such as Lusikisiki, Bizana, Kokstad, Maluti, Mount Frere, Mount Fletcher, Cradock, Graaff-Reinet, Uitenhage and Port Elizabeth. For the purposes of triangulation, forty-two semi-structured questionnaire responses, five focus group interviews, ten in-depth interviews, and the school principals’ portfolio reflections, were used in the collection and analysis of the data. The findings of this interpretive, explorative, descriptive, and phenomenological study revealed that generally, the school principals had satisfactory levels of EI, firstly especially in terms of their intrapersonal competencies such as adaptability, v achievement drive, commitment, initiative and optimism. The school principals valued the opportunity afforded to them by the ACE (SL) programme to discuss their individual emotions and experiences with principals from similar and different school contexts. The ACE (SL) programme helped them to interrogate and express their own perceptions and experiences and the WILCs required in their leadership positions in schools. Secondly, the findings on the effectiveness of the interpersonal WILCs revealed that most of the school principals were adept at inducing desirable feelings and actions in their teachers. The feedback from the semi-structured questionnaire, the in-depth interviews, the focus group interviews, and the principals’ reflection portfolios indicated that EI could strongly influence the development of the WILCs of school principals. Politically astute principals know how to collaborate with teachers to achieve school goals. They create a culture of trust and achievement as they collaborate as colleagues in their schools. In conceptualising the development of the WILCs of school principals, one of the major recommendations emanating from this study is the utilisation of the WILCs model to develop the school principals’ collegial leadership abilities. The WILCs model was developed as a recommendation to provide a common language for discussing emotional capabilities and guidance for a host of WILCs such as self-awareness, selfregulation, empathy, conflict management, building bonds, enabling and inspiring others to develop in a collaborative and collegial manner. Underpinning the WILCs model are five major assumptions. The first assumption is that although the intrapersonal and interpersonal competencies are essential, generic and could be applied to any organisational context, the focus in this study is on school principals and their school environments. The second assumption of this model is that the WILCs are the result of rigorous research and represent a way of describing the effective leadership abilities of principals within their school contexts. The third assumption is that the WILCs are interrelated, complex, and serve to highlight key elements of effective leadership in the school environment without privileging one over another. Fourthly, the conceptual basis for the construction of the WILCs model is the vi empowerment of principals and their interpersonal relationships with the wider school community. Fifthly, and a highly relevant assumption for school principals, this WILCs model brings together the social constructivist essence of the two epistemic sites of learning discussed in this study – the schools and the HEIs – and the interconnectedness between EI and IQ in the development of principals’ WILCs for collegial leadership. Evidently, principals cannot solely depend on their experiences only to hone their leadership competencies. Formal programmes, such as the ACE (SL) programme, are essential to develop the WILCs of school principals. Nothing less should be contemplated to develop their collegial leadership competencies.
- Full Text:
- Date Issued: 2011
- Authors: Dali, Christopher Malizo
- Date: 2011
- Subjects: School principals -- Training of -- South Africa -- Eastern Cape , Emotional intelligence -- Study and teaching -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9472 , http://hdl.handle.net/10948/1342 , School principals -- Training of -- South Africa -- Eastern Cape , Emotional intelligence -- Study and teaching -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the adequacy of the Advanced Certificate in Education (School Leadership) programme to develop the school principals’ workintegrated learning competencies (WILCs) at the Higher Education Institutions (HEIs). One of the objectives of this study was therefore to determine the extent to which the Advanced Certificate in Education (ACE) – School Leadership (SL) programme could utilise emotional intelligence (EI) to develop the principals’ intrapersonal and interpersonal competencies for collegial leadership. Another objective was to explore the school principals’ perceptions of their emotional competencies that could link their theoretical studies at the Nelson Mandela Metropolitan University (NMMU) with their practical learning experiences in their schools. Presently, one of the major programmes that could use EI in the development of school principals’ WILCs is the ACE (SL) programme offered by HEIs. The challenge for HEIs, such as the NMMU, is to offer an ACE (SL) programme that is capable of empowering principals from divergent school backgrounds. This would enable them to better understand and interpret the contextual evironments in their schools and their emotional relationships with their teachers as colleagues. The purposively selected research participants for this study comprised of school principals from one hundred and thirty rural, urban, township and farm schools. These schools are located in areas such as Lusikisiki, Bizana, Kokstad, Maluti, Mount Frere, Mount Fletcher, Cradock, Graaff-Reinet, Uitenhage and Port Elizabeth. For the purposes of triangulation, forty-two semi-structured questionnaire responses, five focus group interviews, ten in-depth interviews, and the school principals’ portfolio reflections, were used in the collection and analysis of the data. The findings of this interpretive, explorative, descriptive, and phenomenological study revealed that generally, the school principals had satisfactory levels of EI, firstly especially in terms of their intrapersonal competencies such as adaptability, v achievement drive, commitment, initiative and optimism. The school principals valued the opportunity afforded to them by the ACE (SL) programme to discuss their individual emotions and experiences with principals from similar and different school contexts. The ACE (SL) programme helped them to interrogate and express their own perceptions and experiences and the WILCs required in their leadership positions in schools. Secondly, the findings on the effectiveness of the interpersonal WILCs revealed that most of the school principals were adept at inducing desirable feelings and actions in their teachers. The feedback from the semi-structured questionnaire, the in-depth interviews, the focus group interviews, and the principals’ reflection portfolios indicated that EI could strongly influence the development of the WILCs of school principals. Politically astute principals know how to collaborate with teachers to achieve school goals. They create a culture of trust and achievement as they collaborate as colleagues in their schools. In conceptualising the development of the WILCs of school principals, one of the major recommendations emanating from this study is the utilisation of the WILCs model to develop the school principals’ collegial leadership abilities. The WILCs model was developed as a recommendation to provide a common language for discussing emotional capabilities and guidance for a host of WILCs such as self-awareness, selfregulation, empathy, conflict management, building bonds, enabling and inspiring others to develop in a collaborative and collegial manner. Underpinning the WILCs model are five major assumptions. The first assumption is that although the intrapersonal and interpersonal competencies are essential, generic and could be applied to any organisational context, the focus in this study is on school principals and their school environments. The second assumption of this model is that the WILCs are the result of rigorous research and represent a way of describing the effective leadership abilities of principals within their school contexts. The third assumption is that the WILCs are interrelated, complex, and serve to highlight key elements of effective leadership in the school environment without privileging one over another. Fourthly, the conceptual basis for the construction of the WILCs model is the vi empowerment of principals and their interpersonal relationships with the wider school community. Fifthly, and a highly relevant assumption for school principals, this WILCs model brings together the social constructivist essence of the two epistemic sites of learning discussed in this study – the schools and the HEIs – and the interconnectedness between EI and IQ in the development of principals’ WILCs for collegial leadership. Evidently, principals cannot solely depend on their experiences only to hone their leadership competencies. Formal programmes, such as the ACE (SL) programme, are essential to develop the WILCs of school principals. Nothing less should be contemplated to develop their collegial leadership competencies.
- Full Text:
- Date Issued: 2011
An assessment of the implementation of continuing professional development programmes for primary school teachers in Malawi: a case of Zomba rural education district
- Authors: Selemani-Meke, Elizabeth
- Date: 2011
- Subjects: Primary school teachers -- Malawi , Teachers -- Vocational guidance -- Malawi , Teachers -- Development -- Zimbabwe , Teachers -- Education (Primary) -- Malawi , Teachers -- Economic conditions , Teachers -- In-service training -- Malawi , Teachers -- Social conditions
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16178 , http://hdl.handle.net/10353/501 , Primary school teachers -- Malawi , Teachers -- Vocational guidance -- Malawi , Teachers -- Development -- Zimbabwe , Teachers -- Education (Primary) -- Malawi , Teachers -- Economic conditions , Teachers -- In-service training -- Malawi , Teachers -- Social conditions
- Description: This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.
- Full Text:
- Date Issued: 2011
- Authors: Selemani-Meke, Elizabeth
- Date: 2011
- Subjects: Primary school teachers -- Malawi , Teachers -- Vocational guidance -- Malawi , Teachers -- Development -- Zimbabwe , Teachers -- Education (Primary) -- Malawi , Teachers -- Economic conditions , Teachers -- In-service training -- Malawi , Teachers -- Social conditions
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16178 , http://hdl.handle.net/10353/501 , Primary school teachers -- Malawi , Teachers -- Vocational guidance -- Malawi , Teachers -- Development -- Zimbabwe , Teachers -- Education (Primary) -- Malawi , Teachers -- Economic conditions , Teachers -- In-service training -- Malawi , Teachers -- Social conditions
- Description: This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.
- Full Text:
- Date Issued: 2011
An evaluation of the effectiveness of Walter Sisulu University's teaching practice as a context for student teachers' competence development
- Authors: Ntsaluba, Doris Nomonde
- Date: 2011
- Subjects: Teaching practice -- Student teacher
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18455 , http://hdl.handle.net/11260/d1007761
- Description: This study was aimed at evaluating the effectiveness of teaching practice as a context for the development of student teachers’ competences at Walter Sisulu University. The study was necessitated by the lack of information on whether teaching practice really provides an effective context or not. A literature study focusing on planning of teaching practice, preparation of student teachers for teaching practice, placement of student teachers for teaching practice, mentoring during teaching practice as well as supervision and assessment of teaching practice was conducted. The activity and situated learning theories provided a theoretical framework for studying teaching practice. The mixed-methods approach consisting of quantitative and qualitative approaches was used and data was collected through questionnaires and focus group discussions. The participants in the study were: thirty (30) student teachers in their third year of study; ten (10) host teachers who were hosting student teachers at the time of data collection for this study and ten (10) university supervisors responsible for teaching practice supervision. Data from closed-ended questionnaire items were analysed statistically. Frequencies and percentages were derived. Content analysis was used to analyse qualitative data. The results of the study revealed that there was a serious lack of communication between the university and the schools used for teaching practice and as a result student teachers were subjected to a wide range of treatment when they arrived at the schools. The findings also showed that student teachers were inadequately prepared for teaching practice. Student teachers were faced with serious challenges with regard to placement and there was no common programme of mentoring. The schools, as a result, did not provide a sufficiently-appropriate environment for teaching practice to become an effective context for student teachers‘ competence development. The recommendations made include suggestions for the improvement of the general organisation of teaching practice with the university and the schools working as partners in all the activities of teaching practice. The introduction of a formal programme for the preparation of student teachers for teaching practice is suggested and a teaching practice model is also proposed.
- Full Text:
- Date Issued: 2011
- Authors: Ntsaluba, Doris Nomonde
- Date: 2011
- Subjects: Teaching practice -- Student teacher
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18455 , http://hdl.handle.net/11260/d1007761
- Description: This study was aimed at evaluating the effectiveness of teaching practice as a context for the development of student teachers’ competences at Walter Sisulu University. The study was necessitated by the lack of information on whether teaching practice really provides an effective context or not. A literature study focusing on planning of teaching practice, preparation of student teachers for teaching practice, placement of student teachers for teaching practice, mentoring during teaching practice as well as supervision and assessment of teaching practice was conducted. The activity and situated learning theories provided a theoretical framework for studying teaching practice. The mixed-methods approach consisting of quantitative and qualitative approaches was used and data was collected through questionnaires and focus group discussions. The participants in the study were: thirty (30) student teachers in their third year of study; ten (10) host teachers who were hosting student teachers at the time of data collection for this study and ten (10) university supervisors responsible for teaching practice supervision. Data from closed-ended questionnaire items were analysed statistically. Frequencies and percentages were derived. Content analysis was used to analyse qualitative data. The results of the study revealed that there was a serious lack of communication between the university and the schools used for teaching practice and as a result student teachers were subjected to a wide range of treatment when they arrived at the schools. The findings also showed that student teachers were inadequately prepared for teaching practice. Student teachers were faced with serious challenges with regard to placement and there was no common programme of mentoring. The schools, as a result, did not provide a sufficiently-appropriate environment for teaching practice to become an effective context for student teachers‘ competence development. The recommendations made include suggestions for the improvement of the general organisation of teaching practice with the university and the schools working as partners in all the activities of teaching practice. The introduction of a formal programme for the preparation of student teachers for teaching practice is suggested and a teaching practice model is also proposed.
- Full Text:
- Date Issued: 2011
An intervention for enhancing the mathematics teaching practices of grade four teachers in the Nelson Mandela Metropolitan area
- Authors: Botha, Adele
- Date: 2011
- Subjects: Mathematics -- Study and teaching , Mathematics , Mathematics -- Handbooks, manuals, etc , Mathematics teachers
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9499 , http://hdl.handle.net/10948/d1008176 , Mathematics -- Study and teaching , Mathematics , Mathematics -- Handbooks, manuals, etc , Mathematics teachers
- Description: Mathematics is regarded as a driving force in economies worldwide. The performance of South African learners in mathematics over the past decade has highlighted that problems are being experienced across all grades. This situation needs to be addressed with urgency. The South African Department of Education stated that quality learning must be the objective for all grades. The implementation of good teaching practices plays a crucial role in improving the quality of education and in guiding learners towards quality learning. To achieve quality mathematics teaching and learning it is imperative to determine what good mathematics teaching practices are. The identification of good mathematic teaching practices will provide a yard stick to measure the mathematics teaching competency of teachers. This study identifies a set of good mathematics teaching practice indicators and evidences applicable to teachers in the Intermediate phase as a first contribution. These indicators and evidences frame the second research contribution: an assessment instrument entitled “A Classroom Observation Tool for Observing Mathematics Teaching Practices in Primary Schools”. As a third research contribution a generic profile of a Grade four mathematics teacher has been built. This generic profile has been built through an analysis of data gathered by means of self-assessment questionnaires completed by the research sample, as well as through applying the observation tool. The value of the generic profile lies in the identification of shared strengths and shared improvement opportunities in the mathematics teaching practice of the sample and as such, it forms the basis of a theory on Grade four mathematics teaching practice. The fourth research contribution is the design and application of an intervention that addresses the shared improvement opportunities. The research study concludes by comparing pre-intervention classroom observation data with post-intervention classroom observation data and reporting on the impact of the intervention.
- Full Text:
- Date Issued: 2011
- Authors: Botha, Adele
- Date: 2011
- Subjects: Mathematics -- Study and teaching , Mathematics , Mathematics -- Handbooks, manuals, etc , Mathematics teachers
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9499 , http://hdl.handle.net/10948/d1008176 , Mathematics -- Study and teaching , Mathematics , Mathematics -- Handbooks, manuals, etc , Mathematics teachers
- Description: Mathematics is regarded as a driving force in economies worldwide. The performance of South African learners in mathematics over the past decade has highlighted that problems are being experienced across all grades. This situation needs to be addressed with urgency. The South African Department of Education stated that quality learning must be the objective for all grades. The implementation of good teaching practices plays a crucial role in improving the quality of education and in guiding learners towards quality learning. To achieve quality mathematics teaching and learning it is imperative to determine what good mathematics teaching practices are. The identification of good mathematic teaching practices will provide a yard stick to measure the mathematics teaching competency of teachers. This study identifies a set of good mathematics teaching practice indicators and evidences applicable to teachers in the Intermediate phase as a first contribution. These indicators and evidences frame the second research contribution: an assessment instrument entitled “A Classroom Observation Tool for Observing Mathematics Teaching Practices in Primary Schools”. As a third research contribution a generic profile of a Grade four mathematics teacher has been built. This generic profile has been built through an analysis of data gathered by means of self-assessment questionnaires completed by the research sample, as well as through applying the observation tool. The value of the generic profile lies in the identification of shared strengths and shared improvement opportunities in the mathematics teaching practice of the sample and as such, it forms the basis of a theory on Grade four mathematics teaching practice. The fourth research contribution is the design and application of an intervention that addresses the shared improvement opportunities. The research study concludes by comparing pre-intervention classroom observation data with post-intervention classroom observation data and reporting on the impact of the intervention.
- Full Text:
- Date Issued: 2011
An investigation into the causes of lack of parental involvement in rural schools of Mthatha District
- Authors: Gqoli, Neliswa
- Date: 2011
- Subjects: Lack of parenting -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18465 , http://hdl.handle.net/11260/d1009444
- Description: Parental involvement is one of the key requirements that are laid down by fundamental policies on schooling in South Africa. The policies include National Education Policy Act No 27 of 1996 and South African Schools Act No 84 of 1996. However, various schools in this country have generally not met this requirement effectively. The situation is more prevalent in the rural schools where parents either do not participate at all or their participation is minimal. The researcher investigated the factors that were behind the lack of parental involvement in rural schools. A specific focus was in rural schools of Mthatha District. The schools were chosen because of their proximity to the researcher and noted constant reports on the lack of parental involvement. The primary targeted population were the parents whose learners were schooling in the two selected rural schools of Mthatha District, which were Pazima J.S.S and Xonyeni J.S.S The researcher used stratified sampling to ensure better coverage of population and to achieve better precision or accuracy. This was done by dividing the parents into homogenous groups like, gender, age, sex and etc. The researcher used both quantitative and qualitative research methods. The designs that were used were survey and interviews. Questionnaires and interview schedule were developed and administered to parents of the two selected schools. These methods were judged to be appropriate as some of them might not be able to read and write. In addition to that, it was within acceptable procedures of collecting data in both qualitative and quantitative study. There were limitations and delineations and some of them included that the study was confined only to Mthatha District. The researcher selected only two schools and other schools were excluded. The study investigated only parents of the senior phase level and other phases were not involved. The researcher collected data from the parents of two selected schools i.e. Pazima J.S.S and Xonyeni J.S.S using questionnaires and interviews. Questionnaires were administered to parents who were able to read and write and for those parents who could not read and write interviews were conducted. The data was analysed using a pool- table method and out of 74 parents used as the sample for the study most parents were ranging between 32 and 39 years. The study was dominated mainly by female parents and most parents had learners in grade 8&9. Most of the parents in the study were married and they were unemployed with J.S.S. as their highest qualification. The six research questions asked were: (a) Is lack of relationship between the schools and the homes of learners one of the causes for lack of parental involvement in rural schools of Mthatha District? (b) Is lack of co-operation by parents in the education of their children one of the causes for lack of parental involvement in rural schools of Mthatha District? (c) Is illiteracy of parents one of the causes for lack of parental involvement in rural schools of Mthatha District? (d) Is employment of parents one of the causes for lack of parental involvement in rural schools of Mthatha District? (e) Is lack of parental participation in school governance and management one of the causes for lack of parental involvement in rural schools of Mthatha District? (f) Is lack of communication between parents and the teachers one of the causes for lack of parental involvement in rural schools of Mthatha District? The findings showed that there was no relationship between the schools and the homes of learners and parents were co-operating at all. Most of the parents were illiterate, unemployed married females who have cultural activities to perform which made them not to be involved in their schools. Communication between the schools and homes of the learners was lacking and parents were not actively participating in school governance and management in their schools. The recommendations from this study were that, for lack of co-operation workshops for both parents and teachers on team building and teacher – parent relations were recommended. For illiteracy problem implementation of ABET classes was recommended. Circulars issued by the Department relating to parental involvement should be read and discussed by both parents and teachers. Communication skills needed to be improved so as to maintain good home-school relationship. Workshops on how to elect school governing bodies and on their roles and their responsibilities were recommended. In conclusion parents are very important stakeholders in education so they need to be highly involved in the education of their children.
- Full Text:
- Date Issued: 2011
- Authors: Gqoli, Neliswa
- Date: 2011
- Subjects: Lack of parenting -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18465 , http://hdl.handle.net/11260/d1009444
- Description: Parental involvement is one of the key requirements that are laid down by fundamental policies on schooling in South Africa. The policies include National Education Policy Act No 27 of 1996 and South African Schools Act No 84 of 1996. However, various schools in this country have generally not met this requirement effectively. The situation is more prevalent in the rural schools where parents either do not participate at all or their participation is minimal. The researcher investigated the factors that were behind the lack of parental involvement in rural schools. A specific focus was in rural schools of Mthatha District. The schools were chosen because of their proximity to the researcher and noted constant reports on the lack of parental involvement. The primary targeted population were the parents whose learners were schooling in the two selected rural schools of Mthatha District, which were Pazima J.S.S and Xonyeni J.S.S The researcher used stratified sampling to ensure better coverage of population and to achieve better precision or accuracy. This was done by dividing the parents into homogenous groups like, gender, age, sex and etc. The researcher used both quantitative and qualitative research methods. The designs that were used were survey and interviews. Questionnaires and interview schedule were developed and administered to parents of the two selected schools. These methods were judged to be appropriate as some of them might not be able to read and write. In addition to that, it was within acceptable procedures of collecting data in both qualitative and quantitative study. There were limitations and delineations and some of them included that the study was confined only to Mthatha District. The researcher selected only two schools and other schools were excluded. The study investigated only parents of the senior phase level and other phases were not involved. The researcher collected data from the parents of two selected schools i.e. Pazima J.S.S and Xonyeni J.S.S using questionnaires and interviews. Questionnaires were administered to parents who were able to read and write and for those parents who could not read and write interviews were conducted. The data was analysed using a pool- table method and out of 74 parents used as the sample for the study most parents were ranging between 32 and 39 years. The study was dominated mainly by female parents and most parents had learners in grade 8&9. Most of the parents in the study were married and they were unemployed with J.S.S. as their highest qualification. The six research questions asked were: (a) Is lack of relationship between the schools and the homes of learners one of the causes for lack of parental involvement in rural schools of Mthatha District? (b) Is lack of co-operation by parents in the education of their children one of the causes for lack of parental involvement in rural schools of Mthatha District? (c) Is illiteracy of parents one of the causes for lack of parental involvement in rural schools of Mthatha District? (d) Is employment of parents one of the causes for lack of parental involvement in rural schools of Mthatha District? (e) Is lack of parental participation in school governance and management one of the causes for lack of parental involvement in rural schools of Mthatha District? (f) Is lack of communication between parents and the teachers one of the causes for lack of parental involvement in rural schools of Mthatha District? The findings showed that there was no relationship between the schools and the homes of learners and parents were co-operating at all. Most of the parents were illiterate, unemployed married females who have cultural activities to perform which made them not to be involved in their schools. Communication between the schools and homes of the learners was lacking and parents were not actively participating in school governance and management in their schools. The recommendations from this study were that, for lack of co-operation workshops for both parents and teachers on team building and teacher – parent relations were recommended. For illiteracy problem implementation of ABET classes was recommended. Circulars issued by the Department relating to parental involvement should be read and discussed by both parents and teachers. Communication skills needed to be improved so as to maintain good home-school relationship. Workshops on how to elect school governing bodies and on their roles and their responsibilities were recommended. In conclusion parents are very important stakeholders in education so they need to be highly involved in the education of their children.
- Full Text:
- Date Issued: 2011
An investigation into the language factors affecting performance of grade 12 English second language learners in the Qumbu District
- Authors: Mcengwa, Nomzi Florida
- Date: 2011
- Subjects: Language -- English language -- Performance
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18418 , http://hdl.handle.net/11260/d1006622
- Description: This study set out to investigate reading ability and language proficiency as factors that affect the performance of grade 12 English Second Language (ESL) learners. It was prompted by a deep concern about the poor reading ability and language proficiency of grade 12 ESL learners. While studies have been carried out on factors affecting the performance of grade 12 ESL learners, few studies have looked at the impact of reading and language proficiency in South African schools especially in the Qumbu district. This study has gathered data on factors affecting the performance of grade 12 ESL learners. The study seeked to: (a) investigate the extent to which reading ability affects the performance of grade 12 ESL learners, (b) establish the extent to which language proficiency affects the performance of grade 12 ESL learners, (c) ascertain differences in the reading ability of learners in the selected schools, (d) ascertain differences in the language proficiency of learners in the selected schools and (e) ascertain differences in the June and September performance scores of learners in the selected schools. The study employed the quantitative method in order to manage the data collection. The researcher used a survey design. The stratified random sampling procedure was used to select participants from the four senior secondary schools i.e. two in the rural areas and two situated in the urban areas, with 30 learners in each school. Data was mainly collected through standardized tests administered on sampled ESL learners. The researcher analyzed the data collected by means of Statistical Package for Social Sciences. Findings were that both Rural Schools performed better than both Urban Schools in Language Proficiency. In Reading Ability when Urban Schools are combined, they performed better than rural schools. The researcher made a few recommendations.
- Full Text:
- Date Issued: 2011
- Authors: Mcengwa, Nomzi Florida
- Date: 2011
- Subjects: Language -- English language -- Performance
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18418 , http://hdl.handle.net/11260/d1006622
- Description: This study set out to investigate reading ability and language proficiency as factors that affect the performance of grade 12 English Second Language (ESL) learners. It was prompted by a deep concern about the poor reading ability and language proficiency of grade 12 ESL learners. While studies have been carried out on factors affecting the performance of grade 12 ESL learners, few studies have looked at the impact of reading and language proficiency in South African schools especially in the Qumbu district. This study has gathered data on factors affecting the performance of grade 12 ESL learners. The study seeked to: (a) investigate the extent to which reading ability affects the performance of grade 12 ESL learners, (b) establish the extent to which language proficiency affects the performance of grade 12 ESL learners, (c) ascertain differences in the reading ability of learners in the selected schools, (d) ascertain differences in the language proficiency of learners in the selected schools and (e) ascertain differences in the June and September performance scores of learners in the selected schools. The study employed the quantitative method in order to manage the data collection. The researcher used a survey design. The stratified random sampling procedure was used to select participants from the four senior secondary schools i.e. two in the rural areas and two situated in the urban areas, with 30 learners in each school. Data was mainly collected through standardized tests administered on sampled ESL learners. The researcher analyzed the data collected by means of Statistical Package for Social Sciences. Findings were that both Rural Schools performed better than both Urban Schools in Language Proficiency. In Reading Ability when Urban Schools are combined, they performed better than rural schools. The researcher made a few recommendations.
- Full Text:
- Date Issued: 2011
An investigation into the role of Traditional medicine in an era of biomedicine: Case of Qokolweni Location (KSDM), Eastern Cape, Republic of South Africa
- Authors: Tabi, Chama-James Tabenyang
- Date: 2011
- Subjects: Traditional medicine -- Biomedicine , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:18434 , http://hdl.handle.net/11260/d1007165
- Description: In most African communities, the concept of disease goes beyond physical and mental pain. To many, societal imbalance, bad-luck, poverty and misery, misfortune, continuous unemployment and a host of others are treated as diseases. Despite biomedical attempts to explain and treat diseases, an ancient system of healing (traditional medicine) continues to thrive in Africa. The World Health Organization (WHO) has since recognized and encouraged governments to accept traditional medicine as an alternative healthcare; to adopt healthcare policies that will promote traditional medicine. Despite this call for recognition, most governments are still reluctant to officially incorporate traditional healing into healthcare policies. Countries which have recognized the relevance of traditional medicine face greater challenges on modalities to control and include traditional medicine into mainstream healthcare. This study is concerned with the role and contribution of African traditional medicine to healthcare, in an era of biomedicine. It provides a public and self assessment of traditional healers. The study also raises concerns on the need for healthcare policies that will enhance cooperation between traditional healing and biomedicine. Information was obtained through the use of questionnaires, in depth and face-to-face interviews with respondents. The actual field research was conducted in Qokolweni location in the King Sabatha Dalindyebo (KSD) district municipality of Eastern Cape Province, Republic of South Africa. Findings reveal that traditional healers handle and manage complex hospital diagnosed health conditions. It also reveals that perceptions on disease aetiology influence health seeking behaviour. It is therefore necessary to understand the efforts of traditional healers in order to formulate healthcare policies that would officially involve them in the mainstream healthcare in South Africa. It is noticeable that traditional healing is not only limited to Qokolweni. It occurs mutatis mutandis else wherein the Eastern Cape and in the whole of South Africa.
- Full Text:
- Date Issued: 2011
- Authors: Tabi, Chama-James Tabenyang
- Date: 2011
- Subjects: Traditional medicine -- Biomedicine , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:18434 , http://hdl.handle.net/11260/d1007165
- Description: In most African communities, the concept of disease goes beyond physical and mental pain. To many, societal imbalance, bad-luck, poverty and misery, misfortune, continuous unemployment and a host of others are treated as diseases. Despite biomedical attempts to explain and treat diseases, an ancient system of healing (traditional medicine) continues to thrive in Africa. The World Health Organization (WHO) has since recognized and encouraged governments to accept traditional medicine as an alternative healthcare; to adopt healthcare policies that will promote traditional medicine. Despite this call for recognition, most governments are still reluctant to officially incorporate traditional healing into healthcare policies. Countries which have recognized the relevance of traditional medicine face greater challenges on modalities to control and include traditional medicine into mainstream healthcare. This study is concerned with the role and contribution of African traditional medicine to healthcare, in an era of biomedicine. It provides a public and self assessment of traditional healers. The study also raises concerns on the need for healthcare policies that will enhance cooperation between traditional healing and biomedicine. Information was obtained through the use of questionnaires, in depth and face-to-face interviews with respondents. The actual field research was conducted in Qokolweni location in the King Sabatha Dalindyebo (KSD) district municipality of Eastern Cape Province, Republic of South Africa. Findings reveal that traditional healers handle and manage complex hospital diagnosed health conditions. It also reveals that perceptions on disease aetiology influence health seeking behaviour. It is therefore necessary to understand the efforts of traditional healers in order to formulate healthcare policies that would officially involve them in the mainstream healthcare in South Africa. It is noticeable that traditional healing is not only limited to Qokolweni. It occurs mutatis mutandis else wherein the Eastern Cape and in the whole of South Africa.
- Full Text:
- Date Issued: 2011
An investigation into whether the use of funds by section 21 schools improves the quality of teaching and learning in Mthatha District of Education in the eastern Cape Province
- Authors: Mtengwane, Yolisa
- Date: 2011
- Subjects: Quality of teaching and learning -- No fee schools , School -- Funding
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18421 , http://hdl.handle.net/11260/d1006645
- Description: This study investigated whether the funding of section 21 schools improves the quality of teaching and learning in six schools in the Mthatha Education District, in the Eastern Cape Province of South Africa. Despite the large funds that are pumped into schools by the Department of Education, the schools appear to be under resourced, underdeveloped and therefore underperforming. The researcher used the theories of school improvement to ground this study and to investigate whether the schools improve or not, and are offered support where necessary, as they are continuously being funded by the Department of Education. The study had these objectives: To investigate how the funds are spent by Section 21 schools in the Mthatha district of Education: to assess whether the SGB manages the spending of funds and whether there is any collaboration between the Principal and the SGB in financial issues and: to evaluate whether Procurement procedures are followed when purchasing. Systematic random sampling, amongst 6 schools, has been conducted. A questionnaire was administered to the school Principals, 2 Finance committe members, 1 Educator and 1 learner and SGB chairpersons from each of the 6 schools. Thus, both qualitative and quantitative methods of inquiry were used in this study. 3 Junior Secondary and 3 Senior Secondary schools were considered in the sample. The findings that emerged were a lack of capacity, on the part of SGBs to monitor recurrent allocations as stipulated in the South African Schools Act (No 84 of 1996). Another factor that emerged was that schools still need training and workshops on procurement procedures. Also evident was that there appeared to be little evidence of collaboration between principals and SGBs, especially in financial matters. Finally, recommendations and suggestions were made that schools need to be provided with a series of workshops on procurement procedures and policies. SGBs were to be capacitated so that they could be on board on financial management. The principals were to be encouraged to cooperate and be transparent on financial matters especially since, as stipulated in SASA, as an official of the Department of Education, the principal has a responsibility to advise the governing body when they issue instructions or act in a manner that contravenes departmental instructions or policy.
- Full Text:
- Date Issued: 2011
- Authors: Mtengwane, Yolisa
- Date: 2011
- Subjects: Quality of teaching and learning -- No fee schools , School -- Funding
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18421 , http://hdl.handle.net/11260/d1006645
- Description: This study investigated whether the funding of section 21 schools improves the quality of teaching and learning in six schools in the Mthatha Education District, in the Eastern Cape Province of South Africa. Despite the large funds that are pumped into schools by the Department of Education, the schools appear to be under resourced, underdeveloped and therefore underperforming. The researcher used the theories of school improvement to ground this study and to investigate whether the schools improve or not, and are offered support where necessary, as they are continuously being funded by the Department of Education. The study had these objectives: To investigate how the funds are spent by Section 21 schools in the Mthatha district of Education: to assess whether the SGB manages the spending of funds and whether there is any collaboration between the Principal and the SGB in financial issues and: to evaluate whether Procurement procedures are followed when purchasing. Systematic random sampling, amongst 6 schools, has been conducted. A questionnaire was administered to the school Principals, 2 Finance committe members, 1 Educator and 1 learner and SGB chairpersons from each of the 6 schools. Thus, both qualitative and quantitative methods of inquiry were used in this study. 3 Junior Secondary and 3 Senior Secondary schools were considered in the sample. The findings that emerged were a lack of capacity, on the part of SGBs to monitor recurrent allocations as stipulated in the South African Schools Act (No 84 of 1996). Another factor that emerged was that schools still need training and workshops on procurement procedures. Also evident was that there appeared to be little evidence of collaboration between principals and SGBs, especially in financial matters. Finally, recommendations and suggestions were made that schools need to be provided with a series of workshops on procurement procedures and policies. SGBs were to be capacitated so that they could be on board on financial management. The principals were to be encouraged to cooperate and be transparent on financial matters especially since, as stipulated in SASA, as an official of the Department of Education, the principal has a responsibility to advise the governing body when they issue instructions or act in a manner that contravenes departmental instructions or policy.
- Full Text:
- Date Issued: 2011
An investigation on how educators experience their workloads against the background of teacher shortage
- Authors: Xabanisa, X V
- Date: 2011
- Subjects: Teacher shortage -- Workload
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18415 , http://hdl.handle.net/11260/d1006570
- Description: An investigation on how educators experience their workloads against the background of teacher shortage. This research study seeks to explore educators’ experiences of the effects of educator shortage on the academic performance of Grade 12 learners in the Butterworth Education District, in the Eastern Cape Province of South Africa. The research study was a result of the South African literature in education which over- emphasises the poor quality of teacher development as though it is the only cause of the poor academic performance of learners in South African Senior Secondary Schools. For example, the Centre for Education Policy Development Evaluation and Management (CEPD) (2000, p.130) asserts that “Training for educators and managers has been spotlighted in the Curriculum Review Report”. Through this study the researcher wanted to explore other possible explanations for the poor academic performance of the Grade 12 learners in the Butterworth Education District. The research study seeks to investigate whether educator shortages in Senior Secondary Schools could be responsible for the poor academic performance of learners in Grade 12. It was imperative therefore to look into the views and experiences of educators in this regard, with the object of finding the extent of educator shortages in schools, and the possible measures to address the situation, if it is a reality in schools. Six schools were selected, with each providing five participants who made a sum of 30 educators who volunteered to participate in the study. The study was an interpretive survey, where the qualitative methodology was used. The data was collected using semi-structured interviews. A tape recorder was also used to ensure that participants were not misrepresented in the analysis and discussions of the findings. The data was presented, analysed and discussed according to the patterns and themes derived from the sub-research questions. It emerged from the study that there are educator shortages in most senior secondary schools in the Butterworth Education District. This was due to the policies and reports which were contrary to one another. Contradictory reports were produced by three highly respected research institutions the National Teacher Educator Audit (NTEA) there was an oversupply of educators in South African schools (Hofmeyr and Hall 1996). On the other hand the research was conducted by the Pre-Service Education and Training (PRESET) and In-service Educational Service and Training (INSET) published that there is serious educator shortage in South Africa. There was a lack of insight from the Management of the National Department of Education, together with the Provincial Managers of education. These managers of the DoE failed to note that the decisions that they had made in 1994, of ensuring that all learners between ages of 7 and 15 should be taken by parents to school, would negatively affect the future of education if it was not properly planned for. This call for all learners of the above mentioned ages to go to school was made in line with the South African Schools Act No. 84 0f 1996. The implication of the Governments call to send more learners to school, whether parents had money or not, was that more educators had to be employed in the future but that did not happen. Instead, a once-off policy of severance packages was implemented by the government, which led to a lot of good educators taking their packages and leaving the profession. Literature reveals that Teacher Training Colleges were closed at about the same time. The literature also reveals that before the closure of Teacher Training Colleges there was a challenge of redeployment which was also not properly planned, implemented and monitored by the Provincial Managers of the DoE. The study reveals that poor planning of this process led to overcrowded classrooms, a phenomenon which was further exacerbated by the fact that the salaries of Principals and the HoDs in schools were linked to the number of learners the school had admitted. This had its own ramification like schools over-admitting learners because it meant more money for the principals and Heads of Departments. The study has revealed serious consequences which emanated from the educator shortage as a result of overcrowded classes. The literature also reveal that educators get employed and use the profession of teaching as a stepping stone for better paying professions. According to Peltzer, et al. (2005, p.35) “around 21 000 educators were leaving the system annually, although up to 30% of these were temporary teachers.” South Africa faces challenges with its pool of available educators. One of these challenges is that of attracting new educators into the teaching profession and another is the challenge of how to retain those already in the system (DoE, 2005 p.13). In the event that there are teacher shortage in the system the DoE is using the available educators to teach larger classes than they are capable. This causes problems when these teachers have to teach outside their areas of specialization. These consequences include the fact that educators are teaching more than six classes a day, and educators are overloaded; they do not have sufficient time to provide individual attention to the learners, mark leaner assessments, provide feedback on time, or do remedial work. The study also revealed that most educators are suffering from burnout and stress due to too much workload. The study has also shown that educators work even on Saturdays and holidays to try to finish the syllabus. As a result, there are very few young stars who aspire to making education their career. More educators are changing their careers because they know that life is about improved standards of living. The question is: What is the use of having all the good policies aimed at improving the quality of teaching and learning if there are insufficient implementers (educators) of these policies in schools. The policies include School Based Assessment (SBA), Annual National Assessment (ANA), Systemic Evaluation, Common Tasks for Assessments (CATs), Whole School Evaluation (WSE) and the Integrated Quality Management Systems (IQMS). Recommendations have been proposed on the strategies that the DoE may employ to address the educator shortage in schools and the quality of education.
- Full Text:
- Date Issued: 2011
- Authors: Xabanisa, X V
- Date: 2011
- Subjects: Teacher shortage -- Workload
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18415 , http://hdl.handle.net/11260/d1006570
- Description: An investigation on how educators experience their workloads against the background of teacher shortage. This research study seeks to explore educators’ experiences of the effects of educator shortage on the academic performance of Grade 12 learners in the Butterworth Education District, in the Eastern Cape Province of South Africa. The research study was a result of the South African literature in education which over- emphasises the poor quality of teacher development as though it is the only cause of the poor academic performance of learners in South African Senior Secondary Schools. For example, the Centre for Education Policy Development Evaluation and Management (CEPD) (2000, p.130) asserts that “Training for educators and managers has been spotlighted in the Curriculum Review Report”. Through this study the researcher wanted to explore other possible explanations for the poor academic performance of the Grade 12 learners in the Butterworth Education District. The research study seeks to investigate whether educator shortages in Senior Secondary Schools could be responsible for the poor academic performance of learners in Grade 12. It was imperative therefore to look into the views and experiences of educators in this regard, with the object of finding the extent of educator shortages in schools, and the possible measures to address the situation, if it is a reality in schools. Six schools were selected, with each providing five participants who made a sum of 30 educators who volunteered to participate in the study. The study was an interpretive survey, where the qualitative methodology was used. The data was collected using semi-structured interviews. A tape recorder was also used to ensure that participants were not misrepresented in the analysis and discussions of the findings. The data was presented, analysed and discussed according to the patterns and themes derived from the sub-research questions. It emerged from the study that there are educator shortages in most senior secondary schools in the Butterworth Education District. This was due to the policies and reports which were contrary to one another. Contradictory reports were produced by three highly respected research institutions the National Teacher Educator Audit (NTEA) there was an oversupply of educators in South African schools (Hofmeyr and Hall 1996). On the other hand the research was conducted by the Pre-Service Education and Training (PRESET) and In-service Educational Service and Training (INSET) published that there is serious educator shortage in South Africa. There was a lack of insight from the Management of the National Department of Education, together with the Provincial Managers of education. These managers of the DoE failed to note that the decisions that they had made in 1994, of ensuring that all learners between ages of 7 and 15 should be taken by parents to school, would negatively affect the future of education if it was not properly planned for. This call for all learners of the above mentioned ages to go to school was made in line with the South African Schools Act No. 84 0f 1996. The implication of the Governments call to send more learners to school, whether parents had money or not, was that more educators had to be employed in the future but that did not happen. Instead, a once-off policy of severance packages was implemented by the government, which led to a lot of good educators taking their packages and leaving the profession. Literature reveals that Teacher Training Colleges were closed at about the same time. The literature also reveals that before the closure of Teacher Training Colleges there was a challenge of redeployment which was also not properly planned, implemented and monitored by the Provincial Managers of the DoE. The study reveals that poor planning of this process led to overcrowded classrooms, a phenomenon which was further exacerbated by the fact that the salaries of Principals and the HoDs in schools were linked to the number of learners the school had admitted. This had its own ramification like schools over-admitting learners because it meant more money for the principals and Heads of Departments. The study has revealed serious consequences which emanated from the educator shortage as a result of overcrowded classes. The literature also reveal that educators get employed and use the profession of teaching as a stepping stone for better paying professions. According to Peltzer, et al. (2005, p.35) “around 21 000 educators were leaving the system annually, although up to 30% of these were temporary teachers.” South Africa faces challenges with its pool of available educators. One of these challenges is that of attracting new educators into the teaching profession and another is the challenge of how to retain those already in the system (DoE, 2005 p.13). In the event that there are teacher shortage in the system the DoE is using the available educators to teach larger classes than they are capable. This causes problems when these teachers have to teach outside their areas of specialization. These consequences include the fact that educators are teaching more than six classes a day, and educators are overloaded; they do not have sufficient time to provide individual attention to the learners, mark leaner assessments, provide feedback on time, or do remedial work. The study also revealed that most educators are suffering from burnout and stress due to too much workload. The study has also shown that educators work even on Saturdays and holidays to try to finish the syllabus. As a result, there are very few young stars who aspire to making education their career. More educators are changing their careers because they know that life is about improved standards of living. The question is: What is the use of having all the good policies aimed at improving the quality of teaching and learning if there are insufficient implementers (educators) of these policies in schools. The policies include School Based Assessment (SBA), Annual National Assessment (ANA), Systemic Evaluation, Common Tasks for Assessments (CATs), Whole School Evaluation (WSE) and the Integrated Quality Management Systems (IQMS). Recommendations have been proposed on the strategies that the DoE may employ to address the educator shortage in schools and the quality of education.
- Full Text:
- Date Issued: 2011
An investigative study of parental involvement in the governance of public and private schools in the Matatiele Distict of the Eastern Cape Province of South Africa
- Authors: Mnukwa, Zolile Maxwell
- Date: 2011
- Subjects: Parents -- School governance , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18420 , http://hdl.handle.net/11260/d1006644
- Description: This is a comparative study of parental involvement in the governance of public and private schools in the Matatiele District of the Eastern Cape Province of South Africa. Parental involvement can range from occasional attendance of the school functions to partnership through parent teacher organizations and parent management bodies. Education is a national enterprise that requires the co-operation and participation of all the role players who are parents, community, teachers, learners and the Department of Education. The problem to be investigated in this study is: Why is it that parental involvement is more positive in the governance of private schools than that of public schools? Two schools were selected for the study and the researcher administered questionnaires personally by hand and conducted face to face interviews to collect the primary data. The responses of the administered questionnaire were tabulated and recorded in table form so as to give an accurate interpretation of what was revealed in the data. Patterns in the data were considered in order to provide an accurate interpretation of the information. The findings were divided into two, that is: findings from the public school and those from private schools. From the public school it was found that: parents are not involved in the governance of the school; the school does not involve parents on financial matters; parents do not attend meetings when invited; they do not know their roles and responsibilities, for example, according to the South African Schools Act (SASA), parents must be actively involved in the governance of the school in their community and that there is an element of ignorance and negligence on the part of parents towards their children’s education. From the private schools it was found that: parents are more involved in the governance of the school; they attend and participate actively in school meetings; the school involves parents in financial matters and as such the financial support from the parents is very good; parents are much involved in the monitoring of the progress of their learner’s education and are passionate about the school and seem to own the policies and the governance of the whole school system. The conclusion drawn from the study is that private schools allow for parental involvement in the governance of their schools whereas in public schools parental involvement is low.
- Full Text:
- Date Issued: 2011
- Authors: Mnukwa, Zolile Maxwell
- Date: 2011
- Subjects: Parents -- School governance , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18420 , http://hdl.handle.net/11260/d1006644
- Description: This is a comparative study of parental involvement in the governance of public and private schools in the Matatiele District of the Eastern Cape Province of South Africa. Parental involvement can range from occasional attendance of the school functions to partnership through parent teacher organizations and parent management bodies. Education is a national enterprise that requires the co-operation and participation of all the role players who are parents, community, teachers, learners and the Department of Education. The problem to be investigated in this study is: Why is it that parental involvement is more positive in the governance of private schools than that of public schools? Two schools were selected for the study and the researcher administered questionnaires personally by hand and conducted face to face interviews to collect the primary data. The responses of the administered questionnaire were tabulated and recorded in table form so as to give an accurate interpretation of what was revealed in the data. Patterns in the data were considered in order to provide an accurate interpretation of the information. The findings were divided into two, that is: findings from the public school and those from private schools. From the public school it was found that: parents are not involved in the governance of the school; the school does not involve parents on financial matters; parents do not attend meetings when invited; they do not know their roles and responsibilities, for example, according to the South African Schools Act (SASA), parents must be actively involved in the governance of the school in their community and that there is an element of ignorance and negligence on the part of parents towards their children’s education. From the private schools it was found that: parents are more involved in the governance of the school; they attend and participate actively in school meetings; the school involves parents in financial matters and as such the financial support from the parents is very good; parents are much involved in the monitoring of the progress of their learner’s education and are passionate about the school and seem to own the policies and the governance of the whole school system. The conclusion drawn from the study is that private schools allow for parental involvement in the governance of their schools whereas in public schools parental involvement is low.
- Full Text:
- Date Issued: 2011
Causes of high failure rate among matriculants in the Qumbu District, Eastern Cape, South Africa
- Ngewu, Caroline Pumza Bongeka
- Authors: Ngewu, Caroline Pumza Bongeka
- Date: 2011
- Subjects: Matric learners -- Failure rate -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18445 , http://hdl.handle.net/11260/d1007292
- Description: The study sought to establish the causes of high failure rate among matriculants in the Qumbu district in the Eastern Cape, South Africa. A qualitative research design was adopted. Interviews were used to collect data. The sample (N=21) was made up of 12 teachers, 3 learners from each of the selected 3 schools. Convenience sampling technique was used to select the participants. The data were thematically analyzed. The study concluded that parents were not involved in the teaching and learning of their children. There was a lack of learner-teacher support material and infrastructure in schools and this affected learner‟s performance. Disciplinary issues involving both teachers and learners negatively affected the performance of learners. The medium of instruction in schools also affected performance because in some schools learners were taught in Xhosa and that resulted in poor performance at school. The study recommended that parents need to be encouraged to be actively involved. Infrastructure needs to be improved in schools and more classrooms should be built. Learners need discipline and society at large should be involved in moulding learners and teachers‟ in this regard (Teachers should lead by example). In addition, teachers and learners need to be motivated to use English as a medium of instruction and teachers ought to use English when they communicate with learners.
- Full Text:
- Date Issued: 2011
- Authors: Ngewu, Caroline Pumza Bongeka
- Date: 2011
- Subjects: Matric learners -- Failure rate -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18445 , http://hdl.handle.net/11260/d1007292
- Description: The study sought to establish the causes of high failure rate among matriculants in the Qumbu district in the Eastern Cape, South Africa. A qualitative research design was adopted. Interviews were used to collect data. The sample (N=21) was made up of 12 teachers, 3 learners from each of the selected 3 schools. Convenience sampling technique was used to select the participants. The data were thematically analyzed. The study concluded that parents were not involved in the teaching and learning of their children. There was a lack of learner-teacher support material and infrastructure in schools and this affected learner‟s performance. Disciplinary issues involving both teachers and learners negatively affected the performance of learners. The medium of instruction in schools also affected performance because in some schools learners were taught in Xhosa and that resulted in poor performance at school. The study recommended that parents need to be encouraged to be actively involved. Infrastructure needs to be improved in schools and more classrooms should be built. Learners need discipline and society at large should be involved in moulding learners and teachers‟ in this regard (Teachers should lead by example). In addition, teachers and learners need to be motivated to use English as a medium of instruction and teachers ought to use English when they communicate with learners.
- Full Text:
- Date Issued: 2011
Challenges facing school management teams in the general education and training band schools untitles
- Authors: Mapisa, Bafundi Zealous
- Date: 2011
- Subjects: School management -- Education and training
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18423 , http://hdl.handle.net/11260/d1006923
- Description: During the apartheid era, that is, before 1994, principals tended to regard schools as their properties. Principals were expected to manage schools on their own without consulting the rest of the staff. From 1994 with the advent of a new political era, South Africa ended up having one National Education System. That system came up with many changes. In the new education system, the management of the school was taken from being the principal‟s duty only, to the responsibility of a management team which is referred to as the school management team (SMT). Because of the democratic nature of the SMT, it is required that educators work co-operatively as a team. The researcher has observed that this has been a challenge in some schools where principals resisted change. On the other hand, principals of schools are facing challenges due to a lack of cooperation amongst their subordinates. The establishment of SMTs does not nullify the authority of the school principal but the challenge that lies therein is that each member of the SMT must play his or her role properly. The purpose of this study was to explore the challenges facing SMT members in the GET band schools of Circuit 2 in Centane. A qualitative investigation was undertaken with the purpose in mind to develop a better understanding of the challenges facing SMTs in Circuit 2. This study was undertaken among 5 schools in Circuit 2 in Centane which falls under Butterworth District. The researcher used convenience sampling in selecting the SMTs of schools that would participate in this research study. Due to the fact that the researcher is a principal in one of the schools in Circuit 2 he could obtain easy access to SMTs of other schools in the Circuit. The following stakeholders were identified and participated in the selected schools: principal, deputy principal and Head of Department. Qualitative data were collected through semi- structured interviews. The study was framed within the interpretive approach, and sought to unpack the perceptions of SMT members with regard to team-management . An interpretive paradigm made it possible for the researcher to gain an in-depth understanding of SMT members‟ perceptions of team-management within their contexts. The outcomes pointed to several challenges ranging from the SMT terms of reference, cooperation, sources of support and stress as a result of the work overload involved. Based on the findings, SMTs have brought the phenomenon of cooperation to the fore, and cooperation may be perceived to have many advantages. However, in order for the SMTs to play a meaningful role in curriculum management and governance issues, there is a need for them to be conversant with issues and kept abreast of developments in education as a system. It is therefore recommended that members of the SMT be exposed to continuing professional training and development in the aforementioned governance areas.
- Full Text:
- Date Issued: 2011
- Authors: Mapisa, Bafundi Zealous
- Date: 2011
- Subjects: School management -- Education and training
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18423 , http://hdl.handle.net/11260/d1006923
- Description: During the apartheid era, that is, before 1994, principals tended to regard schools as their properties. Principals were expected to manage schools on their own without consulting the rest of the staff. From 1994 with the advent of a new political era, South Africa ended up having one National Education System. That system came up with many changes. In the new education system, the management of the school was taken from being the principal‟s duty only, to the responsibility of a management team which is referred to as the school management team (SMT). Because of the democratic nature of the SMT, it is required that educators work co-operatively as a team. The researcher has observed that this has been a challenge in some schools where principals resisted change. On the other hand, principals of schools are facing challenges due to a lack of cooperation amongst their subordinates. The establishment of SMTs does not nullify the authority of the school principal but the challenge that lies therein is that each member of the SMT must play his or her role properly. The purpose of this study was to explore the challenges facing SMT members in the GET band schools of Circuit 2 in Centane. A qualitative investigation was undertaken with the purpose in mind to develop a better understanding of the challenges facing SMTs in Circuit 2. This study was undertaken among 5 schools in Circuit 2 in Centane which falls under Butterworth District. The researcher used convenience sampling in selecting the SMTs of schools that would participate in this research study. Due to the fact that the researcher is a principal in one of the schools in Circuit 2 he could obtain easy access to SMTs of other schools in the Circuit. The following stakeholders were identified and participated in the selected schools: principal, deputy principal and Head of Department. Qualitative data were collected through semi- structured interviews. The study was framed within the interpretive approach, and sought to unpack the perceptions of SMT members with regard to team-management . An interpretive paradigm made it possible for the researcher to gain an in-depth understanding of SMT members‟ perceptions of team-management within their contexts. The outcomes pointed to several challenges ranging from the SMT terms of reference, cooperation, sources of support and stress as a result of the work overload involved. Based on the findings, SMTs have brought the phenomenon of cooperation to the fore, and cooperation may be perceived to have many advantages. However, in order for the SMTs to play a meaningful role in curriculum management and governance issues, there is a need for them to be conversant with issues and kept abreast of developments in education as a system. It is therefore recommended that members of the SMT be exposed to continuing professional training and development in the aforementioned governance areas.
- Full Text:
- Date Issued: 2011
Empowering teachers to render learner support to learners who experience reading barriers
- Authors: Wienand, Merna Adeliade
- Date: 2011
- Subjects: Inclusive eduction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9497 , http://hdl.handle.net/10948/1353 , Inclusive eduction
- Description: In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research
- Full Text:
- Date Issued: 2011
- Authors: Wienand, Merna Adeliade
- Date: 2011
- Subjects: Inclusive eduction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9497 , http://hdl.handle.net/10948/1353 , Inclusive eduction
- Description: In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research
- Full Text:
- Date Issued: 2011
Exploring ways of assisting Lesotho educators to offer care and support to children orphaned and rendered vulnerable by HIV and AIDS
- Authors: Ntaote, Grace Makeletso
- Date: 2011
- Subjects: Orphans -- Developing Countries -- Social conditions , HIV infections
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9503 , http://hdl.handle.net/10948/1320 , Orphans -- Developing Countries -- Social conditions , HIV infections
- Description: The HIV and AIDS pandemic has resulted in 14 million children being orphaned worldwide. In Lesotho alone, where this study was carried out, there are about 180 000 of these children (UNAIDS, 2007). Teachers, especially in Lesotho‘s primary schools need to be equipped to better deal with the challenges that result from having these children in their classrooms. At the Lesotho College of Education, where I have worked for 12 years as a teacher educator, pre-service and in-service student teachers are not trained to offer care and support to orphans and vulnerable children. They experience problems in the classroom emanating from the needs of these children. This study followed an action research design to find ways to support teachers to better deal with the issues they face as a result of having orphans and vulnerable children in their classes. Using a qualitative approach, educators perceptions, feelings, attitudes and experiences in dealing with orphans and vulnerable children in their schools were identified, and it became apparent that educators were negatively affected on a personal and professional level. It was concluded that the development of resilience in educators would help them to better cope with orphans and vulnerable children in their classes. The chosen intervention Resilient Educators Programme (REds) was implemented and evaluated and findings revealed that it was beneficial in increasing educator resilience. Recommendations, based on the findings of the study, were made for future teacher education in this area.
- Full Text:
- Date Issued: 2011
- Authors: Ntaote, Grace Makeletso
- Date: 2011
- Subjects: Orphans -- Developing Countries -- Social conditions , HIV infections
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9503 , http://hdl.handle.net/10948/1320 , Orphans -- Developing Countries -- Social conditions , HIV infections
- Description: The HIV and AIDS pandemic has resulted in 14 million children being orphaned worldwide. In Lesotho alone, where this study was carried out, there are about 180 000 of these children (UNAIDS, 2007). Teachers, especially in Lesotho‘s primary schools need to be equipped to better deal with the challenges that result from having these children in their classrooms. At the Lesotho College of Education, where I have worked for 12 years as a teacher educator, pre-service and in-service student teachers are not trained to offer care and support to orphans and vulnerable children. They experience problems in the classroom emanating from the needs of these children. This study followed an action research design to find ways to support teachers to better deal with the issues they face as a result of having orphans and vulnerable children in their classes. Using a qualitative approach, educators perceptions, feelings, attitudes and experiences in dealing with orphans and vulnerable children in their schools were identified, and it became apparent that educators were negatively affected on a personal and professional level. It was concluded that the development of resilience in educators would help them to better cope with orphans and vulnerable children in their classes. The chosen intervention Resilient Educators Programme (REds) was implemented and evaluated and findings revealed that it was beneficial in increasing educator resilience. Recommendations, based on the findings of the study, were made for future teacher education in this area.
- Full Text:
- Date Issued: 2011
Factors affecting the effectiveness of parental involvement in children's education: the case of the junior secondary schools in Ngqeleni District of Eastern Cape
- Authors: Maqoqa, Thabisa
- Date: 2011
- Subjects: Education -- Parental involvement , Parents -- Education (Junior) -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18413 , http://hdl.handle.net/11260/d1006506 , Education -- Parental involvement
- Description: This study is about factors affecting the effectiveness of parental involvement in their children’s education. This chapter focuses on the background to the study, statement of the problem, research questions, delimitation and limitations of the study and definitions of terms used in the context of the study. The education system during the apartheid era did not encourage effective involvement of stakeholders in schools. The achievement of democracy in South Africa has consigned to history the past system of Education which was based on racial inequality and segregation whereas this country requires a new national system for schools which will redress past injustices in educational provision, provide an education of progressively high quality for all learners (South African Schools Act (SASA) 84 of 1996). One of the factors which influence the success of a school system is the involvement of its stakeholders (SASA 84 of 1996). The school stakeholders are parents, educators, the learners, the community and the department of education officials. This means that these stakeholders should work together. According to SASA, a parent is the person legally entitled to the custody of a learner or a person who undertakes to fulfill the obligations of a person towards the learner’s education at school. Parental involvement is described as the willingness and active participation of parents in a wide range of school and home-based activities related to their children’s education. Literally, parental involvement is a dynamic process whereby teachers and parents work together for the ultimate benefit of the child. The SASA emphasizes that the role of parents in the education of their children is a vital support source of learning.
- Full Text:
- Date Issued: 2011
- Authors: Maqoqa, Thabisa
- Date: 2011
- Subjects: Education -- Parental involvement , Parents -- Education (Junior) -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18413 , http://hdl.handle.net/11260/d1006506 , Education -- Parental involvement
- Description: This study is about factors affecting the effectiveness of parental involvement in their children’s education. This chapter focuses on the background to the study, statement of the problem, research questions, delimitation and limitations of the study and definitions of terms used in the context of the study. The education system during the apartheid era did not encourage effective involvement of stakeholders in schools. The achievement of democracy in South Africa has consigned to history the past system of Education which was based on racial inequality and segregation whereas this country requires a new national system for schools which will redress past injustices in educational provision, provide an education of progressively high quality for all learners (South African Schools Act (SASA) 84 of 1996). One of the factors which influence the success of a school system is the involvement of its stakeholders (SASA 84 of 1996). The school stakeholders are parents, educators, the learners, the community and the department of education officials. This means that these stakeholders should work together. According to SASA, a parent is the person legally entitled to the custody of a learner or a person who undertakes to fulfill the obligations of a person towards the learner’s education at school. Parental involvement is described as the willingness and active participation of parents in a wide range of school and home-based activities related to their children’s education. Literally, parental involvement is a dynamic process whereby teachers and parents work together for the ultimate benefit of the child. The SASA emphasizes that the role of parents in the education of their children is a vital support source of learning.
- Full Text:
- Date Issued: 2011
Narratives of curriculum adaptations: teacher challenges in the face of curriculum reform
- Authors: Harricharan, Romila
- Date: 2011
- Subjects: Curriculum change , Basic education , Education -- South Africa , Education -- Curricula , Education and state
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9449 , http://hdl.handle.net/10948/d1008618 , Curriculum change , Basic education , Education -- South Africa , Education -- Curricula , Education and state
- Description: Prior to the landmark 1994 democratic elections the South African education system was unequal and departmentalised. The transformation in South African politics was reflected in the changes implemented in the education curriculum. A massive shift in the basic education process was put into operation, in an attempt to create an amalgamated system which would equally benefit all learners (Hackenberg, 2002:20). These curriculum alterations created a lot of dissatisfaction and a sense of frustration among the teaching fraternity (Maphalala, 2006:7 and Knight, 2005:27). The basis of this study focuses on my concern that teachers, already tense and overworked, face many challenges when curriculum modifications occur, and may find it extremely difficult to cope with them. The associated challenges may lead to excess stress, adversity and teachers becoming ill. For this research study I evaluated how teachers confront and cope with the challenges associated with changes to curriculum. The method and success of these coping skills and the management of curriculum revision is directly linked to certain issues, which may exacerbate problems stemming from these changes and have negative effects of on the teachers themselves. This study is a narrative of teachers’ experiences and was primarily conducted in the Umlazi Circuit of the KwaZulu Natal Department of Education. Purposive sampling was utilised by me, whereby the respondents, teachers who had over twenty years of teaching experience, were carefully selected from four primary schools and one secondary school. The study used the qualitative research approach within the interpretive paradigm, allowing for an in-depth insight into the challenges faced by teachers with changes to the curriculum. Data was collected through semi-structured interviews and observation. The data was later analysed using codes, themes and categories. This analysis revealed that curriculum changes cause teachers to experience many challenges in the classroom. These challenges include, amongst others, lack of resources; discipline problems; excessive workloads; overcrowded classrooms; and insufficient professional development workshops.
- Full Text:
- Date Issued: 2011
- Authors: Harricharan, Romila
- Date: 2011
- Subjects: Curriculum change , Basic education , Education -- South Africa , Education -- Curricula , Education and state
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9449 , http://hdl.handle.net/10948/d1008618 , Curriculum change , Basic education , Education -- South Africa , Education -- Curricula , Education and state
- Description: Prior to the landmark 1994 democratic elections the South African education system was unequal and departmentalised. The transformation in South African politics was reflected in the changes implemented in the education curriculum. A massive shift in the basic education process was put into operation, in an attempt to create an amalgamated system which would equally benefit all learners (Hackenberg, 2002:20). These curriculum alterations created a lot of dissatisfaction and a sense of frustration among the teaching fraternity (Maphalala, 2006:7 and Knight, 2005:27). The basis of this study focuses on my concern that teachers, already tense and overworked, face many challenges when curriculum modifications occur, and may find it extremely difficult to cope with them. The associated challenges may lead to excess stress, adversity and teachers becoming ill. For this research study I evaluated how teachers confront and cope with the challenges associated with changes to curriculum. The method and success of these coping skills and the management of curriculum revision is directly linked to certain issues, which may exacerbate problems stemming from these changes and have negative effects of on the teachers themselves. This study is a narrative of teachers’ experiences and was primarily conducted in the Umlazi Circuit of the KwaZulu Natal Department of Education. Purposive sampling was utilised by me, whereby the respondents, teachers who had over twenty years of teaching experience, were carefully selected from four primary schools and one secondary school. The study used the qualitative research approach within the interpretive paradigm, allowing for an in-depth insight into the challenges faced by teachers with changes to the curriculum. Data was collected through semi-structured interviews and observation. The data was later analysed using codes, themes and categories. This analysis revealed that curriculum changes cause teachers to experience many challenges in the classroom. These challenges include, amongst others, lack of resources; discipline problems; excessive workloads; overcrowded classrooms; and insufficient professional development workshops.
- Full Text:
- Date Issued: 2011