Educational transformation and curriculum reform: teachers' perceptions of their roles as change agents
- Authors: Ngqondi, Kholisile Phillip
- Date: 2012
- Subjects: Educational change -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Curriculum change -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9460 , http://hdl.handle.net/10948/d1020136
- Description: Since 1994, the educational landscape in South Africa has been subjected to on-going policy changes. The national Curriculum and Assessment Policy Statement (CAPS) which has been promulgated recently, is the third version of a post-apartheid national school curriculum. Teachers, in particular, fulfil critical roles as change agents during a process of educational transformation, as they need to facilitate the change by implementing the new national school curriculum. This study aimed to ascertain teacher experiences of continuous curriculum change, by focusing in particular on the views of selected FET teachers. Focus group interviews were conducted with teachers employed at secondary schools in an urban township in the Eastern Cape. The data revealed that the teachers‟ responses could be categorised into four broad themes, namely CAPS itself, the learners in relation to CAPS, the teacher in relation to CAPS and the Department of Education in relation to CAPS. Despite several frustrations and uncertainties, it was clear that the teachers wanted to assume agency as they expressed a commitment towards change and a willingness to implement CAPS to the best of their ability. This study however concludes that the FET teachers who participated struggled to assume full agency, due to restrictive and disabling conditions which are mostly beyond their control.
- Full Text:
- Date Issued: 2012
- Authors: Ngqondi, Kholisile Phillip
- Date: 2012
- Subjects: Educational change -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Curriculum change -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9460 , http://hdl.handle.net/10948/d1020136
- Description: Since 1994, the educational landscape in South Africa has been subjected to on-going policy changes. The national Curriculum and Assessment Policy Statement (CAPS) which has been promulgated recently, is the third version of a post-apartheid national school curriculum. Teachers, in particular, fulfil critical roles as change agents during a process of educational transformation, as they need to facilitate the change by implementing the new national school curriculum. This study aimed to ascertain teacher experiences of continuous curriculum change, by focusing in particular on the views of selected FET teachers. Focus group interviews were conducted with teachers employed at secondary schools in an urban township in the Eastern Cape. The data revealed that the teachers‟ responses could be categorised into four broad themes, namely CAPS itself, the learners in relation to CAPS, the teacher in relation to CAPS and the Department of Education in relation to CAPS. Despite several frustrations and uncertainties, it was clear that the teachers wanted to assume agency as they expressed a commitment towards change and a willingness to implement CAPS to the best of their ability. This study however concludes that the FET teachers who participated struggled to assume full agency, due to restrictive and disabling conditions which are mostly beyond their control.
- Full Text:
- Date Issued: 2012
Stakeholders' perceptions of the shift to democratic leadership in a secondary school in the Eastern Cape : a case study
- Authors: Lombo, Mzimkhulu Solomon
- Date: 2008
- Subjects: Education -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Educational change -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , South Africa -- Politics and government -- 1994-
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2001 , http://hdl.handle.net/10962/d1015541
- Description: The advent of political democracy in South Africa in 1994 gave rise to new policy in education promoting democratic and participative ways of managing and leading schools. The intention was both to break from the apartheid past which was characterised by an authoritarian, nonparticipative mindset, as well as to point the way for future education development. Principals of schools were expected to develop structures and adopt management and leadership styles which were participative, inclusive and developmental. Many principals would not have been prepared for this shift in mindset, and notions of full participation in governance by parents, and representation of learners through constituted bodies would have been new to them. In this case study of one semi-urban secondary school in the Eastern Cape the researcher sought to establish whether and to what extent the school had moved towards the new management and leadership approaches. The study is interpretive in orientation, and made use of interviews and document analysis. This research has found that the school had democratised its management and leadership to a considerable degree, but that this was not necessarily due to profound changes on the part of the principal 's leadership. The principal emerged as a democratic leader by nature. More significant seem to be the structures which the school had put in place, both officially and internally, to promote widespread participation and the distribution of leadership. This decentralised system of management has contributed to a distinct organisation culture in the school characterised by warmth, openness and ubuntu.
- Full Text:
- Date Issued: 2008
- Authors: Lombo, Mzimkhulu Solomon
- Date: 2008
- Subjects: Education -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Educational change -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , South Africa -- Politics and government -- 1994-
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2001 , http://hdl.handle.net/10962/d1015541
- Description: The advent of political democracy in South Africa in 1994 gave rise to new policy in education promoting democratic and participative ways of managing and leading schools. The intention was both to break from the apartheid past which was characterised by an authoritarian, nonparticipative mindset, as well as to point the way for future education development. Principals of schools were expected to develop structures and adopt management and leadership styles which were participative, inclusive and developmental. Many principals would not have been prepared for this shift in mindset, and notions of full participation in governance by parents, and representation of learners through constituted bodies would have been new to them. In this case study of one semi-urban secondary school in the Eastern Cape the researcher sought to establish whether and to what extent the school had moved towards the new management and leadership approaches. The study is interpretive in orientation, and made use of interviews and document analysis. This research has found that the school had democratised its management and leadership to a considerable degree, but that this was not necessarily due to profound changes on the part of the principal 's leadership. The principal emerged as a democratic leader by nature. More significant seem to be the structures which the school had put in place, both officially and internally, to promote widespread participation and the distribution of leadership. This decentralised system of management has contributed to a distinct organisation culture in the school characterised by warmth, openness and ubuntu.
- Full Text:
- Date Issued: 2008
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