A study of factors influencing curriculum management in Bizana schools in the Eastern Cape Privince
- Authors: Jebe, Nomakhaya
- Date: 2012
- Subjects: Curriculum management -- Schools , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18446 , http://hdl.handle.net/11260/d1007295
- Description: The study sought to investigate factors influencing curriculum management in Bizana schools. A survey design which used mainly qualitative aspects of research was used in the study. Questionnaires and interview schedules were used to collect data. Participants (N=60) were made up of 10 learners,10 teachers, 10 School Management Team members ( SMTs), 10 parents and 20 district officials. The teachers, learners, parents and SMTs including principals were selected from 3 schools being a Primary School, a Junior Secondary School and a Senior Secondary School. Frequency tables were used to present quantitative data while verbal quotes were presented in support of themes that emerged from the qualitative data. The findings of the study revealed that the following factors were regarded as the causes of poor curriculum management; lack of training and skills on the part of curriculum managers, un-availability of resources in schools, the level of parental involvement in curriculum and regular systemic changes. It was recommended that the Department of Education should ensure that all curriculum managers are being trained to provide them with enough skills. The Department of Education should also supply schools with adequate resources. Parents should also be trained on curriculum issues. Too many changes in the system within a short space of time should be avoided.
- Full Text:
- Date Issued: 2012
- Authors: Jebe, Nomakhaya
- Date: 2012
- Subjects: Curriculum management -- Schools , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18446 , http://hdl.handle.net/11260/d1007295
- Description: The study sought to investigate factors influencing curriculum management in Bizana schools. A survey design which used mainly qualitative aspects of research was used in the study. Questionnaires and interview schedules were used to collect data. Participants (N=60) were made up of 10 learners,10 teachers, 10 School Management Team members ( SMTs), 10 parents and 20 district officials. The teachers, learners, parents and SMTs including principals were selected from 3 schools being a Primary School, a Junior Secondary School and a Senior Secondary School. Frequency tables were used to present quantitative data while verbal quotes were presented in support of themes that emerged from the qualitative data. The findings of the study revealed that the following factors were regarded as the causes of poor curriculum management; lack of training and skills on the part of curriculum managers, un-availability of resources in schools, the level of parental involvement in curriculum and regular systemic changes. It was recommended that the Department of Education should ensure that all curriculum managers are being trained to provide them with enough skills. The Department of Education should also supply schools with adequate resources. Parents should also be trained on curriculum issues. Too many changes in the system within a short space of time should be avoided.
- Full Text:
- Date Issued: 2012
A study of practices in the alternatives to corporal punishment strategy being implemented in selected primary schools in Buffalo city metro municipality: implications for school leadership
- Khewu, Noncedo Princess Dorcas
- Authors: Khewu, Noncedo Princess Dorcas
- Date: 2012
- Subjects: School discipline -- South Africa -- Eastern Cape , Rewards and punishments in education -- South Africa -- Eastern Cape , Corporal punishment of children -- South Africa -- Eastern Cape , Classroom management -- South Africa -- Eastern Cape , Discipline of children -- South Africa -- Eastern Cape , Primary school teachers -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape -- Attitudes
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16170 , http://hdl.handle.net/10353/533 , School discipline -- South Africa -- Eastern Cape , Rewards and punishments in education -- South Africa -- Eastern Cape , Corporal punishment of children -- South Africa -- Eastern Cape , Classroom management -- South Africa -- Eastern Cape , Discipline of children -- South Africa -- Eastern Cape , Primary school teachers -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape -- Attitudes
- Description: The problem of indiscipline in schools has attracted the growing attention of researchers in South Africa and the world at large. Learner indiscipline has been variously reflected in behaviours which range from serious ones such as drug abuse, assault, theft, rape and murder, to minor ones such as truancy; all of which negatively affect teaching and learning. While there is agreement on the need to address the problem, there is a great deal of contestation around what strategies and practices are appropriate to instil discipline in schools. Within this debate many countries, including South Africa, have decided to move away from punitive approaches such as corporal punishment and replace them with what is called Alternatives to Corporal Punishment (ATCP). The main aim of this study was to interrogate the consistency that prevails between disciplinary practices and principles of alternatives to corporal punishment and the implications of this for school leadership. A mixed method design was used. The study was conducted in two phases: the first was a survey during which trends in disciplinary practices were established; the second was a multiple case study where in-depth interviews were conducted in five primary schools across different contexts which included farm, suburban, township, rural and informal settlement locations. This study has seven main findings. First, it was found that primary schools in the Buffalo City Metropolitan Municipality experienced minor offenses which clustered around levels 1 and 2 of the ATCP classification. Second, although statistically there was a weak negative correlation (r = - 0.11) between location and behaviour which is not significant (p >. 05) or (p = .46), qualitative evidence suggests a relationship between context and disciplinary offences. Third, principals’ roles in instilling discipline were focused mainly on reactive administrative and management functions rather than on giving leadership designed to inspire alternative ways of behaving. Fourth, principals’ and teachers’ belief in the use of alternatives to corporal punishment revealed ambivalence and lack of understanding. Fifth, measures to instil discipline, even though they were said to be based on alternatives to corporal punishment, placed heavy emphasis on inflicting pain and relied on extrinsic control. Sixth, two disciplinary measures designed to inflict pain were found to be weakly associated, but significantly (p < 0.05) with violent behaviour, lending credence to view that in using certain practices to instil discipline there are socialisation consequences. Finally, the use of some measures recommended by alternatives to corporal punishment yielded some unintended socialisation consequences. The study concludes that there was lack of consistency between disciplinary practices in Buffalo City Metropolitan Municipality primary schools and the principles of Alternatives to Corporal Punishment. The findings suggest that it is difficult to achieve the consistency without a school leadership which understands that the alternatives call for a paradigm shift in measures to instil discipline. For improving discipline in schools, it is recommended that school principals and stakeholders must focus on measures that are meant to cultivate a new school culture guided by values of self-discipline in order to minimise the need for extrinsic punitive control. For further research, a follow up study based on a probability sample, which should include secondary schools, could be undertaken in order that results can be generalised.
- Full Text:
- Date Issued: 2012
- Authors: Khewu, Noncedo Princess Dorcas
- Date: 2012
- Subjects: School discipline -- South Africa -- Eastern Cape , Rewards and punishments in education -- South Africa -- Eastern Cape , Corporal punishment of children -- South Africa -- Eastern Cape , Classroom management -- South Africa -- Eastern Cape , Discipline of children -- South Africa -- Eastern Cape , Primary school teachers -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape -- Attitudes
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16170 , http://hdl.handle.net/10353/533 , School discipline -- South Africa -- Eastern Cape , Rewards and punishments in education -- South Africa -- Eastern Cape , Corporal punishment of children -- South Africa -- Eastern Cape , Classroom management -- South Africa -- Eastern Cape , Discipline of children -- South Africa -- Eastern Cape , Primary school teachers -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape -- Attitudes
- Description: The problem of indiscipline in schools has attracted the growing attention of researchers in South Africa and the world at large. Learner indiscipline has been variously reflected in behaviours which range from serious ones such as drug abuse, assault, theft, rape and murder, to minor ones such as truancy; all of which negatively affect teaching and learning. While there is agreement on the need to address the problem, there is a great deal of contestation around what strategies and practices are appropriate to instil discipline in schools. Within this debate many countries, including South Africa, have decided to move away from punitive approaches such as corporal punishment and replace them with what is called Alternatives to Corporal Punishment (ATCP). The main aim of this study was to interrogate the consistency that prevails between disciplinary practices and principles of alternatives to corporal punishment and the implications of this for school leadership. A mixed method design was used. The study was conducted in two phases: the first was a survey during which trends in disciplinary practices were established; the second was a multiple case study where in-depth interviews were conducted in five primary schools across different contexts which included farm, suburban, township, rural and informal settlement locations. This study has seven main findings. First, it was found that primary schools in the Buffalo City Metropolitan Municipality experienced minor offenses which clustered around levels 1 and 2 of the ATCP classification. Second, although statistically there was a weak negative correlation (r = - 0.11) between location and behaviour which is not significant (p >. 05) or (p = .46), qualitative evidence suggests a relationship between context and disciplinary offences. Third, principals’ roles in instilling discipline were focused mainly on reactive administrative and management functions rather than on giving leadership designed to inspire alternative ways of behaving. Fourth, principals’ and teachers’ belief in the use of alternatives to corporal punishment revealed ambivalence and lack of understanding. Fifth, measures to instil discipline, even though they were said to be based on alternatives to corporal punishment, placed heavy emphasis on inflicting pain and relied on extrinsic control. Sixth, two disciplinary measures designed to inflict pain were found to be weakly associated, but significantly (p < 0.05) with violent behaviour, lending credence to view that in using certain practices to instil discipline there are socialisation consequences. Finally, the use of some measures recommended by alternatives to corporal punishment yielded some unintended socialisation consequences. The study concludes that there was lack of consistency between disciplinary practices in Buffalo City Metropolitan Municipality primary schools and the principles of Alternatives to Corporal Punishment. The findings suggest that it is difficult to achieve the consistency without a school leadership which understands that the alternatives call for a paradigm shift in measures to instil discipline. For improving discipline in schools, it is recommended that school principals and stakeholders must focus on measures that are meant to cultivate a new school culture guided by values of self-discipline in order to minimise the need for extrinsic punitive control. For further research, a follow up study based on a probability sample, which should include secondary schools, could be undertaken in order that results can be generalised.
- Full Text:
- Date Issued: 2012
Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in Eastern Cape Province
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16172 , http://hdl.handle.net/10353/512 , Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals. , Govan Mbeki Research and Development Centre
- Full Text:
- Date Issued: 2012
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16172 , http://hdl.handle.net/10353/512 , Education, Higher -- South Africa -- Eastern Cape , Dropouts -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Graduate students -- Supervision of -- South Africa -- Eastern Cape -- Case studies , Universities and colleges -- South Africa -- Graduate work -- Case studies
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals. , Govan Mbeki Research and Development Centre
- Full Text:
- Date Issued: 2012
An assessment of the implementation of learner discipline policies in four high density secondary schools in the Graaff Reinet district, Eastern Cape.
- Authors: Bilatyi, Nkosana Carlon
- Date: 2012
- Subjects: School discipline -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Corporal punishment -- South Africa -- Eastern Cape , School violence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16218 , http://hdl.handle.net/10353/d1018604 , School discipline -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Corporal punishment -- South Africa -- Eastern Cape , School violence -- South Africa -- Eastern Cape
- Description: This study assessed the implementation of learner discipline policies in the Graaff Reinet District in four township Secondary schools. The study arose as a result of the decline of learner discipline in secondary schools. This study is located in the interpretive paradigm and adopted a qualitative research approach in the collection of data. It employed triangulation to collect data and obtained valuable information on the implementation of learner discipline policies. Four township secondary schools in the Graaff Reinet District were purposively selected for the sample in this study. Semi-structured interviews, focus groups of learners and parents Data has revealed that schools were using different strategies to implement learner discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role parents. Data revealed that there has been no success in implementing learner discipline strategies. There were a number of limitations in implementing policies to maintain learner disciplines which were identified in the study. There were inconsistencies like educators not supervising learners in detention classes, some of the educators were sabotaging the system by not putting into practice the measures and strategies which were put in place to maintain discipline and so forth. The School Management Teams did not capacitate the Representative Council of Learners so as to assist in the monitoring of discipline. The Department of Education is not supportive in the maintenance of discipline in the schools under study in Graaff Reinet District. To address disciplinary problems, the study has the following key recommendations Policies should be crafted by all stakeholders for ownership and there should be collaboration in implementation of those policies.. The Code of Conduct should be issued to all learners at the school at the beginning of the year in the language of preference, with school rules. Learners should know the consequences of transgressing the Code of Conduct. SMTs should adopt different management styles so as to take action against educators who are failing the system of maintaining discipline. Educators should realise that it is their duty to maintain discipline in schools; therefore they should stop complaining about disciplinary problems. Educators should engage the Department of Education to conduct workshops in building capacity of educators to maintain learner discipline. Schools should establish partnerships with other sister Departments such as SAPS, Social Development, Correctional Services, Health to, maintain learner discipline.
- Full Text:
- Date Issued: 2012
- Authors: Bilatyi, Nkosana Carlon
- Date: 2012
- Subjects: School discipline -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Corporal punishment -- South Africa -- Eastern Cape , School violence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16218 , http://hdl.handle.net/10353/d1018604 , School discipline -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Corporal punishment -- South Africa -- Eastern Cape , School violence -- South Africa -- Eastern Cape
- Description: This study assessed the implementation of learner discipline policies in the Graaff Reinet District in four township Secondary schools. The study arose as a result of the decline of learner discipline in secondary schools. This study is located in the interpretive paradigm and adopted a qualitative research approach in the collection of data. It employed triangulation to collect data and obtained valuable information on the implementation of learner discipline policies. Four township secondary schools in the Graaff Reinet District were purposively selected for the sample in this study. Semi-structured interviews, focus groups of learners and parents Data has revealed that schools were using different strategies to implement learner discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role parents. Data revealed that there has been no success in implementing learner discipline strategies. There were a number of limitations in implementing policies to maintain learner disciplines which were identified in the study. There were inconsistencies like educators not supervising learners in detention classes, some of the educators were sabotaging the system by not putting into practice the measures and strategies which were put in place to maintain discipline and so forth. The School Management Teams did not capacitate the Representative Council of Learners so as to assist in the monitoring of discipline. The Department of Education is not supportive in the maintenance of discipline in the schools under study in Graaff Reinet District. To address disciplinary problems, the study has the following key recommendations Policies should be crafted by all stakeholders for ownership and there should be collaboration in implementation of those policies.. The Code of Conduct should be issued to all learners at the school at the beginning of the year in the language of preference, with school rules. Learners should know the consequences of transgressing the Code of Conduct. SMTs should adopt different management styles so as to take action against educators who are failing the system of maintaining discipline. Educators should realise that it is their duty to maintain discipline in schools; therefore they should stop complaining about disciplinary problems. Educators should engage the Department of Education to conduct workshops in building capacity of educators to maintain learner discipline. Schools should establish partnerships with other sister Departments such as SAPS, Social Development, Correctional Services, Health to, maintain learner discipline.
- Full Text:
- Date Issued: 2012
An assessment on the national school nutrition programme at Siyanda Senior primary School in Butterworth, Eastern Cape Province, South Africa
- Majikijela, Peter Thembelani
- Authors: Majikijela, Peter Thembelani
- Date: 2012
- Subjects: School nutrition programme -- Education , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18471 , http://hdl.handle.net/11260/d1011287
- Description: Nutrition is one of the basic sciences that underlie a proper understanding of health and human sciences. The National School Nutrition Programme (NSNP), which is of focus in this regard, is government’s project that responds to problems such as poor nutrition and hunger amongst learners. Originally this programme was designed to provide direct services to primary school learners, to reduce hunger and alleviate the effect of malnutrition on their learning capacity through improvements in the nutritious status of school children. The research on the assessment of the role of NSNP took place at Siyanda SPS in Butterworth. Siyanda SPS was selected because of its geographical location, as it was observed to be one of poverty stricken informal settlement. Key informants for data collection included interviews, direct-observation, content analysis and focus group discussions and photographs. The study provides best practice for implementation of the programme in Yako informal settlement, and encourages local economic development within community members. The study may also add consciousness on matters related to government intervention in human capital development projects, as well as benefiting communities, through initiatives such as employing local women as food preparers and using local food suppliers. The NSNP endow the community with nutritional education, empowering rural dwellers with awareness, and capability to grow their own food. Community members are also well-informed about the benefits of a healthy diet. The NSNP creates chances for learners from underprivileged communities to concentrate better in class, so that they get better results, which possibly will lead to better lifestyles in future.
- Full Text:
- Date Issued: 2012
- Authors: Majikijela, Peter Thembelani
- Date: 2012
- Subjects: School nutrition programme -- Education , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18471 , http://hdl.handle.net/11260/d1011287
- Description: Nutrition is one of the basic sciences that underlie a proper understanding of health and human sciences. The National School Nutrition Programme (NSNP), which is of focus in this regard, is government’s project that responds to problems such as poor nutrition and hunger amongst learners. Originally this programme was designed to provide direct services to primary school learners, to reduce hunger and alleviate the effect of malnutrition on their learning capacity through improvements in the nutritious status of school children. The research on the assessment of the role of NSNP took place at Siyanda SPS in Butterworth. Siyanda SPS was selected because of its geographical location, as it was observed to be one of poverty stricken informal settlement. Key informants for data collection included interviews, direct-observation, content analysis and focus group discussions and photographs. The study provides best practice for implementation of the programme in Yako informal settlement, and encourages local economic development within community members. The study may also add consciousness on matters related to government intervention in human capital development projects, as well as benefiting communities, through initiatives such as employing local women as food preparers and using local food suppliers. The NSNP endow the community with nutritional education, empowering rural dwellers with awareness, and capability to grow their own food. Community members are also well-informed about the benefits of a healthy diet. The NSNP creates chances for learners from underprivileged communities to concentrate better in class, so that they get better results, which possibly will lead to better lifestyles in future.
- Full Text:
- Date Issued: 2012
An investigation into the implementation of the life orientation curriculum in selected Fort Beaufort district high schools
- Authors: Adewumi, Toyin Mary
- Date: 2012
- Subjects: Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16174 , http://hdl.handle.net/10353/541 , Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Description: The challenges of implementing the curriculum for the Life Orientation learning areas in the National Curriculum Statement have been a matter of concern for South African schools. This study sheds light on the implementation of the LO curriculum in selected high schools in the Fort Beaufort District, in the Eastern Cape Province in South Africa. The study adopted a qualitative approach and used face-to-face interviews, focus group interviews, classroom observation and document analysis to collect the data. The purpose of the study was to investigate the implementation of the Life Orientation curriculum in high schools in the Fort Beaufort District. Six high schools from the six clusters in the Fort Beaufort District were purposively selected to form the focus of the study. The participants were six principals, six LO teachers and thirty-six learners. The study revealed that lack of adequate teaching and learning materials in schools affected the implementation of the curriculum. Inadequacy of teaching and learning materials affected both the teachers and learners as they sought to make up for the shortages of teaching and learning materials by sourcing for local materials like news paper and magazine. In some of the schools, teachers made photocopies of textbooks for learners which could be time consuming and added to the teachers‘ workload. The study found that some of the teachers were frustrated because of the lack of adequate teaching and learning materials in LO. The results also revealed that the majority of the teachers had the Advanced Certificate in Education (ACE LO) qualification and/or an undergraduate qualification in Psychology, which are basic requirement for teaching LO, while the others had general teaching qualifications in other subjects. It was found that many learners were positive about LO, but it could not be proven that learners meant all their positive responses as it seemed that learners‘ responses were too good to be true. However, the results showed that learners had at least been taught and were aware of the consequences of the social problems like teenage pregnancy, drug abuse and HIV/AIDS that affect them. Some of the challenges that teachers encountered in the implementation of the Life Orientation curriculum were also highlighted in this study. These include; lack of adequate training which some of the teachers complained did not allow them to handle some topics like career choice and religious education as they should. Some of the teachers also stated that their culture and belief did not permit them to share some LO topics with their learners. There was also the challenge of learners turning against things taught in LO class. The study found that the support and monitoring put in place for LO teachers are in the form of documents such as subject guides, textbooks and sometimes funds to take learners out on outdoor activities, extra teachers to lessen the teachers‘ burdens, advice, workshops and training. There is course moderation where teachers‘ and learners‘ files are marked. In some of the schools where monitoring is carried out, it starts with the Heads of Departments (HODs) and ends with the principal. Many of the schools do not monitor the teaching of LO because of the trust the principals have in the teachers and challenge of school size. Class visits is prohibited by South African Democratic Teachers‘ Union. The subject is not being handled properly despite its importance in helping learners to be adequately guided towards positive self-concept formation, the realisation of their potential, and enabling them to protect themselves from various forms of social violence and abuse, and this in turn would make the society safer.
- Full Text:
- Date Issued: 2012
- Authors: Adewumi, Toyin Mary
- Date: 2012
- Subjects: Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16174 , http://hdl.handle.net/10353/541 , Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Description: The challenges of implementing the curriculum for the Life Orientation learning areas in the National Curriculum Statement have been a matter of concern for South African schools. This study sheds light on the implementation of the LO curriculum in selected high schools in the Fort Beaufort District, in the Eastern Cape Province in South Africa. The study adopted a qualitative approach and used face-to-face interviews, focus group interviews, classroom observation and document analysis to collect the data. The purpose of the study was to investigate the implementation of the Life Orientation curriculum in high schools in the Fort Beaufort District. Six high schools from the six clusters in the Fort Beaufort District were purposively selected to form the focus of the study. The participants were six principals, six LO teachers and thirty-six learners. The study revealed that lack of adequate teaching and learning materials in schools affected the implementation of the curriculum. Inadequacy of teaching and learning materials affected both the teachers and learners as they sought to make up for the shortages of teaching and learning materials by sourcing for local materials like news paper and magazine. In some of the schools, teachers made photocopies of textbooks for learners which could be time consuming and added to the teachers‘ workload. The study found that some of the teachers were frustrated because of the lack of adequate teaching and learning materials in LO. The results also revealed that the majority of the teachers had the Advanced Certificate in Education (ACE LO) qualification and/or an undergraduate qualification in Psychology, which are basic requirement for teaching LO, while the others had general teaching qualifications in other subjects. It was found that many learners were positive about LO, but it could not be proven that learners meant all their positive responses as it seemed that learners‘ responses were too good to be true. However, the results showed that learners had at least been taught and were aware of the consequences of the social problems like teenage pregnancy, drug abuse and HIV/AIDS that affect them. Some of the challenges that teachers encountered in the implementation of the Life Orientation curriculum were also highlighted in this study. These include; lack of adequate training which some of the teachers complained did not allow them to handle some topics like career choice and religious education as they should. Some of the teachers also stated that their culture and belief did not permit them to share some LO topics with their learners. There was also the challenge of learners turning against things taught in LO class. The study found that the support and monitoring put in place for LO teachers are in the form of documents such as subject guides, textbooks and sometimes funds to take learners out on outdoor activities, extra teachers to lessen the teachers‘ burdens, advice, workshops and training. There is course moderation where teachers‘ and learners‘ files are marked. In some of the schools where monitoring is carried out, it starts with the Heads of Departments (HODs) and ends with the principal. Many of the schools do not monitor the teaching of LO because of the trust the principals have in the teachers and challenge of school size. Class visits is prohibited by South African Democratic Teachers‘ Union. The subject is not being handled properly despite its importance in helping learners to be adequately guided towards positive self-concept formation, the realisation of their potential, and enabling them to protect themselves from various forms of social violence and abuse, and this in turn would make the society safer.
- Full Text:
- Date Issued: 2012
An investigation into the nature of relationships among SGB components: A case study of a rural school in Libode Mega District in the Eastern Cape Province of South Africa
- Authors: Mnakaniso, Mlamli Hendrick
- Date: 2012
- Subjects: School government board -- Rural schools , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18468 , http://hdl.handle.net/11260/d1009471
- Description: The government established school Governing Bodies through the South African Schools ACTS NO 84 OF 1996. The aim of this Act was to inter alia ensure greater parental involvement in school management. The good relationship between the school and the community at large is important for the growth and development of a child. It was for that reason that the national department of education introduced a three legged body called SGB, which is composed of Parents, Teachers and Learners to govern the schools. In this study the researcher investigated the nature of relationship among the SGB components in rural schools. A case study was conducted at rural senior secondary school in the Libode Mega District‟. The purpose of this study was to investigate the relationship among SGB components that are parents, teachers and learners in research school. This study would help in creating an understanding of the importance of good relationship among SGB components. The one broad research question was: What is the nature of relationships among the SGB components (parents, learners, and teachers) of the research school towards attainment of school goals? This was a case study using interviews, documents such as SGB minutes, notices of SGB meetings as an instrument for research. The sample represented all parents, learners and teachers who were SGB members in the research school. For purposes of validation the questionnaire was piloted to different schools with a similar situation to the research school. The data gathered were analysed qualitatively and findings and recommendations formed the most vital component of the dissertation. Findings were as follows: The SGB of the research school knew about their roles and responsibilities. SGB meetings were Organized and run properly. There were good Relationships among SGB components. Management of school finances was good and transparent. There were standing meetings for reporting to constituency.
- Full Text:
- Date Issued: 2012
- Authors: Mnakaniso, Mlamli Hendrick
- Date: 2012
- Subjects: School government board -- Rural schools , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18468 , http://hdl.handle.net/11260/d1009471
- Description: The government established school Governing Bodies through the South African Schools ACTS NO 84 OF 1996. The aim of this Act was to inter alia ensure greater parental involvement in school management. The good relationship between the school and the community at large is important for the growth and development of a child. It was for that reason that the national department of education introduced a three legged body called SGB, which is composed of Parents, Teachers and Learners to govern the schools. In this study the researcher investigated the nature of relationship among the SGB components in rural schools. A case study was conducted at rural senior secondary school in the Libode Mega District‟. The purpose of this study was to investigate the relationship among SGB components that are parents, teachers and learners in research school. This study would help in creating an understanding of the importance of good relationship among SGB components. The one broad research question was: What is the nature of relationships among the SGB components (parents, learners, and teachers) of the research school towards attainment of school goals? This was a case study using interviews, documents such as SGB minutes, notices of SGB meetings as an instrument for research. The sample represented all parents, learners and teachers who were SGB members in the research school. For purposes of validation the questionnaire was piloted to different schools with a similar situation to the research school. The data gathered were analysed qualitatively and findings and recommendations formed the most vital component of the dissertation. Findings were as follows: The SGB of the research school knew about their roles and responsibilities. SGB meetings were Organized and run properly. There were good Relationships among SGB components. Management of school finances was good and transparent. There were standing meetings for reporting to constituency.
- Full Text:
- Date Issued: 2012
An investigation of strategies used by school principals in promoting professional development among teaching staff in the Keiskammahoek area
- Authors: Kebeni, Mputumi
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16217 , http://hdl.handle.net/10353/d1018603
- Description: The fusion of the different Departments of Education after 1994 resulted in many changes in the education system of South Africa, which created confusion and uncertainty among educators. Among the changes was the introduction of the National Curriculum Statement and Outcomes-Based Education that was intended to transform teaching and learning in schools. To prepare educators for the myriad of changes, short courses were conducted via the cascade model, but these proved largely ineffective and educators have been crying out for proper Professional Development programmes to better prepare them for their crucial roles in the new South Africa. Amongst the many challenges in rural areas, multi-grade and multi-phase teaching is prevalent. Most educators were not adequately prepared for these during teacher training. The poor quality of training and lack of professional development have resulted in feelings of frustration and inadequacy among educators. To ameliorate the situation, the Department of Education instituted the Integrated Quality Management System (IQMS), aimed at improving the quality of learning and teaching by empowering, motivating and training educators. However, professional development has remained elusive as the IQMS is not properly used since it has been characterised by political interference, and seems almost exclusively focused on salary progression. At the end of the day, it is often the overworked and over-burdened school principal who is attempting to provide professional development for staff, with little or no help from outside sources. Very little research that has been undertaken into what it is that rural school principals actually do to develop staff. The researcher has attempted to understand how principals undertake the professional development of educators, given that many are in remote and resource-poor areas, which makes development very difficult. Added to this is the heavy workload and burden of classroom teaching which many of the principals face, especially those in remote areas, where smaller schools are the norm. The researcher explored different strategies which school principals can use for the professional development of their staff before going to the field to see what it is that principals are actually doing. School principals are strategically situated to play a significant role in improving the quality of teaching and learning, as the success and failure of their schools rest on their shoulders. Every study is located within a paradigm. The paradigm used in this study is the interpretivist one, as it allowed the researcher to investigate the meanings and the interpretation of the social actors in a particular situation. Hermeneutic theory within a qualitative research approach was used, as its main concern is an understanding of the way in which individuals construct, modify and interpret the world in which they find themselves. The research design used was semi-structured interviews, chosen to elicit information from the participants about professional development in their schools. Interview questions were prepared that emanated from the main research question. Through fieldwork, the researcher developed an understanding of the challenges that face the principals, and of the strategies they use to promote professional growth and development. It was discovered that principals in smaller rural schools in Keiskammahoek make extensive use of delegation as a developmental tool, but that while there are other attempts to develop staff, there seems to be very little comprehensive planning or execution of professional development. Recommendations made are that school principals should use workshops regularly, encourage educators to plan together and monitor such planning, delegate duties, encourage group and team work among the teachers, implement the IQMS and encourage mentoring and coaching for development purposes. School principals should jointly form forums and clusters that are aimed at professional growth and development. Principals should also take initiative in professional development, even if they are faced with difficult situations and conditions. The Department of Education should invest in education by ensuring that all educators, no matter where they teach, should enjoy continuous professional development to improve the quality of learning and teaching in schools.
- Full Text:
- Date Issued: 2012
- Authors: Kebeni, Mputumi
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16217 , http://hdl.handle.net/10353/d1018603
- Description: The fusion of the different Departments of Education after 1994 resulted in many changes in the education system of South Africa, which created confusion and uncertainty among educators. Among the changes was the introduction of the National Curriculum Statement and Outcomes-Based Education that was intended to transform teaching and learning in schools. To prepare educators for the myriad of changes, short courses were conducted via the cascade model, but these proved largely ineffective and educators have been crying out for proper Professional Development programmes to better prepare them for their crucial roles in the new South Africa. Amongst the many challenges in rural areas, multi-grade and multi-phase teaching is prevalent. Most educators were not adequately prepared for these during teacher training. The poor quality of training and lack of professional development have resulted in feelings of frustration and inadequacy among educators. To ameliorate the situation, the Department of Education instituted the Integrated Quality Management System (IQMS), aimed at improving the quality of learning and teaching by empowering, motivating and training educators. However, professional development has remained elusive as the IQMS is not properly used since it has been characterised by political interference, and seems almost exclusively focused on salary progression. At the end of the day, it is often the overworked and over-burdened school principal who is attempting to provide professional development for staff, with little or no help from outside sources. Very little research that has been undertaken into what it is that rural school principals actually do to develop staff. The researcher has attempted to understand how principals undertake the professional development of educators, given that many are in remote and resource-poor areas, which makes development very difficult. Added to this is the heavy workload and burden of classroom teaching which many of the principals face, especially those in remote areas, where smaller schools are the norm. The researcher explored different strategies which school principals can use for the professional development of their staff before going to the field to see what it is that principals are actually doing. School principals are strategically situated to play a significant role in improving the quality of teaching and learning, as the success and failure of their schools rest on their shoulders. Every study is located within a paradigm. The paradigm used in this study is the interpretivist one, as it allowed the researcher to investigate the meanings and the interpretation of the social actors in a particular situation. Hermeneutic theory within a qualitative research approach was used, as its main concern is an understanding of the way in which individuals construct, modify and interpret the world in which they find themselves. The research design used was semi-structured interviews, chosen to elicit information from the participants about professional development in their schools. Interview questions were prepared that emanated from the main research question. Through fieldwork, the researcher developed an understanding of the challenges that face the principals, and of the strategies they use to promote professional growth and development. It was discovered that principals in smaller rural schools in Keiskammahoek make extensive use of delegation as a developmental tool, but that while there are other attempts to develop staff, there seems to be very little comprehensive planning or execution of professional development. Recommendations made are that school principals should use workshops regularly, encourage educators to plan together and monitor such planning, delegate duties, encourage group and team work among the teachers, implement the IQMS and encourage mentoring and coaching for development purposes. School principals should jointly form forums and clusters that are aimed at professional growth and development. Principals should also take initiative in professional development, even if they are faced with difficult situations and conditions. The Department of Education should invest in education by ensuring that all educators, no matter where they teach, should enjoy continuous professional development to improve the quality of learning and teaching in schools.
- Full Text:
- Date Issued: 2012
An investigation of teacher participation in decision -making, curriculum and management issues: a case study of four secondary schools in the Fort Beaufort District, Eastern Cape Province
- Authors: Latsha, Xolisa Noluvo
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape Teacher participation in administration -- South Africa -- Eastern Cape Teacher participation in curriculum planning -- South Africa -- Eastern Cape High school teachers -- South Africa -- Eastern Cape -- Decision making
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1851 , vital:27567
- Description: The birth of democracy in 1994 in South Africa moved away from the authoritarian leadership style of the Apartheid era to a democratic style where accountability , democracy, transformational and distributed leadership style was encouraged at school. Leadership was not deemed to be the duty of the principal alone but leadership is shared among all the stakeholders at school. The above assertion prompted the researcher to engage in this study whose purpose was to investigate the extent of teacher participation in decision making in curriculum and management issues at schools. The study sought to assess:(i)To identify the categories of teachers who participated in decision making at school level (ii) To find out the areas in which teachers are involved in decision making at school (iii) To identify the strategies used by principals/ school management in involving the teachers in decision making (iv) To find out the views of principals and teachers regarding their involvement regarding their participation in decision making in curriculum and management issues. To achieve these objectives the researcher opted for the qualitative approach which is embedded in the interpretivist paradigm. The qualitative approach typically studies people by interacting and observing the participants in their natural setting and focusing on their meanings and interpretations. This methodology was relevant because it produced the desired results and gathered information directly from the respondents through interviews, observation, and document analysis. This methodology assisted the researcher to find out the extent of teacher participation in decision making. The data revealed that all teachers are expected to be involved in decision making but that depends on the nature of the issue. The study revealed that all teachers were involved in decisions concerning disciplinary, curriculum, sport as major school activities but some teachers were not involved in financial matters. The data also found out that male teachers feel that there is imbalance of contribution in staff meetings since female teachers are more than male teachers. Furthermore , the study showed that school principals used various strategies to involve teachers in decision making such as consultation on individual basis, group or at committee level. The study also revealed that the principals and teachers felt that when they work together as the school community all organizational goals and objectives will be achieved and owned by all teachers. Teachers also viewed non involvement as what resulted in the negative impact of the activities including high teacher absenteeism and demotivation.
- Full Text:
- Date Issued: 2012
- Authors: Latsha, Xolisa Noluvo
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape Teacher participation in administration -- South Africa -- Eastern Cape Teacher participation in curriculum planning -- South Africa -- Eastern Cape High school teachers -- South Africa -- Eastern Cape -- Decision making
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1851 , vital:27567
- Description: The birth of democracy in 1994 in South Africa moved away from the authoritarian leadership style of the Apartheid era to a democratic style where accountability , democracy, transformational and distributed leadership style was encouraged at school. Leadership was not deemed to be the duty of the principal alone but leadership is shared among all the stakeholders at school. The above assertion prompted the researcher to engage in this study whose purpose was to investigate the extent of teacher participation in decision making in curriculum and management issues at schools. The study sought to assess:(i)To identify the categories of teachers who participated in decision making at school level (ii) To find out the areas in which teachers are involved in decision making at school (iii) To identify the strategies used by principals/ school management in involving the teachers in decision making (iv) To find out the views of principals and teachers regarding their involvement regarding their participation in decision making in curriculum and management issues. To achieve these objectives the researcher opted for the qualitative approach which is embedded in the interpretivist paradigm. The qualitative approach typically studies people by interacting and observing the participants in their natural setting and focusing on their meanings and interpretations. This methodology was relevant because it produced the desired results and gathered information directly from the respondents through interviews, observation, and document analysis. This methodology assisted the researcher to find out the extent of teacher participation in decision making. The data revealed that all teachers are expected to be involved in decision making but that depends on the nature of the issue. The study revealed that all teachers were involved in decisions concerning disciplinary, curriculum, sport as major school activities but some teachers were not involved in financial matters. The data also found out that male teachers feel that there is imbalance of contribution in staff meetings since female teachers are more than male teachers. Furthermore , the study showed that school principals used various strategies to involve teachers in decision making such as consultation on individual basis, group or at committee level. The study also revealed that the principals and teachers felt that when they work together as the school community all organizational goals and objectives will be achieved and owned by all teachers. Teachers also viewed non involvement as what resulted in the negative impact of the activities including high teacher absenteeism and demotivation.
- Full Text:
- Date Issued: 2012
Case study of the educational experiences of four teenage mothers in two high schools in the Buffalo City Metropole
- Authors: Adams, Hermie E
- Date: 2012
- Subjects: Teenage girls -- Sexual behavior -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16168 , http://hdl.handle.net/10353/468 , Teenage girls -- Sexual behavior -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Social conditions
- Description: Teenage pregnancy is a worldwide phenomenon. World Health Organisation (2009) reports that teenage mothers between the ages of 15-19 years account for 11% of births recorded worldwide. In South Africa it has been estimated that teenagers aged 17-19 account for 93% of all teenage pregnancies. A large proportion of these adolescents return to school after giving birth. Research has shown that there is a great deal of controversy about not only pre-marital sex, but also concerning whether teenage mothers should be allowed back in school at all. The aim of this study was to gain some insights into the lived experiences of teenage mothers in schools with particular reference to how they cope with school work and the responsibilities of motherhood. A case study of four teenage mothers who returned to school after giving birth was carried out. In-depth phenomenological interviewing designed to elicit the voices of the selected adolescents was done. There were five main findings. First, all four teenagers were minors, under the age of 18 when they gave birth. Two of them were even under the statutory age of consent. Second, upon return to school, teenage mothers experienced stigmatisation from peers and teachers and this forced them to continually negotiate their dual identities as mothers and learners. Third, teenage mothers experienced psychological emotions of stress; low self-esteem; shame and depression. Fourth, they also had sociological experiences in the form of material, financial and social support from family and friends. In some cases they experienced rejection from peers and abandonment by boyfriends who had made them pregnant. Some educators discriminated against and ridiculed teenage mothers. Fifth, teenage mothers reorganised their lives after childbirth and established routines that enabled them to cope with the demands of school work and the responsibilities of motherhood. iii The study concludes that, although viewed with scepticism by sections of the community and some educators, and given that some pregnancies are a result of abuse and unequal power relations between men and women in society, the policy of allowing teenage mothers back to school after giving birth gives them another chance to re-focus their lives. It is recommended that the voices of teenage mothers who return to school after childbirth should be taken into account to inform any planning for future policies on teenage pregnancy by schools and the state. It is further recommended that all educators should also be trained to be able to assist the teenage mothers instead of alienating them. There should also be counselling services available for the teenage mothers to enable them to deal with psychological and sociological problems they might encounter. For further research, students from different backgrounds should be the target of similar research. Another area of research should focus on academic performance of teenage mothers who return to school after giving birth. Lastly, there should be research that seeks to link what is taught in the Life Orientation curriculum and voices of teenage mothers.
- Full Text:
- Date Issued: 2012
- Authors: Adams, Hermie E
- Date: 2012
- Subjects: Teenage girls -- Sexual behavior -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16168 , http://hdl.handle.net/10353/468 , Teenage girls -- Sexual behavior -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Social conditions
- Description: Teenage pregnancy is a worldwide phenomenon. World Health Organisation (2009) reports that teenage mothers between the ages of 15-19 years account for 11% of births recorded worldwide. In South Africa it has been estimated that teenagers aged 17-19 account for 93% of all teenage pregnancies. A large proportion of these adolescents return to school after giving birth. Research has shown that there is a great deal of controversy about not only pre-marital sex, but also concerning whether teenage mothers should be allowed back in school at all. The aim of this study was to gain some insights into the lived experiences of teenage mothers in schools with particular reference to how they cope with school work and the responsibilities of motherhood. A case study of four teenage mothers who returned to school after giving birth was carried out. In-depth phenomenological interviewing designed to elicit the voices of the selected adolescents was done. There were five main findings. First, all four teenagers were minors, under the age of 18 when they gave birth. Two of them were even under the statutory age of consent. Second, upon return to school, teenage mothers experienced stigmatisation from peers and teachers and this forced them to continually negotiate their dual identities as mothers and learners. Third, teenage mothers experienced psychological emotions of stress; low self-esteem; shame and depression. Fourth, they also had sociological experiences in the form of material, financial and social support from family and friends. In some cases they experienced rejection from peers and abandonment by boyfriends who had made them pregnant. Some educators discriminated against and ridiculed teenage mothers. Fifth, teenage mothers reorganised their lives after childbirth and established routines that enabled them to cope with the demands of school work and the responsibilities of motherhood. iii The study concludes that, although viewed with scepticism by sections of the community and some educators, and given that some pregnancies are a result of abuse and unequal power relations between men and women in society, the policy of allowing teenage mothers back to school after giving birth gives them another chance to re-focus their lives. It is recommended that the voices of teenage mothers who return to school after childbirth should be taken into account to inform any planning for future policies on teenage pregnancy by schools and the state. It is further recommended that all educators should also be trained to be able to assist the teenage mothers instead of alienating them. There should also be counselling services available for the teenage mothers to enable them to deal with psychological and sociological problems they might encounter. For further research, students from different backgrounds should be the target of similar research. Another area of research should focus on academic performance of teenage mothers who return to school after giving birth. Lastly, there should be research that seeks to link what is taught in the Life Orientation curriculum and voices of teenage mothers.
- Full Text:
- Date Issued: 2012
Causes and effects of teachers' job satisfaction or dissatisfaction and their impact on leaner performance: a case study of two schools in the Ngqeleni Area of the Libode Mega-District, Eastern Cape Province of South Africa
- Authors: Dukwana, Mzamo Jeffrey
- Date: 2012
- Subjects: Teachers -- Job satisfaction -- Teaching and learning , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18433 , http://hdl.handle.net/11260/d1007159
- Description: The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher used the video/sound/audio recorder as the research instrument to collect data. To analyze data, the researcher transcribed the recorded interview responses, presented the responses without editing them, interpreted the responses and themes. The findings were derived from the themes. The main findings of the study revealed that there was low morale and job dissatisfaction among teachers. The study`s finding of “low morale and job dissatisfaction among teachers” could be regarded as the reference of the general situation ('picture') of the relationship between teachers` job dissatisfaction and learner performance in the schools of the Libode Mega Education District. The findings have also revealed that there is a proportional relationship between teachers` job satisfaction and learner performance, i.e. the more satisfied teachers are with their jobs the more likely they perform better on their tasks, this results in good leaner performance, while low the levels of job satisfaction among teachers result in poor learner performance. The study recommends that the website- based, electronic information systems should be developed by the National Department of Education in order to grant teachers, or any school stakeholder, absolute anonymity to log or report complaints, dissatisfaction, suggestions, disapproval, appraisals and opinions on matters that concern the education system in South Africa. The study recommends that pupil-teacher ratio policy, and policies on working conditions in schools should be constantly reviewed. The introduction of change- management workshops for teachers to adapt to innovations in the education curriculum is also recommended.
- Full Text:
- Date Issued: 2012
- Authors: Dukwana, Mzamo Jeffrey
- Date: 2012
- Subjects: Teachers -- Job satisfaction -- Teaching and learning , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18433 , http://hdl.handle.net/11260/d1007159
- Description: The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher used the video/sound/audio recorder as the research instrument to collect data. To analyze data, the researcher transcribed the recorded interview responses, presented the responses without editing them, interpreted the responses and themes. The findings were derived from the themes. The main findings of the study revealed that there was low morale and job dissatisfaction among teachers. The study`s finding of “low morale and job dissatisfaction among teachers” could be regarded as the reference of the general situation ('picture') of the relationship between teachers` job dissatisfaction and learner performance in the schools of the Libode Mega Education District. The findings have also revealed that there is a proportional relationship between teachers` job satisfaction and learner performance, i.e. the more satisfied teachers are with their jobs the more likely they perform better on their tasks, this results in good leaner performance, while low the levels of job satisfaction among teachers result in poor learner performance. The study recommends that the website- based, electronic information systems should be developed by the National Department of Education in order to grant teachers, or any school stakeholder, absolute anonymity to log or report complaints, dissatisfaction, suggestions, disapproval, appraisals and opinions on matters that concern the education system in South Africa. The study recommends that pupil-teacher ratio policy, and policies on working conditions in schools should be constantly reviewed. The introduction of change- management workshops for teachers to adapt to innovations in the education curriculum is also recommended.
- Full Text:
- Date Issued: 2012
Challenges faced by female secondary school principals in the Qumbu Education District of the Eastern Cape Province of South Africa
- Authors: Sobekwa, Jonguxolo
- Date: 2012
- Subjects: School principals -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18453 , http://hdl.handle.net/11260/d1007759
- Description: The purpose of this study was to investigate and explore the challenges faced by female secondary school principals when discharging their duties. This study was done because it was not a normal practice before 1994 to have a female person as the head of a learning institution. This was specifically linked to the implementation of equity as enshrined and entrenched in the constitution no.108, of 1996 of the Republic of South Africa. It is almost 18 years since the proclamation of equity in the constitution; it was therefore of great importance to evaluate the ground covered in terms of implementation of this equity. The equity mentioned in Chapter 2, section 9 of the constitution resulted in the formulation of the Employment Equity Act no.55 of 1998 as amended. The implementation of the Employment Equity Act no.55 of 1998 was expected to have an impact on the way the female school secondary principals were received by the community. Currently all departments are compelled to employ women in managerial positions and this receives opposition in some sectors of the population. This study was conducted in Qumbu education district in the Eastern Cape Province of South Africa. It focused on secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 46 participants through the use of a questionnaire. 32 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. The findings of the study revealed several challenges confronting female secondary school principals both in the workplace and at home. In the workplace, on one hand, female principals are faced with insubordination from male educators; poor parental involvement and cultural stereotypes; and on the other hand, at home, they were confronted by minimal support from their partners/ spouses. In the light of the findings, the researcher recommended that the Department of Basic Education organize capacity-building workshops to develop leadership skills; replacement strategies for ageing principals; women‟s conferences to advocate women‟s rights; and programmes for female principals and their husbands, called Men As Partners (MAP). The study succeeded in portraying a picture of what is presently taking place in secondary schools that are headed by female principals. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the non-accessibility of schools in deep rural areas, the return rate of completed questionnaires; and the obtaining of permission to undertake the study.
- Full Text:
- Date Issued: 2012
- Authors: Sobekwa, Jonguxolo
- Date: 2012
- Subjects: School principals -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18453 , http://hdl.handle.net/11260/d1007759
- Description: The purpose of this study was to investigate and explore the challenges faced by female secondary school principals when discharging their duties. This study was done because it was not a normal practice before 1994 to have a female person as the head of a learning institution. This was specifically linked to the implementation of equity as enshrined and entrenched in the constitution no.108, of 1996 of the Republic of South Africa. It is almost 18 years since the proclamation of equity in the constitution; it was therefore of great importance to evaluate the ground covered in terms of implementation of this equity. The equity mentioned in Chapter 2, section 9 of the constitution resulted in the formulation of the Employment Equity Act no.55 of 1998 as amended. The implementation of the Employment Equity Act no.55 of 1998 was expected to have an impact on the way the female school secondary principals were received by the community. Currently all departments are compelled to employ women in managerial positions and this receives opposition in some sectors of the population. This study was conducted in Qumbu education district in the Eastern Cape Province of South Africa. It focused on secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 46 participants through the use of a questionnaire. 32 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. The findings of the study revealed several challenges confronting female secondary school principals both in the workplace and at home. In the workplace, on one hand, female principals are faced with insubordination from male educators; poor parental involvement and cultural stereotypes; and on the other hand, at home, they were confronted by minimal support from their partners/ spouses. In the light of the findings, the researcher recommended that the Department of Basic Education organize capacity-building workshops to develop leadership skills; replacement strategies for ageing principals; women‟s conferences to advocate women‟s rights; and programmes for female principals and their husbands, called Men As Partners (MAP). The study succeeded in portraying a picture of what is presently taking place in secondary schools that are headed by female principals. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the non-accessibility of schools in deep rural areas, the return rate of completed questionnaires; and the obtaining of permission to undertake the study.
- Full Text:
- Date Issued: 2012
Challenges faced by high school managers in dealing with pregnant learners in their schools: a case study of selected high schools in the Idutywa district, Eastern Cape Region
- Authors: Tyumre, Nocawe
- Date: 2012
- Subjects: School principals -- Pregnant teenagers -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18448 , http://hdl.handle.net/11260/d1007300
- Description: The purpose of the study was to investigate the challenges faced by high school managers in dealing with pregnant learners in their schools and also ways of dealing with such challenges in selected Senior Secondary Schools in the Idutywa Education District (IED) in the Eastern Cape Province. The study mainly focused on rural schools. Qualitative research method was used and a Case Study design was used to conduct the study. The sample constituted of 16 high School Management Team (SMT) members from the four chosen high schools. An interview schedule designed by the researcher was used to gather data. The collected data were analysed using codes, segments, categories and themes. The researcher interpreted the data and the findings of the study showed that pregnancy changed the behaviour of female learners as a result, School Management Teams (SMT) found it difficult to deal with pregnant learner behaviours in terms of punishing them or expelling them due to South African Schools Act (1996). The study showed that, the School Management Teams in the four selected high schools felt that there should be parental involvement in schools when dealing with learner behaviours. The study showed that pregnant learners dropout of school before they completed their matriculation and they returned anytime after giving birth and SMT had no choice but to accept them even if they returned in the middle of the year. The study further showed that teachers had to assist pregnant learners by organizing catch up programmes so that they produce good results at the end of the year. According to the findings of the study it was clear that pregnancy really affected school policies in terms of learner discipline, learner absenteeism, school dropout and learner overall results. The researcher recommended that, the Department of Education should formulate a policy on pregnant learners that will not allow pregnant learners to attend school while being pregnant in order to assist School Management Teams in schools. The formulated policy should allow School Management Teams to expel pregnant learners in school.
- Full Text:
- Date Issued: 2012
- Authors: Tyumre, Nocawe
- Date: 2012
- Subjects: School principals -- Pregnant teenagers -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18448 , http://hdl.handle.net/11260/d1007300
- Description: The purpose of the study was to investigate the challenges faced by high school managers in dealing with pregnant learners in their schools and also ways of dealing with such challenges in selected Senior Secondary Schools in the Idutywa Education District (IED) in the Eastern Cape Province. The study mainly focused on rural schools. Qualitative research method was used and a Case Study design was used to conduct the study. The sample constituted of 16 high School Management Team (SMT) members from the four chosen high schools. An interview schedule designed by the researcher was used to gather data. The collected data were analysed using codes, segments, categories and themes. The researcher interpreted the data and the findings of the study showed that pregnancy changed the behaviour of female learners as a result, School Management Teams (SMT) found it difficult to deal with pregnant learner behaviours in terms of punishing them or expelling them due to South African Schools Act (1996). The study showed that, the School Management Teams in the four selected high schools felt that there should be parental involvement in schools when dealing with learner behaviours. The study showed that pregnant learners dropout of school before they completed their matriculation and they returned anytime after giving birth and SMT had no choice but to accept them even if they returned in the middle of the year. The study further showed that teachers had to assist pregnant learners by organizing catch up programmes so that they produce good results at the end of the year. According to the findings of the study it was clear that pregnancy really affected school policies in terms of learner discipline, learner absenteeism, school dropout and learner overall results. The researcher recommended that, the Department of Education should formulate a policy on pregnant learners that will not allow pregnant learners to attend school while being pregnant in order to assist School Management Teams in schools. The formulated policy should allow School Management Teams to expel pregnant learners in school.
- Full Text:
- Date Issued: 2012
Child participation in the evaluation of the school nutrition programme: a case study of eight grade 4 learners in Mqanduli village in the Eastern Cape
- Authors: Maxengana, Nomfundiso
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1388 , vital:26551
- Description: This study focuses on child participation in the evaluation of the school nutrition programme. It investigates the SNP exclusively from Grade 4 learners’ perspectives. The main significance of it is that many evaluations of the SNP focus on other stakeholders’ perspectives. The study intends to explore effective methodologies and tools for conducting research with children. Furthermore, this study seeks to contribute to the existing literature on the importance of children’s participation in matters concerning their lives. The study seeks to explore three research questions. Firstly, it seeks to explore how Grade 4 learners describe the purpose of the SNP. Secondly, how do the Grade 4 learners describe their day to day experiences of the SNP. Lastly, how do the Grade 4 learners describe the impact of the SNP. Through this research experience, the study hopes to illuminate recommendations to better align policy and programme design with stated intentions. The study is qualitative, and based on a case study design. The central analysis focuses on eight case studies, each representing the experience of one Grade 4 learner, within the context of two selected schools in the rural areas of Mqanduli. This study underscores the literature on school nutrition programming. Despite severe implementation shortfalls, learners still consider the nutrition programme to be an important aspect of their school day. The experience and analysis of learners in regard to the SNP was relatively consistent. Learners consistently experience the SNP as contributing to temporary hunger alleviation thus enhancing learning capacity. Furthermore, they regarded the SNP to have had positive impact towards enhancing their school attendance and punctuality, and mediation between their home and the school life. The study supports the literature that suggests that, while school nutrition programming represents one of the most promising policy tools for serving the rural poor, unless it is carefully designed to reflect the known requirements of school feeding, the results can be limited. This study further suggests that if a programme is poorly implemented, it runs the risk of undermining the intended policy aims rather than contributing towards their attainment. The study further acknowledges child participation in policy and programme decisions concerning them. The study concludes by making a number of policy and implementation suggestions that may better align policy and practice to the specific context of the rural poor in Mqanduli. While these case studies are too few to suggest generalisability of results, it is hoped that these recommendations will be studied for wider application.
- Full Text:
- Date Issued: 2012
- Authors: Maxengana, Nomfundiso
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1388 , vital:26551
- Description: This study focuses on child participation in the evaluation of the school nutrition programme. It investigates the SNP exclusively from Grade 4 learners’ perspectives. The main significance of it is that many evaluations of the SNP focus on other stakeholders’ perspectives. The study intends to explore effective methodologies and tools for conducting research with children. Furthermore, this study seeks to contribute to the existing literature on the importance of children’s participation in matters concerning their lives. The study seeks to explore three research questions. Firstly, it seeks to explore how Grade 4 learners describe the purpose of the SNP. Secondly, how do the Grade 4 learners describe their day to day experiences of the SNP. Lastly, how do the Grade 4 learners describe the impact of the SNP. Through this research experience, the study hopes to illuminate recommendations to better align policy and programme design with stated intentions. The study is qualitative, and based on a case study design. The central analysis focuses on eight case studies, each representing the experience of one Grade 4 learner, within the context of two selected schools in the rural areas of Mqanduli. This study underscores the literature on school nutrition programming. Despite severe implementation shortfalls, learners still consider the nutrition programme to be an important aspect of their school day. The experience and analysis of learners in regard to the SNP was relatively consistent. Learners consistently experience the SNP as contributing to temporary hunger alleviation thus enhancing learning capacity. Furthermore, they regarded the SNP to have had positive impact towards enhancing their school attendance and punctuality, and mediation between their home and the school life. The study supports the literature that suggests that, while school nutrition programming represents one of the most promising policy tools for serving the rural poor, unless it is carefully designed to reflect the known requirements of school feeding, the results can be limited. This study further suggests that if a programme is poorly implemented, it runs the risk of undermining the intended policy aims rather than contributing towards their attainment. The study further acknowledges child participation in policy and programme decisions concerning them. The study concludes by making a number of policy and implementation suggestions that may better align policy and practice to the specific context of the rural poor in Mqanduli. While these case studies are too few to suggest generalisability of results, it is hoped that these recommendations will be studied for wider application.
- Full Text:
- Date Issued: 2012
Educator perceptions of the impact of the departmental matric intervention strategies on selected under-performing schools in the Queenstown district
- Authors: Mrali, Amos Mzoxolo
- Date: 2012
- Subjects: High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16180 , http://hdl.handle.net/10353/d1006232 , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Description: The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.
- Full Text:
- Date Issued: 2012
- Authors: Mrali, Amos Mzoxolo
- Date: 2012
- Subjects: High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16180 , http://hdl.handle.net/10353/d1006232 , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Description: The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.
- Full Text:
- Date Issued: 2012
Educators' experiences with the implementation of Grade 11 NCS English first additional language in selected schools in the Fort Beaufort Education District
- Authors: Besman, Shirley
- Date: 2012
- Subjects: Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16190 , http://hdl.handle.net/10353/d1006251 , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: One of the essential sectors that needed a drastic change in the post apartheid era in South Africa, was the education system or policy of the country. The government had a responsibility of combining together the nineteen different Departments of Education into which the schools were fragmented. It is in the interest of the country that, out of the eleven official languages of the country, learners should at least be fluent in two languages namely, the learner‟s mother language and any official language which will be treated as an additional language, thus, promoting additive bilingualism. This is on line with the country‟s constitution which has granted equal status to the eleven languages. That resulted in the formulation of two very imperative policies pertaining to schools; 1) The South African Schools Act (SASA) of 1996 which repeal all discriminatory policies of apartheid. On the issue of language the SASA placed the responsibility of choosing the school subjects to the School Governing Bodies (SGB) and 2) The Language-in- Education Policy (LiEP) of 1997 which is based on the recognition that South Africa is multilingual, and promotes learning of more than one official language. In an attempt to accomplish the constitutional obligation, and establish uniformity or equality in education, Curriculum 2005 which was later revised and known as the Revised National Statement and later revised and known as the NATIONAL Curriculum Statement, with the Outcomes Based Education as its approach, was introduced. The study investigated the experiences of educators with the implementation of NCS EFAL in Grade 11 in the Fort Beaufort Education District. English First Additional Language is used by the majority of schools as the Language of Learning and Teaching (LoLT). The study is located in the interpretive paradigm which sought to explore people‟s experiences and their views. Qualitative research approach was adopted in the study with the intentions of finding as much detail as possible on the experiences of educators with the implementation of NCS EFAL in the Grade 11 classrooms. Six EFAL educators in the Fort Beaufort Education District in the Nkonkobe Municipality were purposely selected for the study. Semi structured interviews consisting of precisely defined questions that were pre-prepared, yet at the same time permitted the EFAL educators to answer beyond what the researcher enquired, were also employed in the study. The results pointed out that all EFAL educators interviewed were qualified teachers and had specialized in English teaching. In addition, the study revealed that in the Fort Beaufort Education District, there were two categories of EFAL educators who were trained for the implementation of NCS EFAL; those who only received one week departmental workshop and those who on top of the one week departmental workshop, received a two year training in Advanced Certificate In Education (ACE) English Language Teaching (ELT) from a Higher Education. The dissimilarity between the two groups manifested in their respective schools between the educators and their Heads of Departments (HOD) who happen to have little knowledge of the implementation of the curriculum. It became evident that the group of educators who were trained in ACE ELT were more familiar with the requirements of the NCS EFAL. The other group which was not conversant with the NCS EFAL policies decided to maintain their old teaching methods. Key recommendations of the study: Policy makers should clarify terminology to be understood by all educators, the Department of Education should take full responsibility of retraining educators to ensure uniformity in training through the in-service trainings yearly.
- Full Text:
- Date Issued: 2012
- Authors: Besman, Shirley
- Date: 2012
- Subjects: Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16190 , http://hdl.handle.net/10353/d1006251 , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: One of the essential sectors that needed a drastic change in the post apartheid era in South Africa, was the education system or policy of the country. The government had a responsibility of combining together the nineteen different Departments of Education into which the schools were fragmented. It is in the interest of the country that, out of the eleven official languages of the country, learners should at least be fluent in two languages namely, the learner‟s mother language and any official language which will be treated as an additional language, thus, promoting additive bilingualism. This is on line with the country‟s constitution which has granted equal status to the eleven languages. That resulted in the formulation of two very imperative policies pertaining to schools; 1) The South African Schools Act (SASA) of 1996 which repeal all discriminatory policies of apartheid. On the issue of language the SASA placed the responsibility of choosing the school subjects to the School Governing Bodies (SGB) and 2) The Language-in- Education Policy (LiEP) of 1997 which is based on the recognition that South Africa is multilingual, and promotes learning of more than one official language. In an attempt to accomplish the constitutional obligation, and establish uniformity or equality in education, Curriculum 2005 which was later revised and known as the Revised National Statement and later revised and known as the NATIONAL Curriculum Statement, with the Outcomes Based Education as its approach, was introduced. The study investigated the experiences of educators with the implementation of NCS EFAL in Grade 11 in the Fort Beaufort Education District. English First Additional Language is used by the majority of schools as the Language of Learning and Teaching (LoLT). The study is located in the interpretive paradigm which sought to explore people‟s experiences and their views. Qualitative research approach was adopted in the study with the intentions of finding as much detail as possible on the experiences of educators with the implementation of NCS EFAL in the Grade 11 classrooms. Six EFAL educators in the Fort Beaufort Education District in the Nkonkobe Municipality were purposely selected for the study. Semi structured interviews consisting of precisely defined questions that were pre-prepared, yet at the same time permitted the EFAL educators to answer beyond what the researcher enquired, were also employed in the study. The results pointed out that all EFAL educators interviewed were qualified teachers and had specialized in English teaching. In addition, the study revealed that in the Fort Beaufort Education District, there were two categories of EFAL educators who were trained for the implementation of NCS EFAL; those who only received one week departmental workshop and those who on top of the one week departmental workshop, received a two year training in Advanced Certificate In Education (ACE) English Language Teaching (ELT) from a Higher Education. The dissimilarity between the two groups manifested in their respective schools between the educators and their Heads of Departments (HOD) who happen to have little knowledge of the implementation of the curriculum. It became evident that the group of educators who were trained in ACE ELT were more familiar with the requirements of the NCS EFAL. The other group which was not conversant with the NCS EFAL policies decided to maintain their old teaching methods. Key recommendations of the study: Policy makers should clarify terminology to be understood by all educators, the Department of Education should take full responsibility of retraining educators to ensure uniformity in training through the in-service trainings yearly.
- Full Text:
- Date Issued: 2012
Experiences by orphaned children as learners at a Secondary School in the Maluti District of Education in the Eastern Cape
- Authors: Jackson, David Moses
- Date: 2012
- Subjects: Learning -- South Africa -- Eastern Cape , Orphans -- Education -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape , Orphans -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16187 , http://hdl.handle.net/10353/d1006247 , Learning -- South Africa -- Eastern Cape , Orphans -- Education -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape , Orphans -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The aim of this study was to investigate the schooling experiences of four orphaned learners at Mandini Secondary School in the Maluti District of Education in the Eastern Cape. The study adopted a qualitative research methodology and a phenomenological research design. Purposive sampling was adopted and the tape recorded narrative responses of all four respondents, were obtained from the use of in-depth phenomenological unstructured interviews. The respondents were four orphaned children (two males and two females) between the ages of fifteen and twenty years. The study used the Social Rupture Theory as lenses of analysis of the findings. This was considered a very sensitive topic because the respondents had to relate issues which could result in them reliving traumatic experiences. As a result more attention was paid on ethical issues and making the respondents feel comfortable. The respondents were capable of distinguishing between their quality of life while their parents were still alive and well; when they (the parent[s]) became sick and when they eventually died. Furthermore, the respondents highlighted the negative effects of parental absence in their education. In addition, these orphaned children formed relationships with the school community after their parents’ death which, to some extent, had a positive effect on their schooling. Based on these findings the study suggests that educators need to be trained in diagnosing psycho-social problems and given skills to deal with them. Similarly, short courses should be organized for guardians and community development workers in identifying and counseling of problems.
- Full Text:
- Date Issued: 2012
- Authors: Jackson, David Moses
- Date: 2012
- Subjects: Learning -- South Africa -- Eastern Cape , Orphans -- Education -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape , Orphans -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16187 , http://hdl.handle.net/10353/d1006247 , Learning -- South Africa -- Eastern Cape , Orphans -- Education -- South Africa -- Eastern Cape , School children -- South Africa -- Eastern Cape , Orphans -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The aim of this study was to investigate the schooling experiences of four orphaned learners at Mandini Secondary School in the Maluti District of Education in the Eastern Cape. The study adopted a qualitative research methodology and a phenomenological research design. Purposive sampling was adopted and the tape recorded narrative responses of all four respondents, were obtained from the use of in-depth phenomenological unstructured interviews. The respondents were four orphaned children (two males and two females) between the ages of fifteen and twenty years. The study used the Social Rupture Theory as lenses of analysis of the findings. This was considered a very sensitive topic because the respondents had to relate issues which could result in them reliving traumatic experiences. As a result more attention was paid on ethical issues and making the respondents feel comfortable. The respondents were capable of distinguishing between their quality of life while their parents were still alive and well; when they (the parent[s]) became sick and when they eventually died. Furthermore, the respondents highlighted the negative effects of parental absence in their education. In addition, these orphaned children formed relationships with the school community after their parents’ death which, to some extent, had a positive effect on their schooling. Based on these findings the study suggests that educators need to be trained in diagnosing psycho-social problems and given skills to deal with them. Similarly, short courses should be organized for guardians and community development workers in identifying and counseling of problems.
- Full Text:
- Date Issued: 2012
Experiences of women leaders as school principals in rural secondary schools of Butterworth
- Authors: Mxunyelwa, Mzukisi
- Date: 2012
- Subjects: Women school principals -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18459 , http://hdl.handle.net/11260/d1008209
- Description: The purpose of this study is to identify why and how the females are marginalized in senior positions. This qualitative case study explores the experiences of women leaders as school principals in Rural Secondary Schools of Butterworth District. It was undertaken in two conveniently selected Rural Secondary Schools of Butterworth that are led by female principals. The data was collected through the use of interviews. This data was collected directly from the female principals. The findings of this study clearly identified that gender has more effectively worked against the women’s success as leaders. Females start to encounter a challenge from even being shortlisted for the senior positions and that becomes worse in being appointed as leaders. Even those few women appointed as leaders are being undermined by fellow colleagues as well as communities around them. It was recommended that in order to improve women representation in educational leadership, great efforts must be made in addressing a number of issues. A significant step would be to disseminate law on gender equality widely written throughout the country to raise public awareness about gender issues. Women should be encouraged and supported to participate in leadership. Also women should be prepared by being offered leadership preparation and leadership programmes so that they feel more self-confident and function effectively once appointed.
- Full Text:
- Date Issued: 2012
- Authors: Mxunyelwa, Mzukisi
- Date: 2012
- Subjects: Women school principals -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18459 , http://hdl.handle.net/11260/d1008209
- Description: The purpose of this study is to identify why and how the females are marginalized in senior positions. This qualitative case study explores the experiences of women leaders as school principals in Rural Secondary Schools of Butterworth District. It was undertaken in two conveniently selected Rural Secondary Schools of Butterworth that are led by female principals. The data was collected through the use of interviews. This data was collected directly from the female principals. The findings of this study clearly identified that gender has more effectively worked against the women’s success as leaders. Females start to encounter a challenge from even being shortlisted for the senior positions and that becomes worse in being appointed as leaders. Even those few women appointed as leaders are being undermined by fellow colleagues as well as communities around them. It was recommended that in order to improve women representation in educational leadership, great efforts must be made in addressing a number of issues. A significant step would be to disseminate law on gender equality widely written throughout the country to raise public awareness about gender issues. Women should be encouraged and supported to participate in leadership. Also women should be prepared by being offered leadership preparation and leadership programmes so that they feel more self-confident and function effectively once appointed.
- Full Text:
- Date Issued: 2012
Factors contributing to high dropout rate in two selected Junior Secondary Schools in the Mqanduli Area of the Eastern Cape, South Africa
- Authors: Mandi, Sisiwe
- Date: 2012
- Subjects: High school dropout -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18443 , http://hdl.handle.net/11260/d1007269
- Description: This research sought to investigate into factors contributing to high dropout rate amongst grade 9 learners in Mqanduli district. Though access to basic education in South Africa has increased substantially over the last few years, dropout rate in the schools continues to rise up in many rural schools especially Mqanduli district schools. The consequence of dropout as a matter of fact has a profound effect on the individual, family, community and economy. It is common knowledge that high dropout rate reduces the pool of qualified people from diverse backgrounds. In our rural schools most specially Mqanduli district, the concern of the researcher was to find out in Mqanduli schools the factors that contribute to high drop-out rate amongst Grade 9 learners and how they can be minimized if not eradicated. The study approach was qualitative, using the case study technique. The case study technique was used for the in-depth investigation of the factors contributing to high learner dropout. In this study, the target population was two school management team (SMT) per school and one head of department (HoD) and a principal in each of the selected schools in the Mqanduli district junior schools. Samples of the two schools were conveniently selected from the population of schools in the Mqanduli district research data gathering. The main research instrument was face to face semi-structured interview schedule. The face to face semi-structured individual interview was used with the participants due to its flexibility, this was done with the help of a voice recorder and field notes. The data analysis procedure for this study took two forms: first, transcribing the interviews, reviewing and identifying and coding the recurring themes within the data for each of the participants. The second part was to identify common themes and areas of variations among the participants. For ethical consideration, permission was sought from the Walter Sisulu University ethical clearance committee, the district office and principals of the selected schools and all participants. Finding1 Learner dropout rate: The research findings show that learners‟ dropout rate was due to poor socio-economic background, poor school nfrastructure, personal reasons, and teacher/learner relationship. The average percentage of learner dropout within five years is 13% in both schools. With in five year period, thus from 2006 to 2010 in school A total of 254 learners were admitted. At the end of year period, 222 learners were promoted to the next grade, The total number of dropouts in school A was 32. In school B 279 learners were admitted. At the end of the year period, 243 learners were promoted to the next grade. In school B the total number of dropouts was 36.
- Full Text:
- Date Issued: 2012
- Authors: Mandi, Sisiwe
- Date: 2012
- Subjects: High school dropout -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18443 , http://hdl.handle.net/11260/d1007269
- Description: This research sought to investigate into factors contributing to high dropout rate amongst grade 9 learners in Mqanduli district. Though access to basic education in South Africa has increased substantially over the last few years, dropout rate in the schools continues to rise up in many rural schools especially Mqanduli district schools. The consequence of dropout as a matter of fact has a profound effect on the individual, family, community and economy. It is common knowledge that high dropout rate reduces the pool of qualified people from diverse backgrounds. In our rural schools most specially Mqanduli district, the concern of the researcher was to find out in Mqanduli schools the factors that contribute to high drop-out rate amongst Grade 9 learners and how they can be minimized if not eradicated. The study approach was qualitative, using the case study technique. The case study technique was used for the in-depth investigation of the factors contributing to high learner dropout. In this study, the target population was two school management team (SMT) per school and one head of department (HoD) and a principal in each of the selected schools in the Mqanduli district junior schools. Samples of the two schools were conveniently selected from the population of schools in the Mqanduli district research data gathering. The main research instrument was face to face semi-structured interview schedule. The face to face semi-structured individual interview was used with the participants due to its flexibility, this was done with the help of a voice recorder and field notes. The data analysis procedure for this study took two forms: first, transcribing the interviews, reviewing and identifying and coding the recurring themes within the data for each of the participants. The second part was to identify common themes and areas of variations among the participants. For ethical consideration, permission was sought from the Walter Sisulu University ethical clearance committee, the district office and principals of the selected schools and all participants. Finding1 Learner dropout rate: The research findings show that learners‟ dropout rate was due to poor socio-economic background, poor school nfrastructure, personal reasons, and teacher/learner relationship. The average percentage of learner dropout within five years is 13% in both schools. With in five year period, thus from 2006 to 2010 in school A total of 254 learners were admitted. At the end of year period, 222 learners were promoted to the next grade, The total number of dropouts in school A was 32. In school B 279 learners were admitted. At the end of the year period, 243 learners were promoted to the next grade. In school B the total number of dropouts was 36.
- Full Text:
- Date Issued: 2012
Foundation phase teachers’ knowledge, attitudes and practices towards inclusive classroom management: a case study of Mthatha district, Eastern Cape, South Africa
- Authors: Bello, Aishatu Haruna
- Date: 2012
- Subjects: Classroom management -- Teachers -- Inclusive education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18439 , http://hdl.handle.net/11260/d1007198
- Description: This study was carried out in the Mthatha district of the Eastern Cape with the aim of assessing the respondents’ knowledge, attitudes and practices in successful inclusive classroom management at the Foundation Phase in their respective schools. The study adopted a mixed-method approach in which data was collected from secondary and primary sources. Secondary data were collected from literature sources and existing schools’ documents while primary data were collected from the respondents drawn from nine schools in Mthatha area (coded A to I for anonymity) using questionnaire, interview guides and focus group discussions checklists. The nine schools were purposively sampled based on schools with Foundation Phase Programme, while 15 respondents were randomly sampled from among the Foundation Phase teachers in the nine schools for this study. The data collected were subjected to various analytical techniques such as descriptive statistics, frequencies and cross tabulations as well as graphical representations using SPSS to be able to identify and list the main findings from the study. Results from the study based on 75% questionnaire response rate revealed that the respondents had high (79%) self-rating of inclusive education content knowledge despite the fact that they actually had low (over 80%) with poor or fair content knowledge on the knowledge scale. The respondents demonstrated a high degree (over 80%) of positive attitudes and good practices and management approach toward inclusive education despite the fact that they had low inclusive education content knowledge. Over 80% of the respondents revealed that their schools are not ready for inclusive classroom teaching and management due to lack of infrastructure, equipment, training, teacher support and teacher-special assistant. The results from the quantitative data were triangulated and validated by the findings from the qualitative in-depth interviews and focus group discussions which reinforced each other. The findings presented were limited to the respondents in the nine schools used in the study area. This study thus concludes that, a huge gap still exists between the desired level of the state of inclusive education and outcomes as expected from the White Paper 6 2001 in 2012. The study thus recommends the ample need for the departments of education as a matter of urgency, to emphasise the inclusion of inclusive education contents in the training and re-training of educators at the basic education phase. Furthermore, all schools should be provided with adequate infrastructural support in terms of equipment and classroom-friendly environment for learners with special needs.
- Full Text:
- Date Issued: 2012
- Authors: Bello, Aishatu Haruna
- Date: 2012
- Subjects: Classroom management -- Teachers -- Inclusive education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18439 , http://hdl.handle.net/11260/d1007198
- Description: This study was carried out in the Mthatha district of the Eastern Cape with the aim of assessing the respondents’ knowledge, attitudes and practices in successful inclusive classroom management at the Foundation Phase in their respective schools. The study adopted a mixed-method approach in which data was collected from secondary and primary sources. Secondary data were collected from literature sources and existing schools’ documents while primary data were collected from the respondents drawn from nine schools in Mthatha area (coded A to I for anonymity) using questionnaire, interview guides and focus group discussions checklists. The nine schools were purposively sampled based on schools with Foundation Phase Programme, while 15 respondents were randomly sampled from among the Foundation Phase teachers in the nine schools for this study. The data collected were subjected to various analytical techniques such as descriptive statistics, frequencies and cross tabulations as well as graphical representations using SPSS to be able to identify and list the main findings from the study. Results from the study based on 75% questionnaire response rate revealed that the respondents had high (79%) self-rating of inclusive education content knowledge despite the fact that they actually had low (over 80%) with poor or fair content knowledge on the knowledge scale. The respondents demonstrated a high degree (over 80%) of positive attitudes and good practices and management approach toward inclusive education despite the fact that they had low inclusive education content knowledge. Over 80% of the respondents revealed that their schools are not ready for inclusive classroom teaching and management due to lack of infrastructure, equipment, training, teacher support and teacher-special assistant. The results from the quantitative data were triangulated and validated by the findings from the qualitative in-depth interviews and focus group discussions which reinforced each other. The findings presented were limited to the respondents in the nine schools used in the study area. This study thus concludes that, a huge gap still exists between the desired level of the state of inclusive education and outcomes as expected from the White Paper 6 2001 in 2012. The study thus recommends the ample need for the departments of education as a matter of urgency, to emphasise the inclusion of inclusive education contents in the training and re-training of educators at the basic education phase. Furthermore, all schools should be provided with adequate infrastructural support in terms of equipment and classroom-friendly environment for learners with special needs.
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- Date Issued: 2012