Abstract
D.Ed.
The declining interest of pupils in physical Science, the shortage of qualified teachers, and the rapid progress in science, necessitate the continual professional in-service training of Science teachers. Without such training the need for scientists in the RSA cannot be sufficiently met. Innovation in Physical Science could be realized if professional, qualified and able teachers were to be involved in the development
and implementation of curriculums in schools. The necessity for change which is educationally sound also holds implications for teacher assessment. These needs represent an educationmanagement imperative for the professional development of the
Science teacher. The procedure followed in this research project comprises an
empirical examination as well as a study of literature on the following: -the professional development of the Science teacher; -participation in curriculum development and innovation; -teacher assessment; -career stress experienced in the workplace by the Scienceteacher; and -the influence of persons in management positions in formal
education on the professional expertise and development of the Science teacher.
The professional development of the teacher depends on pre-service, in-service and further training. Such training should effect a research awareness in teachers. There are fifteen fundamental aspects of reality underlying the professional development of the Science teacher. These aspects, viewed from a management perspective, ought to feature in an interdependent structure. The educational goal of a school should realise itself in subject aims. Realisation of this goal with regard to science demands
professionally qualified and able Science teachers. One of the theories of professional concern for teachers is that teacher development could be realised at different levels and could be extended during in-service training. In-service training in the TED comprises orientation, regional and decentralized in-service training courses; staff development visits by superintendents of education (academic); in-service training at and by schools and/or independent teachers' centres. It would seem as if the
training which teachers undergo at their schools is the most effective training with regard to their professional development, provided that such training is correctly conducted. It is the broad educational goal which determines the general direction of the education system. This goal acts as a guideline for the Science teacher. To effect an accountable subject curriculum the participation of professionally qualified and able
teachers is a prerequisite. Teacher development with regard to curriculum matters is, therefore, also an imperative of educational management. Communication is the key word in curriculum development. Professionally qualified and able teachers are the teacher innovators who have the most impact because they can insure innovation in
the classroom itself. Teacher assessment is a management imperative because assessment (even of oneself) is a prerequisite for professional development. Areas to be considered during the assessment of teacher conduct and ability are: -the teacher's command of subject content; -teaching methods; -classroom management; -administrative duties; -teacher-pupil relationships; and -the correlation between tuition and pupil achievement. Interpersonal relationships feature strongly in communication.
Any disturbance within this relationship could cause stress. The elimination of potential sources of stress would facilitate the prevention of stress. It would seem as if the possibilities for coping with stressful situations could be categorized as personal,
interpersonal, organisational and societal (community) sources. In the secondary school the defusion of stressful situations is the responsibility of each and every teacher. Therefore one of the imperatives of management should be to assist staff to acquire a professional equilibrium. Empirical research has shown that teachers experience in-service training at decentralized courses as useful, stimulating and
enriching because such courses enhance their professional expertise. Where in-service training is conducted at schools themselves, the head of department and/or the subject head are regarded as key personnel. It has been determined that teachers view an educationally sound relationship with the superintendent of education (academic) as one in which the superintendent acts as: *a consultant; *a partner-in-education; *an identifier of problems encountered during teaching; and *a motivator towards higher productivity. It is obvious that the role of the superintendent of education
(academic) will progressively have to become one of professional academic leadership.
If the guidelines provided in this research project were to be implemented, teachers might develop along more professional lines. This, in turn, could lead to a revival of pupil interest in Physical Science.