Abstract
D.Ed.
This research study focuses on the status of educators and aims at determining whether
In-Service Education and Training (INSET) will assist in enhancing their professional
status. From the researcher’s personal experiences, discussions with fellow educators
and review of literature and media reports, it appears that there are a plethora of
problems experienced by educators. Awareness of a crisis in education is of great
concern, as is the low morale of educators. Credibility of educators needs to be
restored. Some educators are unqualified, under-qualified, display poor attitude and
mediocre behaviour. It is essential that these educators should be encouraged to
improve their teaching skills and performance, build confidence, adopt a positive
outlook towards education and perform as professionals.
The research design and methodology followed generally, the qualitative, descriptive
and exploratory principles. The survey method using structured questionnaires was
employed to collect the primary data for the study. The data was collected on the
Microsoft Windows 2000 Excel programme and analysed using the Statistical Package
for the Social Sciences (SPSS).
During the last decade, a number of countries have addressed reform measures and
refocused on educators’ professionalism. A historico-comparative study of various
models of INSET was undertaken of the following countries: the United Kingdom,
Denmark, Hungary, Hong Kong and Zambia. INSET initiatives undertaken abroad, to
improve the quality of educators, is crucial to this study.
INSET structures, provided by various stakeholders in South Africa are discussed. The
Code of Professional Ethics, compiled by the “guardian of the profession”, the South
African Council for Educators (SACE), was outlined. The study also highlights
SACE’s role of monitoring educators who are guilty of transgressions and
misbehaviour.
The findings of this research, conducted in the Umlazi District of the eThekwini Region
within the Province of KwaZulu-Natal (KZN), based on the questionnaires, are
twofold. Firstly, officials are of the opinion that a reduction of staff, increase in
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workloads and a lack of incentives and promotional opportunities have led to
educators’ poor performance. Secondly, educators believe that implementing quality
INSET programmes would assist them to perform as improved professionals.
Educators in the study acknowledge that teaching is stressful and are of the opinion that
they are accountable for their behaviour and should be au fait with the Professional
Code of Conduct and Ethics.
Following on from the analysis of the questionnaires, three training programmes were
identified and conducted at a public, secondary school. The programmes were entitled:
Coping with Stress, Compiling an Educator’s Portfolio and Code of Conduct for
Educators. The study concludes with recommendations and implications for future
research.