Abstract
M.Ed.
This study is predicated upon the objective of investigating opinions of how teachers
perceive teacher competence. Teacher competence is designed around theoretical
constructs of
the learning environment
professional commitment
order and discipline
educational foundation
teacher reflection
co-operative ability
efficiency
leadership style
These constructs could be reduced to two factors: collaborative and educative competences.
This research essay concentrates on involvement as an aspect of professional commitment
and its implications for the management of teacher competence. Involvement
is defined as empowerment and transfer of authority by allowing teachers to
make decisions about assigned tasks.
Involvement by teachers could either be voluntary or through delegation by the superior.
Various reasons and benefits that could encourage teacher involvement were
found, for example promotion of individualism, identification, socialisation and differentiation.
Certain factors were found to be capable of determining the ability to become involved,
for example motivation, attitudes, behaviour and level of acceptance.
Teacher involvement could be impeded by individual factors such as fear, selfishness,
passiveness, aggression, principal's management style, time available and conflicts.
Since there is not enough attention given to the teacher, involvement can serve as a
compliment which can help in the development of his talent and his competence.