Abstract
M.Ed.
The transformation of Education in South Africa as envisaged by the Ministry of Education
of the present Government requires a redefinition of certain concepts and a rethink on a
number of pertinent issues. One such important issue is the whole question of "teacher
competence" as referred to in some of the documents submitted by various committees to the Ministry of Education.
Lecturers in the Department of Educational Management of the Rand Afrikaans University
conducted a pilot study which identified eight constructs that constitute "teacher competence", namely the learning environment • teacher reflection professional commitment • co-operative ability order and discipline • efficiency educational foundation • leadership style Further statistical analysis of the eight constructs condensed them into two competences, namely educative competence and collaborative competence.
A closer look at professional commitment reveals that the construct comprises four aspects, namely co-operation, maturity, involvement and responsibility. This research essay sought to clarify the inter relationship between responsibility, professional commitment, evaluation and teacher competence. Responsibility was found to be a moral obligation which a teacher accepts for himself/herself. It relates to his/her outlook on life, his/her values and his/her idea about the future. It implies honesty, diligence, loyalty and accountability. It also implies a commitment to a code of ethics. Professional commitment flows from a sense of responsibility and development. Professional development is inconceivable without an effective and credible system of teacher appraisal.
Ultimately, it takes a well-qualified corps of educators whose qualifications, competence and professional commitment are beyond reproach to bring about effective change in Education and make a positive difference in the lives of learners regardless of their race, colour or creed.