Abstract
M.Ed.
Schooling in South Africa has been influenced to a large extent by socio-economic and
political factors which resulted in a wide variety of schooling systems with vastly
differing frameworks and standards. This coupled with the high failure rate of South
African students in the 1995 matriculation examination as reported in The Star reflects
the need to critically examine the effectiveness of the teaching programme (Swart and
Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which
may be summarised by means of the following questions:
What is teacher competence and how is it managed ?
What is the essence of effectiveness as an aspect of teacher competency?
Which components are associated with effectiveness in the teaching and
learning environment?
Which teaching behaviours are representative of effectiveness?
To what extent can effectiveness be used to enhance teacher competence?
Having identified problems related to teacher competence the aims of the research will
be established. GENERAL AIM
To investigate the components of teacher competence and how these
aspects can enhance teacher effectiveness.1.3.2 GROUP AIM
To investigate the components of effectiveness and how this can enhance
teacher competence.
1.3.3 SPECIFIC AIM
To determine the contribution of teaching strategies towards improving
effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances
effectiveness; and
Devise a possible strategy whereby teaching strategies can support
effectiveness and enhance teacher competence.
To achieve the above aims, the following research methodology will be used.