Abstract
M.Ed.
This investigation focused on the culture of teaching and learning in Dzata Secondary
School. It has become a concern of educationists and politicians to revive the culture of
teaching and learning in schools. Most South African schools for predominantly black
pupils, are characterised by a serious erosion of the culture of teaching and learning.
The purpose of this study was to analyse and describe the state of culture of teaching and
learning in Dzata Secondary School.
The research design was exploratory and descriptive, as it aimed to explore and describe
the culture of teaching and learning in Dzata Secondary School. The theoretical
investigation formed the basis for developing questionnaires and interview schedules for
the empirical study. During the empirical investigation, quantitative and qualitative
methods were used. The quantitative investigation included one questionnaire for teachers
and one for pupils. The qualitative investigation included semi-structured interviews as
well as observations in the school.
The findings of the inquiry into the culture of teaching and learning indicate that factors
such as the personal characteristics, the home and the school have an influence on the
culture of teaching and learning.
The empirical investigation into the personal characteristics of pupils revealed that the
following aspects have a negative influence on the culture of teaching and learning:
lack of a sound knowledge foundation
insufficient study methods
lack of self-discipline and a negative self concept
insufficient academic language ability.
The following family related factors were found to be inhibiting the establishment of the
culture of teaching and learning:
absence of parents from home and lack of moral and academic support
overcrowded homes
illiteracy of parents
shortage of basic needs, for instance electricity, running water in the home and food. School related factors which were discovered to hinder the establishment of a culture of
teaching and learning in Dzata School:
time lost during school hours
poor subject knowledge of teachers
absence of lesson preparation
lack of facilities in the school
ineffective principal
ineffective governing body
Many of the problems that have a negative influence on the culture of teaching and
learning in many South African schools for predominantly black pupils are rooted in the
community. Hence it seems improbable that the problem of teaching and learning will be
solved in the short run. In Dzata Secondary School, however, some immediate measures
to improve the culture of teaching and learning are possible. The most important
measures are:
the introduction of formal lesson preparation by teachers
introduction of literacy classes in order to serve the local community
introduction of the time book for teachers and pupils
grading of teachers in order of merit
to motivate pupils to learn.