Abstract
M.Ed.
Having been a marker and senior marker for the Matric final History exams in
Gauteng I found that it was mostly the learners from the historically
disadvantaged schools that were performing poorly. I assumed that the
learners from these schools performed poorly in their matric exams because
their teachers had developmental needs relating to their teaching skills. I also
theorized that assisting the teachers through workshops only would not be a
good idea, because most teachers complained about having to attend them.
Based on the above assumptions, the aim of this research was to assess the
developmental needs of historically disadvantaged senior History teachers in
Gauteng residing in the D5 district. The results of this needs assessment
would then form the basis of a discussion on how a mentoring programme
could address these needs.
The qualitative method of "one on one" interviewing was used to collect the
data. Purposive sampling was used to select the participants and the
constant comparative method of data analysis was used to identify the
developmental needs. I complete this study with a discussion on how a
mentoring programme can address these needs.
The main findings were that mentoring could be very beneficial to address the
developmental needs of senior History teachers, but that the problems
regarding the poor Matric results for History of learners from historically
disadvantaged schools involves more than assisting the senior History
teacher. Further studies will need to be done to assess the standard of
teaching in the lower grades. What also needs further investigation is the role
that the attitude of fellow teachers and the broader community has on the
motivation of learners to do well in the subject History.