Management implications of teacher self-assessment
- Authors: Mokgojoa, Phillip
- Date: 2012-09-13
- Subjects: Teacher participation in administration - South Africa. , School management and organization - South Africa. , Educational change - South Africa. , Teachers - Self-rating of , Politics and education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10362 , http://hdl.handle.net/10210/7724
- Description: M.Ed. , South Africa is entering a period of dramatic change in the way schools are run. New legislation is pointing South Africa strongly in the direction of a new school based system of management. On the other hand, various pilot studies are being conducted in some schools so as to investigate the correct assessment criteria which can be implemented successfully for the improvement of quality education. The problem is that the traditional assessment criteria which has been implemented by principals is being criticised by some teachers unions in such a way that in some black schools, the teachers' workbooks are no longer submitted to the administrators for evaluation. As this study examines the management implications of teacher self-assessment, the majority of teachers agree that the latter is helpful in the identifications of their strengths and weaknesses so that some rectifications of mistakes can be made. In this regard, the purpose of this study is to encourage teachers to participate in the school management so that the standard of education can improve. However, the researcher has discovered that the success of selfassessment depends on the teachers' commitment and honesty. Furthermore, the implementation of self-assessment can be achieved if teachers are satisfied with their needs in the school situation. In this regard, if the school is democratically managed, teachers can be easily motivated to'assess themselves because they are free to express themselves. Additionally, teachers can succeed in assessing themselves if communication and relationship are good among all stakeholders in the school situation. Never-the-less, sound self-assessment requires teachers who are willing to participate and who are capable of using assessment information in planning instructions. In this study, it has been highlighted that although self-assessment is regarded as the best management tool in improving the teachers' teaching skills for better performance, it is not formally and structurally implemented in most schools. Therefore, it is very significant that principals should play a major role in encouraging teachers to implement self-assessment by organising in-service training in which they will be advised how they can succeed in implementing it.
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Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief
- Authors: Erasmus, Gene
- Date: 2012-09-06
- Subjects: Teacher-student relationships - South Africa. , Educational change - South Africa. , Failure (Psychology) , Underachievers - South Africa - Psychological aspects.
- Type: Thesis
- Identifier: uj:9674 , http://hdl.handle.net/10210/7089
- Description: M.Ed. , Education in South Africa has entered into an era of radical changes and transformation. New policies regarding staffing and promotional requirements constitute but a few of the new developments. Despite these changes, however learners still fail, and their future in the labour market seems more and more bleak as teachers find less time under heavier workloads and in ever-larger classes to render them any assistance. In order to assist teachers in helping learners who have failed, it is necessary to lay down guidelines for them to follow. The principal aim of the present study is firstly to determine how failing is viewed by teachers and what measures of assistance are currently being taken in this regard. Secondly, the study is aimed at determining to what extent teachers are prepared to assist these learners and, lastly, at laying down guidelines from an educational-psychological perspective with respect to assisting failing learners. The study comprises a literature study and an empirical study. The literature study is focused on the failing learner and his/her experience of and reaction to failure, as well as on the teacher's role in educating the failing learner. The empirical study is carried out by means of a questionnaire and a statistical analysis of data. Results obtained indicate that teachers, regardless of their sex, years of teaching experience, qualifications, subject field and class size, recognise failing to be a problem at school and that they have a clamant need of guidelines that would assist them in helping failing learners. A need was also expressed for training in how to follow such guidelines.
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The teacher as an educator within a particular culture
- Authors: Baloyi, Douglas Mbhazima
- Date: 2012-08-27
- Subjects: Teachers and community. , Education - Moral and ethical aspects. , Educational anthropology. , Educational change - South Africa. , Education, Secondary - South Africa - Aims and objectives.
- Type: Thesis
- Identifier: uj:3244 , http://hdl.handle.net/10210/6653
- Description: M.Ed. , South African education is emerging from one phase of history, the phase of a segregated education system, into another phase where the nature is still to be defined. This emergence will bring along with it transformations unknown over the previous phase of educational history which lie mainly on the level of humanity, that is to say changes affecting the beliefs, attitudes, norms and values of the individuals and the community they belong to. The whole concept of man-in-the-world as the establishment of the world, the environment of the educator as well as the educand in this total situation, leads us to conceive of education as an interhuman phenomenon. The establishment of relationships in the world is a continuous effort to give completeness to man's existence by appropriating and adopting the historical development of the cultural situation. The interaction and the close relationship of culture and education in general is indisputable. For education to succeed, man comes to the fore while his culture forms the background. The opening up of "white schools" to all the population groups in South Africa did not bring about a greater understanding of the complexity and pluralistic nature of the South Africa society. The cultural factors in education play an important role in the application of universal educational and cultural principles in the provision of education. The cultural position of the black learner in Model C or multicultural schools has been eroded and is being marginalised by socio-political and educational issues quite beyond his area of competence as a learner. As a result, the expectations the teacher has of the black pupils are too great and are daunting for the pupil. Both the teacher and the learner are not competent enough, they are being dis-empowered. It is at this point that problems in the teaching-learning situation manifest themselves. The transformation process currently taking place in most multicultural schools has many problems relating to this. There are definite areas of concern which need to be looked into, solutions to be found and implemented in order to assist the black pupil. and his teachers to find their feet in the new education dispensation. Essentially a ground motive in every community is a motive of that particular community, the driving force behind all activities, including educational activities - the spiritual root of a particular community, so to speak. The cultural aspects in education will probably remain one of the most critical areas determining whether South Africa can in fact achieve the same education through one and the same department, one and the same curriculum, one and the same examination format. This study will attempt to research the cultural aspects of education concentrating on Model C schools and will put forward some recommendations for the implementation of solutions to the problems the black learner is confronted with.
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Women managers as change agents : overcoming gender discrimination in transformation
- Authors: Mohapi-Setlhodi, Itumeleng Innocentia.
- Date: 2012-08-16
- Subjects: Women executives , Management. , Sex discrimination against women. , Women in development. , Educational change - South Africa.
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/372293 , uj:2582 , http://hdl.handle.net/10210/6032
- Description: M.Ed. , One of the central themes that permeate studies on gender discrimination is the move towards eroding all forms of discrimination against women especially with regard to promotional posts in secondary schools (Ledwith & Colgan, 1996: 27). Hitherto, women remain a minority gender in terms of management positions in education generally and in secondary school management in particular. This has necessitated the implementation of policy documents to enforce the principle of gender equity, particularly in management positions. Measures have been taken, through the implementation of policy documents to enforce the principle of gender equity. However, certain subtle discriminatory practices remain a wedge between the present state of affairs and what has to be. This could be due to, inter alia, prejudice, tradition or even religious injunctions perpetuating women submissiveness. The increased awareness of gender politics combined with challenges about gender equity in organisations such as schools remains a thorny issue in education circles. Today, women are becoming increasingly aware of the important role they can play in transforming schools into viable learning institutions. This research has argued that although women may be discriminated against, they do possess requisite skills to transform their schools into highly performing institutions. In an attempt to interrogate the issue of gender discrimination, a qualitative research approach was employed to elicit the perceptions of educators with regard to women managers. Furthermore, this research explored the impact that women managers have. The research was conducted at a school in the Sedibeng West district (D8) of the Gauteng Province. Due to a small number of women managers in this district, namely, two including myself, one female principal was used as a sample in this research. Interviews with the principal as well as male and female educators in the school were conducted. The relevant research literature was used as a basis for data collection. The recommendations provided in this research are based on the categories which were identified from the interviews as well as observations. These categories are; sabotage, stereotype, positive strategies, barriers and weaknesses.
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A model for recognition of prior learning in higher education institutions in South Africa
- Authors: Venter, Anita
- Date: 2012-08-13
- Subjects: Educational change - South Africa. , Education, Higher - South Africa.
- Type: Thesis
- Identifier: uj:9041 , http://hdl.handle.net/10210/5505
- Description: M.Comm. , The South African education and training system has for many years been fragmented and unfair towards underprivileged population groups. Since 1994, many changes have been initiated via legislation to ensure a unified and equal national system of education and training. Higher education has not been excluded from this and is undergoing major changes. These changes are mainly driven by current higher education legislation together with the regulations of the South African Qualifications Authority towards establishing a National Qualifications Framework (NQF). Higher education transformation is built around three central features, namely increased participation, greater responsiveness, and increased cooperation and partnerships. One of the ways in which participation and responsiveness can be achieved is through Recognition of Prior Learning (RPL). Formal RPL has not yet been implemented in higher education institutions, although informal forms of RPL have taken place. In an attempt to understand RPL, the approaches to prior learning recognition in various countries are analysed. Aspects such as the forms of RPL, sources, objectives and uses, benefits and advantages are extrapolated from current sources. A table with a summary per country is provided as a future reference guide. A Recognition of Prior Learning (RPL) process model is synthesised after analysis of prior learning recognition process models in different countries such as the United Kingdom, the United States of America, Canada and Australia. This model serves as suggested process model for Recognition of Prior Learning in higher education institutions in South Africa. The model consists of ten stages, namely pre-entry, initial contact, learning identification, preparation for assessment, assessment, verification, accreditation and certification, appeals, recording and post-RPL counselling. Research is based on an analytical and descriptive literature study. The process model requires further empirical testing.
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Management implications of the movement of children from township to suburban schools : a study of selected schools
- Authors: Mathopo, Ellen Vusiwana.
- Date: 2012-08-13
- Subjects: Blacks - Education - South Africa - Administration. , Multicultural education - South Africa - Evaluation. , Teacher-student relationships - South Africa. , Blacks - Education - Political aspects - South Africa. , Educational change - South Africa.
- Type: Thesis
- Identifier: uj:9048 , http://hdl.handle.net/10210/5511
- Description: M.Ed. , Education in South Africa is in a process of transformation. The opening of public schools to all races has resulted in the exodus of learners from township to suburban schools. Parents have transferred their children because of, among other reasons, lack of culture of learning and teaching, lack of quality teaching, lack of resources, and violence in township schools.The movement of learners from township to suburban schools has necessitated a new management technique that will accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds.Head masters and educators need to develop an approach that will lead to the transformation of the total school environment, and the creation of equal educational opportunities for learners who have for a long time been deprived quality education. Headmasters and educators need to be aware that education provided by the state to African learners is not of equal standard to white education. Therefore tolerance, empathy and understanding of the problems these learners bring with them is essential. They need to be equipped with the necessary knowledge in managing learners from diverse cultural backgrounds. They require cultural literacy and sensitivity which can be acquired through in-service training. To provide all learners with an equal opportunity to achieve in the classroom, multicultural education should be practised. Diversity of culture must be acknowledged, and teaching methods ought to be altered to accommodate the different kinds of learning styles and children with different learning needs.
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