The effectiveness of the developmental appraisal system in Thokoza primary schools.
- Authors: Seheshe, Molapisi Jacob
- Date: 2009-02-05T07:12:04Z
- Subjects: rating of teachers , primary school teachers , school management teams , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8082 , http://hdl.handle.net/10210/2011
- Description: M.Ed. , Educators face the pressure of accountability from parents, employers, the state and the society. The success of teaching and learning at schools depends on the educator’s commitment and capabilities. The central question was : How can we describe the effectiveness of the developmental appraisal system at Thokoza primary schools and what are the reasons for a lack of commitment, capabilities and performance in the teaching staff? The focus of the study was a package of factors including the network of relationships in which educators are involved, which may be addressed to revitalize educators’ performances. The study was geographically confined to Thokoza Primary Schools in the East Rand. A convenient sample was chosen. Tools used were, questionnaires and interviews among educators and principals, and a critical review of the related literature. The project did not aim at generalization of the results but a sample, in depth understanding of the education situation concerning the developmental appraisal system at Thokoza Primary Schools.
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Primary school teacher's perceptions of the influence of ICT on their educational practices.
- Authors: Phala, Sophy Thembani
- Date: 2008-10-27T06:35:31Z
- Subjects: primary school teachers , computer-assisted instruction , educational technology , teaching practice
- Type: Thesis
- Identifier: uj:13148 , http://hdl.handle.net/10210/1316
- Description: M.Ed. , The focus of this practitioner's research inquiry is primary educators’ perceptions and conceptions, and thus their self-evaluation on the impact of the introduction of computers on their educational practice. Its main aim was to explore and capture the way primary school educators in Gauteng, South Africa, who participated in the study perceived the impact of the introduction of computers on their educational practice. The case study was conducted within the parameters of the relevant literature review to determine the impact of the introduction of computers on educational practice of educators worldwide. It looked at the way in which educators utilise both current and emerging computer technologies and how they express their perceptions and conceptions of the impact of the introduction of computers on their educational practice. A further aim was to identify trends in educational technologies in developing countries; to identify the benefits and limitations of computer technology in education around the world and to position this study within the South African context. This research also looked into educators as facilitators and creators of the learner and educator support material (LESM), producing a product of high quality. Educators through their personal research into technology could express, create and discover which in turn informed and impacted on their didactics and pedagogies which indirectly has a positive effect on the learners. Based on this research, the paper concludes that computer technology enables educators to find new ways of unlocking reality for learners to attribute meaning to it in a more comprehensive manner. , Dr. G.V. Lautenbach
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Teacher collaboration: strategies to overcome barriers to effective collaboration in the foundation phase.
- Authors: Naidu, Raganee
- Date: 2008-10-21T12:02:45Z
- Subjects: primary school teachers , teacher effectiveness , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:12992 , http://hdl.handle.net/10210/1287
- Description: M.Ed. , This study investigates the characteristics of effective collaboration, which can be distilled from existing teaching practice in the Foundation Phase (of a particular primary school in Lenasia, Gauteng). The relevance of collaborative and collegial practices and the various ways in which it could be incorporated into schools is explored. Collaborative schools are places where the underlying norms, values and beliefs support, encourage and reinforce teamwork, collegiality and interactions about problems of practice in schools where the staff have developed and nourished a collaborative culture, the energies and skills of everyone are unlocked. The main argument is that collaboration, as a part of the school will foster a sense of professional community that can support wide project planning and innovation. The type of analysis used in this study is a conversation and ethnomethodological analysis as well as its concomitant conversation analysis connected to an ethnographic case study inquiry. The processes of data collection and data analysis are described and the main themes, which emerged from the different data sources, are identified. These themes are disclosed within the framework of collaborative and collegial practices The findings revealed five important themes, which formed the pivot around which members in the case study school engaged in collaborative relationships. Firstly the teachers were learning with and from colleagues in a range of ways, including team teaching, collaborative planning, being mentored and mentoring others. Secondly a close reflection and evaluation of practice with colleagues was evident. Thirdly PDF Created with deskPDF PDF Writer - Trial :: http://www.docudesk.com teachers’ participation in whole school or team collaborative inquiry and problem solving remains a norm in the case study school. They thus develop resources and ideas with colleagues. The school described in the case study developed a collective commitment to a learning culture. Teachers therefore engage and contribute to an optimal mix of individual and organizational processes leading to the school’s ultimate success. Professional learning includes organizational learning as well as individual learning. This is evidenced by members identifying shared professional development needs, working together in planning, implementing and evaluating school initiatives, sharing research findings to guide and enhance practice as well as engaging in professional conversations about teaching and learning. , Mr. W.A. Janse van Rensburg
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The role of school management teams in the transformation of Ivory Park primary schools
- Authors: Mokoena, Zanele Reineth
- Date: 2008-10-14T11:25:59Z
- Subjects: school management teams , primary school teachers , educational change
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/378473 , uj:12105 , http://hdl.handle.net/10210/1184
- Description: M.Ed. , The South African education system has undergone radical changes since the democratic elections in 1994. This phenomenon (democratic elections) brought along its own challenges to educational leaders and managers. The vital principles underpinning the new approach focus mainly on transforming the education system, which is presently characterized by hierarchical and authoritarian structures and culture, into a more participatory system. This is therefore the critical time for School Management Teams (SMTs) in Ivory Park primary school to effect and manage changes in such a way that quality education will be the eventual outcome. This study has highlighted the following: • The SMTs in Ivory Park primary schools view vision as one of the most prominent aspects in the larger picture of transformational leadership. They realize that the vision will only be a reality when it has been shared with staff members. • Decentralization of power plays a vital role: this means that the line between the SMTs and educators is not tightly drawn, and roles are shared by leaders with stakeholders. • Some aspects of the centralization of power – such as lack of open communication and transparency – lead to dissatisfaction and frustration among educators. • The principal practice the principles of power investment by understanding that the staff members need to be empowered through workshops so that they (the staff) can function to the best of their abilities. • The SMTs realize that teams are an essential part of effective schools; therefore, in order for them to excel in both effectiveness and efficiency they have to build and integrate teams with complementary skills which are committed to a common purpose. • The major concern voiced by the respondents was the autocratic management approach applied by principles. , Mr. T.S. Hlongwane
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