Reskilling for collegiality in disadvantaged schools.
- Authors: Sabisa, Modiehi Emily
- Date: 2009-02-05T07:08:17Z
- Subjects: school management and organization , education and state , teachers' in-service training
- Type: Thesis
- Identifier: uj:14875 , http://hdl.handle.net/10210/1995
- Description: Although the necessary legislations such as the South African Schools Act and Employment Equity Act are in place, these are not implemented to effect systematic change in disadvantaged schools. The autocratic and laissez-faire styles of leadership seem to be more prevalent. Human resource management in disadvantaged schools is still based on a disempowering autocratic ethos inherited from the apartheid era. The principles of collegiality are mentioned in theory but not practised. Due to lack of power sharing, great pressure is placed on senior managers to be skilled and reskilled for collegiality. The purpose of the study was to investigate whether reskilling for collegiality in disadvantaged schools helps to enhance the work ethos of educators. This study also aimed at determining the involvement of educators in the formulation of vision, leading to a sense of ownership and enhancing prospects of successful innovation. Educational managers and educators who were purposely selected from disadvantaged primary and secondary schools in Poortjie in the Vaal Triangle were interviewed. Verbatim-transcribed data was further analysed using the constant comparative method. The research findings suggested that reskilling for collegiality in poorly managed schools is necessary. The Department of Education is not doing enough to educate both school management teams and educators on reskilling for collegiality. Research findings also indicated that most principals tend to use autocratic, as opposed to collegial styles of leadership. It also appears that the school system needs to transform its culture from one of control to one where autonomy, participative management and empowerment are valued. In view of the foregoing discussion it is recommended that a joint effort by the Department of Education, principals, teachers, and non-government organisations is needed to solve the problem. Moreover, structuring professional development programmes for educators by the latter and learning how techniques should be employed within the career development of educators through the appointment, induction, in-service training and the transitional stages are highly valued.
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The use of digital video conferencing to support the teaching and learning of deaf learners.
- Authors: Naiker, Vasidevan Subreya
- Date: 2008-10-21T12:34:42Z
- Subjects: deaf children's education , educational technology , teachers' in-service training , computer assisted instruction
- Type: Thesis
- Identifier: uj:13037 , http://hdl.handle.net/10210/1291
- Description: M.Ed. , This study explores how digital video conferencing (DVC) supports the teaching and learning of Deaf learners providing access to an appropriate curriculum. Whilst there are policies addressing the educational needs of the Deaf in South Africa, there are still gaps between policy and practice, as a result there are not enough visible results that ensure equal access and equal opportunities. The lack of visual educational technologies that support the delivery of instruction in schools for the Deaf in South Africa create barriers to effective teaching and learning. The main aim of this study is, how does digital video conferencing support the teaching and learning of Deaf. Also, the experiences of Deaf learners who are exposed to digital video conferencing technologies will be described. The findings will be used to make recommendations for improving the teaching and learning strategies in Deaf education. This study also examines how Digital Video Conferencing and related educational technologies support the teaching and learning of Deaf learners. According to DEAFSA, 2002, 14.43% of learners within special educational needs are Deaf. In my 14 years experience in Deaf education, and 11 years as principal of the school for Deaf learners, I have found that barriers exist in Deaf learners who are part of the system. The constructivist theory which focuses on the individual in the learning process, will be used in this study. This study proves that Digital video conferencing intervention can minimize the barriers that exist in Deaf education and afford learners the opportunity to participate in and make use of their natural language, that is South African Sign Language. The qualitative research design is therefore most appropriate for this study, since the focus is to obtain data that could facilitate an understanding of the experience of Deaf learners, whose teaching and learning sites are supported using digital video conferencing technologies. The video recorded responses from Deaf participants increased the validity of the data. The participants in this study are twelve grade 10 (N1) Deaf learners from Tshwane north. The participants being Deaf learners in this research project receive instruction as activities from their educator using DVC. The findings revealed that DVC liberates learners with special needs and their teachers, especially, opening up opportunities for the Deaf in particular. DVC technology must be seen as an educational tool to support the delivery of the exciting National Curriculum Statements (NCS) curriculum, and more importantly, supports the communicative modes of the Deaf, and in doing, so improves the status of Deaf education in South Africa Finally this new role requires the educator of the Deaf to assume responsibility for creating within Deaf learners a desire to learn (Storbeck, 1998). In doing so, using DVC technologies would foster an ethos of achievement among Deaf learners. DVC technology provides exactly what the Deaf have been waiting for, that is educational technologies that would support the acquisition of their natural language, South African Sign Language. The use of DVC technology in the teaching and learning of Deaf learners in South Africa is a new concept, therefore it is necessary for the teacher of the Deaf to use instructional methods that motivate learners and encourage active learning. , Prof. J. Pillay
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Self-empowerment for teachers as an aspect of curriculum development.
- Authors: Mashathini, Nditsheni Frans
- Date: 2008-06-05T11:38:34Z
- Subjects: teachers' in-service training , teacher effectiveness , in-service training , curriculum planning , principals' in-service training , Limpopo(South Africa)
- Type: Thesis
- Identifier: uj:8969 , http://hdl.handle.net/10210/543
- Description: The research was mainly confined to secondary schools in the Limpopo Province where a lack of self-empowerment amongst the educators is the order of the day. The research question of the study was generated as follows: Does the lack of self-empowerment amongst the teachers in the Limpopo Province (Region 3) have a negative impact on the development of a common self-empowerment for the teachers? The main objectives of the research were to give teachers some guidelines for efficient as well as successful self-empowerment practices for better functioning and service in secondary schools in the Limpopo Province. The hypothesis generated was formulated as follows: The development of self-empowerment by teachers which maintain good relationships with their community will result in the strong possibility that they will have fewer development problems. The research was conducted by means of a phenomenological approach. The following concepts were defined: self-empowerment, curriculum development, development for whole school curriculum development, involvement and participation. Historical perceptions of teachers and their participation and involvement were highlighted and the history of self-empowerment in the Limpopo Province was discussed. The composition of the teachers fell into two categories, namely, untrained and under- trained (as far as self-empowerment is concerned) teachers. The importance of the teachers’ involvement in self-empowerment was discussed under the following sub- headings: curriculum vision, decision making, design and development, policy-making, appointment of curriculum teaching staff and building and renovating curriculum. The principal may be involved in the self-empowerment activities through the self-empowerment committee. Principals and teachers must receive their knowledge in self-empowerment development during their training at seminars and conferences in order to play their roles in the community-self-empowerment relationships. As a result, principals will be enabled to fulfill their tasks as cooperative facilitators and as relationship establishers in the community-self-empowerment relations. For example, principals must see to it that teachers must be considered as collaborators in the self-empowerment process, since they have a strong role to play in their learners’ learning and behaviour. In the second place, principals should be friendly towards the teachers because complete frankness makes for good relationships. This, in due course, can bear fruit so that all go well that ends well to the benefit of the whole school. , Dr. M.C. van Loggerenberg
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