The relationship between the perception of own locus of control and aggression of adolescent boys
- Breet, L., Myburgh, C., Poggenpoel, M.
- Authors: Breet, L. , Myburgh, C. , Poggenpoel, M.
- Date: 2010
- Subjects: Adolescent boys , Differential analysis , Locus of control , Perception , Aggressiveness in adolescence
- Type: Article
- Identifier: uj:5750 , ISSN 0256-0100 , http://hdl.handle.net/10210/7752
- Description: Aggression is increasingly seen in most parts of South African society. Aggressive behaviour of boys in secondary school often results from frustrations caused by perceived high expectations of others regarding the role, locus of control, and personality of boys. Locus of control plays an important role in a person’s perception concerning a situation and possible reactions to what is happening, or should be happening. A 56-item questionnaire, based on Rotter’s “Locus of control” questionnaire, and the DIAS Scale were used. The questionnaire was completed by 440 boys in Grades 9, 10, and 11. Various factor, item and differential statistical analyses were conducted. Three constructs were identified, i.e. physical, verbal, and indirect aggression. Results indicated that locus of control has a significant influence on verbal and indirect aggression. The differential analysis indicated that contextual variables (language of tuition, age, and grade) play a significant, but not substantial, role in aggression. Furthermore, boys with an internal locus of control are significantly and substantially less aggressive than boys with an external locus of control, with respect to physical, verbal and indirect aggression.
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- Authors: Breet, L. , Myburgh, C. , Poggenpoel, M.
- Date: 2010
- Subjects: Adolescent boys , Differential analysis , Locus of control , Perception , Aggressiveness in adolescence
- Type: Article
- Identifier: uj:5750 , ISSN 0256-0100 , http://hdl.handle.net/10210/7752
- Description: Aggression is increasingly seen in most parts of South African society. Aggressive behaviour of boys in secondary school often results from frustrations caused by perceived high expectations of others regarding the role, locus of control, and personality of boys. Locus of control plays an important role in a person’s perception concerning a situation and possible reactions to what is happening, or should be happening. A 56-item questionnaire, based on Rotter’s “Locus of control” questionnaire, and the DIAS Scale were used. The questionnaire was completed by 440 boys in Grades 9, 10, and 11. Various factor, item and differential statistical analyses were conducted. Three constructs were identified, i.e. physical, verbal, and indirect aggression. Results indicated that locus of control has a significant influence on verbal and indirect aggression. The differential analysis indicated that contextual variables (language of tuition, age, and grade) play a significant, but not substantial, role in aggression. Furthermore, boys with an internal locus of control are significantly and substantially less aggressive than boys with an external locus of control, with respect to physical, verbal and indirect aggression.
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The evaluation of an intervention programme for reception learners who experience barriers to learning and development.
- Authors: Rossi, J. , Stuart, A.
- Date: 2007
- Subjects: Reception learners , Learning ability development , Learning disability research
- Type: Article
- Identifier: uj:5759 , ISSN 2076-3433 , http://hdl.handle.net/10210/7765
- Description: It is believed that learners who experience barriers to learning and development are at risk for formal education and that stimulation can off set these barriers, ensuring that learners are able to actualise their potential. An intervention programme was designed with the aim of improving abilities in learners who had not yet attained the learning outcomes in the areas of fine-motor and/or language development. Although many research studies support educational intervention, to date insufficient attention has been paid to researching programmes of this kind. Th is programme o f intervention was effective in improving the Eye and Hand Co-ordination and Personal-Social subscales of the Griffiths Scales and the Draw-a-Person test score s of all the learners who experienced barriers in their fine-motor and/or language development. In male learners, improved scores on the Eye and Hand Co-ordination and Hearing and Speech subscales of the Griffiths Scales and the Draw-a-Person test were shown. The female learners improved on the Eye and Hand Co-ordination subscale of the Griffith Scales and the Draw-a-Person test.
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- Authors: Rossi, J. , Stuart, A.
- Date: 2007
- Subjects: Reception learners , Learning ability development , Learning disability research
- Type: Article
- Identifier: uj:5759 , ISSN 2076-3433 , http://hdl.handle.net/10210/7765
- Description: It is believed that learners who experience barriers to learning and development are at risk for formal education and that stimulation can off set these barriers, ensuring that learners are able to actualise their potential. An intervention programme was designed with the aim of improving abilities in learners who had not yet attained the learning outcomes in the areas of fine-motor and/or language development. Although many research studies support educational intervention, to date insufficient attention has been paid to researching programmes of this kind. Th is programme o f intervention was effective in improving the Eye and Hand Co-ordination and Personal-Social subscales of the Griffiths Scales and the Draw-a-Person test score s of all the learners who experienced barriers in their fine-motor and/or language development. In male learners, improved scores on the Eye and Hand Co-ordination and Hearing and Speech subscales of the Griffiths Scales and the Draw-a-Person test were shown. The female learners improved on the Eye and Hand Co-ordination subscale of the Griffith Scales and the Draw-a-Person test.
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Learner councillors’ perspectives on learner participation
- Authors: Phaswana, Edith
- Date: 2010
- Subjects: Learner councillors , Limpopo , Learner participation , Representative councils of learners , South Africa. Schools Act, 1996
- Type: Article
- Identifier: uj:5757 , ISSN 2076-3433 , http://hdl.handle.net/10210/7763
- Description: Learner participation in South Africa was legislated in 1996 through the South African Schools Act, No. 84. Since then it has been a legal requirement to establish representative councils of learners (RCL) at secondary schools (with Grade 8 and higher) countrywide. I investigate the perspectives and experiences of participation with secondary schools learners elected to serve in representative councils of learners and school governing bodies. I adopted an interpretive qualitative methodology. In-depth interviews and focus groups were used. Three categories of experiences emerged: (1) learning experiences, (2) relational experiences, and (3) challenges faced by learner councillors. The data further suggest that there is an opportunity for learners to gain skills that could be useful for them. I offer a framework for learner participation that is grounded in social learning to promote meaningful participation.
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- Authors: Phaswana, Edith
- Date: 2010
- Subjects: Learner councillors , Limpopo , Learner participation , Representative councils of learners , South Africa. Schools Act, 1996
- Type: Article
- Identifier: uj:5757 , ISSN 2076-3433 , http://hdl.handle.net/10210/7763
- Description: Learner participation in South Africa was legislated in 1996 through the South African Schools Act, No. 84. Since then it has been a legal requirement to establish representative councils of learners (RCL) at secondary schools (with Grade 8 and higher) countrywide. I investigate the perspectives and experiences of participation with secondary schools learners elected to serve in representative councils of learners and school governing bodies. I adopted an interpretive qualitative methodology. In-depth interviews and focus groups were used. Three categories of experiences emerged: (1) learning experiences, (2) relational experiences, and (3) challenges faced by learner councillors. The data further suggest that there is an opportunity for learners to gain skills that could be useful for them. I offer a framework for learner participation that is grounded in social learning to promote meaningful participation.
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Keystone Life Orientation (LO) teachers : implications for educational, social, and cultural contexts.
- Authors: Pillay, Jace
- Date: 2012
- Subjects: Life orientation teachers
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/366305 , uj:5756 , ISSN 2076-3433 , http://hdl.handle.net/10210/7762
- Description: The aim of this study was to identify and describe skills, characteristics and support networks needed by keystone Life Orientation (LO) teachers in six Gauteng schools. In this study “keystone” refers to LO teachers who make a positive impact in their schools. A qualitative research design was used to collect data through interviews, class observations, and questionnaires. Data were analysed through content analysis. The results indicate that keystone LO teachers must be skilled counselors, career guides and diverse role players. They should also be open, approachable, have integrity, be trustworthy, resolve conflict and make good use of internal and external support within the context of schools. More importantly, it was found that keystone LO teachers are determined by their ability to deal with challenges, such as child abuse, substance abuse, poverty, and HIV/AIDS within their school communities. Based on the findings, the implications for keystone LO teachers in the educational, social and cultural contexts are discussed.
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- Authors: Pillay, Jace
- Date: 2012
- Subjects: Life orientation teachers
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/366305 , uj:5756 , ISSN 2076-3433 , http://hdl.handle.net/10210/7762
- Description: The aim of this study was to identify and describe skills, characteristics and support networks needed by keystone Life Orientation (LO) teachers in six Gauteng schools. In this study “keystone” refers to LO teachers who make a positive impact in their schools. A qualitative research design was used to collect data through interviews, class observations, and questionnaires. Data were analysed through content analysis. The results indicate that keystone LO teachers must be skilled counselors, career guides and diverse role players. They should also be open, approachable, have integrity, be trustworthy, resolve conflict and make good use of internal and external support within the context of schools. More importantly, it was found that keystone LO teachers are determined by their ability to deal with challenges, such as child abuse, substance abuse, poverty, and HIV/AIDS within their school communities. Based on the findings, the implications for keystone LO teachers in the educational, social and cultural contexts are discussed.
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Girls’ career choices as a product of a gendered school curriculum: the Zimbabwean example.
- Mutekwe, Edmore, Modiba, Maropeng
- Authors: Mutekwe, Edmore , Modiba, Maropeng
- Date: 2012
- Subjects: Gender-typing , Zimbabwe , Girls' career aspirations , Girls' career choices
- Type: Article
- Identifier: uj:5755 , ISSN 0256-0100 , http://hdl.handle.net/10210/7863
- Description: The unequal distribution of boys and girls in certain subjects studied at school and its consequent unequal distribution of men and women in the occupational structure suggest some failure by schools and teachers to institute adequate measures to ensure learning equity. In this study we sought to unmask factors in the Zimbabwean school curriculum that orient girls into not only pursuing different subjects at school, but also following careers in fields traditionally stereotyped as feminine. The study was qualitative and utilized an exploratory case study as the design genre. Data were collected through classroom and extra-curricular observations and focus group discussion sessions (FGDS) with girl pupils. A sample size of 40 participants comprising 20 sixth form school girls and 20 teachers was used. These were purposively sampled from four schools. To analyse data we used simple discourse analyses. The main findings of this study were that gender role stereotypes and the patriarchal ideology communicated through the hidden curriculum reflected teachers’ attitudes and influence that contributed to girls’ career aspirations and choices.
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- Authors: Mutekwe, Edmore , Modiba, Maropeng
- Date: 2012
- Subjects: Gender-typing , Zimbabwe , Girls' career aspirations , Girls' career choices
- Type: Article
- Identifier: uj:5755 , ISSN 0256-0100 , http://hdl.handle.net/10210/7863
- Description: The unequal distribution of boys and girls in certain subjects studied at school and its consequent unequal distribution of men and women in the occupational structure suggest some failure by schools and teachers to institute adequate measures to ensure learning equity. In this study we sought to unmask factors in the Zimbabwean school curriculum that orient girls into not only pursuing different subjects at school, but also following careers in fields traditionally stereotyped as feminine. The study was qualitative and utilized an exploratory case study as the design genre. Data were collected through classroom and extra-curricular observations and focus group discussion sessions (FGDS) with girl pupils. A sample size of 40 participants comprising 20 sixth form school girls and 20 teachers was used. These were purposively sampled from four schools. To analyse data we used simple discourse analyses. The main findings of this study were that gender role stereotypes and the patriarchal ideology communicated through the hidden curriculum reflected teachers’ attitudes and influence that contributed to girls’ career aspirations and choices.
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From policy to practice : education reform in Mozambique and Marrere Teachers’ Training College.
- Guro, Manuel, Weber, Everard
- Authors: Guro, Manuel , Weber, Everard
- Date: 2010
- Subjects: Marrere Teachers’ Training College (Mozambique) , Educational change - Mozambique , Curriculum change - Mozambique , Teacher education - Mozambique
- Type: Article
- Identifier: uj:5749 , ISSN 0256-0100 , http://hdl.handle.net/10210/7751
- Description: The Mozambican government has introduced reforms of basic education, notably the introduction of interdisciplinarity, learner-centredness and new teaching pedagogies. This is a case study of how these curriculum reforms have been implemented at Marrere Teachers’ Training College. We conducted interviews with lecturers, observed their teaching practices, and studied student results to assess teaching outcomes. The study is grounded in the literatures on educational change and globalization. The problems of policy and practice have focused attention on bottom-up and top-down research, and hybrid approaches. The study of globalization has highlighted the relationship between curriculum change and the world economy. There is a paucity of research on how these developments have affected underdeveloped countries. We found that practical issues influence implementation. Lecturers did not understand the meaning of interdisciplinarity. They could, however, articulate the meaning of learnercentredness. Lesson observations showed they did not implement it. Against the backdrop of these inter-related factors, final year students performed poorly in examinations. These analyses show the complexities of the moving from policy to practice, and the global to the local.
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- Authors: Guro, Manuel , Weber, Everard
- Date: 2010
- Subjects: Marrere Teachers’ Training College (Mozambique) , Educational change - Mozambique , Curriculum change - Mozambique , Teacher education - Mozambique
- Type: Article
- Identifier: uj:5749 , ISSN 0256-0100 , http://hdl.handle.net/10210/7751
- Description: The Mozambican government has introduced reforms of basic education, notably the introduction of interdisciplinarity, learner-centredness and new teaching pedagogies. This is a case study of how these curriculum reforms have been implemented at Marrere Teachers’ Training College. We conducted interviews with lecturers, observed their teaching practices, and studied student results to assess teaching outcomes. The study is grounded in the literatures on educational change and globalization. The problems of policy and practice have focused attention on bottom-up and top-down research, and hybrid approaches. The study of globalization has highlighted the relationship between curriculum change and the world economy. There is a paucity of research on how these developments have affected underdeveloped countries. We found that practical issues influence implementation. Lecturers did not understand the meaning of interdisciplinarity. They could, however, articulate the meaning of learnercentredness. Lesson observations showed they did not implement it. Against the backdrop of these inter-related factors, final year students performed poorly in examinations. These analyses show the complexities of the moving from policy to practice, and the global to the local.
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An overview of education management in South Africa
- Authors: Moloi, Kholeka
- Date: 2007
- Subjects: Principalship , Professionalisation , School leadership , South African Standard for School Leadership , School management and organization , National Professional Qualification for Principalship
- Type: Article
- Identifier: uj:5751 , ISSN 2076-3433 , http://hdl.handle.net/10210/7753
- Description: I examine three main issues, which are directly linked to school management developments in South Africa since 1994: school leadership and management; professionalisation of principalship through the South African Standard for School Leadership (SASSL); and leading and managing the learning school. In exploring these issues I draw mainly on a systematic and comprehensive literature review of school leadership, management, and governance, commissioned by the Matthew Goniwe School of Leadership and Governance (MGSLG). The aim of the desk research was to establish ‘what is known’ and ‘what still needs to be known’ about educational leadership, management, and governance in South Africa. I also draw upon the work of the Education Management Task Team (EMTT), commissioned by the Directorate of Education Management and Governance Development in the National Department of Education. Their work drew upon the South African Schools Act (SASA) and, specifically, the recommendations of the Ministerial Task Team on Educational Management. The EMTT brief was to develop a policy framework for school leadership and management development, training and implementation, and to devise a South African Standard for School Leadership which would inform professional educational leadership programmes, leading to a National Professional Qualification for Principalship (SANPQP). The SASSL would provide a clear role description for principals, set out what is required of principals, and identify key areas of p rincipalship.
- Full Text:
- Authors: Moloi, Kholeka
- Date: 2007
- Subjects: Principalship , Professionalisation , School leadership , South African Standard for School Leadership , School management and organization , National Professional Qualification for Principalship
- Type: Article
- Identifier: uj:5751 , ISSN 2076-3433 , http://hdl.handle.net/10210/7753
- Description: I examine three main issues, which are directly linked to school management developments in South Africa since 1994: school leadership and management; professionalisation of principalship through the South African Standard for School Leadership (SASSL); and leading and managing the learning school. In exploring these issues I draw mainly on a systematic and comprehensive literature review of school leadership, management, and governance, commissioned by the Matthew Goniwe School of Leadership and Governance (MGSLG). The aim of the desk research was to establish ‘what is known’ and ‘what still needs to be known’ about educational leadership, management, and governance in South Africa. I also draw upon the work of the Education Management Task Team (EMTT), commissioned by the Directorate of Education Management and Governance Development in the National Department of Education. Their work drew upon the South African Schools Act (SASA) and, specifically, the recommendations of the Ministerial Task Team on Educational Management. The EMTT brief was to develop a policy framework for school leadership and management development, training and implementation, and to devise a South African Standard for School Leadership which would inform professional educational leadership programmes, leading to a National Professional Qualification for Principalship (SANPQP). The SASSL would provide a clear role description for principals, set out what is required of principals, and identify key areas of p rincipalship.
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A comparison of teacher stress and school climate across schools with different matric success rates
- Milner, Karen, Khoza, Harriet
- Authors: Milner, Karen , Khoza, Harriet
- Date: 2008
- Subjects: School climate , School performance , Teacher stress
- Type: Article
- Identifier: uj:5753 , ISSN 2076-3433 , http://hdl.handle.net/10210/7757
- Description: Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided by the province’s Educational District Circuit. The schools were matched in terms of area, size, resources, and equipment. Thirty-three teachers from the high performing schools and forty-two teachers from the poor performing schools participated in the study. Student’s t tests were used to assess the differences between the schools on the variables under investigation, and the results showed the teachers’ experience of stress across the different schools was not significantly different, but significant differences did emerge with regard to school climate. The implications of these findings for the study population are discussed.
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A comparison of teacher stress and school climate across schools with different matric success rates
- Authors: Milner, Karen , Khoza, Harriet
- Date: 2008
- Subjects: School climate , School performance , Teacher stress
- Type: Article
- Identifier: uj:5753 , ISSN 2076-3433 , http://hdl.handle.net/10210/7757
- Description: Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided by the province’s Educational District Circuit. The schools were matched in terms of area, size, resources, and equipment. Thirty-three teachers from the high performing schools and forty-two teachers from the poor performing schools participated in the study. Student’s t tests were used to assess the differences between the schools on the variables under investigation, and the results showed the teachers’ experience of stress across the different schools was not significantly different, but significant differences did emerge with regard to school climate. The implications of these findings for the study population are discussed.
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A case study of a learner’s transition from mainstream schooling to a school for learners with special educational needs (LSEN): lessons for mainstream education.
- Pillay, Jace, Di Terlizzi, Marisa
- Authors: Pillay, Jace , Di Terlizzi, Marisa
- Date: 2009
- Subjects: Inclusive education , Education transformation , Learners with special education needs (LSEN)
- Type: Article
- Identifier: uj:5758 , ISSN 2076-3433 , http://hdl.handle.net/10210/7764
- Description: Currently there is an international shift towards inclusive education, a means of education according to which the learner is schooled in the least restrictive environment possible, to overcome his or her challenges to learning and development. Bearing this in mind we considered the experiences of a learner with learning difficulties who transited from a mainstream school environment to a school for learners with special education needs (LSEN).1 Inclusive education and ecological systems were the theoretical underpinnings of this study. The findings revealed that the learner benefited from placement within the LSEN environment on psychological, social, and academic levels. It appears that these changes occurred as a result of being placed in an environment that provided valuable and necessary resources to meet his learning needs, which were lacking in the mainstream school environment. Therefore, it seems that while inclusive education may be a way forward to access quality education for all, it can be argued that the current South African socio-economic environment does not necessarily allow for its successful implementation, as further access to resources and facilities need to be made available. These findings provide useful lessons at regulatory, infrastructural, and instructional functional levels for what is needed for learners with special education needs to succeed in mainstream school environments.
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- Authors: Pillay, Jace , Di Terlizzi, Marisa
- Date: 2009
- Subjects: Inclusive education , Education transformation , Learners with special education needs (LSEN)
- Type: Article
- Identifier: uj:5758 , ISSN 2076-3433 , http://hdl.handle.net/10210/7764
- Description: Currently there is an international shift towards inclusive education, a means of education according to which the learner is schooled in the least restrictive environment possible, to overcome his or her challenges to learning and development. Bearing this in mind we considered the experiences of a learner with learning difficulties who transited from a mainstream school environment to a school for learners with special education needs (LSEN).1 Inclusive education and ecological systems were the theoretical underpinnings of this study. The findings revealed that the learner benefited from placement within the LSEN environment on psychological, social, and academic levels. It appears that these changes occurred as a result of being placed in an environment that provided valuable and necessary resources to meet his learning needs, which were lacking in the mainstream school environment. Therefore, it seems that while inclusive education may be a way forward to access quality education for all, it can be argued that the current South African socio-economic environment does not necessarily allow for its successful implementation, as further access to resources and facilities need to be made available. These findings provide useful lessons at regulatory, infrastructural, and instructional functional levels for what is needed for learners with special education needs to succeed in mainstream school environments.
- Full Text:
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