The role of deputy principal in managing interpersonal relationships to enhance school performance
- Authors: Sepheka, Amony Amanda
- Date: 2008-07-14T11:19:54Z
- Subjects: Assistant school principals , Training of assistant school principals , Teacher-student relationships , Teacher-principal relationships
- Type: Mini-Dissertation
- Identifier: uj:10424 , http://hdl.handle.net/10210/788
- Description: This study examines the role of the deputy principals in managing interpersonal relations to enhance school performance. The researcher sees the need to equip the deputy principals with the necessary knowledge and skills so that they can perform this task effectively. To foreground the study the researcher drew from a variety of sources including Max Weber’s bureaucratic model on theories of education management and leadership. These sources enabled the researcher to explicitly clarify the constructs, ‘interpersonal relations’ and the ‘enhancement of school performance.’ The quantitative research method was used to determine the perceptions of educators, deputy principals and principals with regard to the role of the deputy principals in managing interpersonal relations to enhance school performance. Data was collected by means of a structured questionnaire consisting of two sections, namely section B with 26 items and section C with 10 items, thus totaling a number of 36 items. This questionnaire was administered to the educators specified above in the Brits District of the North West Province of Education as well as in the Midrand Circuit. Data was analysed statistically by means of a factor analytical procedure SPSS 12, 0 which resulted in the 36 items of the questionnaire being reduced to two factors, namely; • The management of interpersonal relationships; and • Aspects influencing school performance. The study showed that there exists a statistically significant correlation between the management of interpersonal relationships and the enhancement of school performance. , Dr. L. N. Conley Professor K.C. Moloi
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- Authors: Sepheka, Amony Amanda
- Date: 2008-07-14T11:19:54Z
- Subjects: Assistant school principals , Training of assistant school principals , Teacher-student relationships , Teacher-principal relationships
- Type: Mini-Dissertation
- Identifier: uj:10424 , http://hdl.handle.net/10210/788
- Description: This study examines the role of the deputy principals in managing interpersonal relations to enhance school performance. The researcher sees the need to equip the deputy principals with the necessary knowledge and skills so that they can perform this task effectively. To foreground the study the researcher drew from a variety of sources including Max Weber’s bureaucratic model on theories of education management and leadership. These sources enabled the researcher to explicitly clarify the constructs, ‘interpersonal relations’ and the ‘enhancement of school performance.’ The quantitative research method was used to determine the perceptions of educators, deputy principals and principals with regard to the role of the deputy principals in managing interpersonal relations to enhance school performance. Data was collected by means of a structured questionnaire consisting of two sections, namely section B with 26 items and section C with 10 items, thus totaling a number of 36 items. This questionnaire was administered to the educators specified above in the Brits District of the North West Province of Education as well as in the Midrand Circuit. Data was analysed statistically by means of a factor analytical procedure SPSS 12, 0 which resulted in the 36 items of the questionnaire being reduced to two factors, namely; • The management of interpersonal relationships; and • Aspects influencing school performance. The study showed that there exists a statistically significant correlation between the management of interpersonal relationships and the enhancement of school performance. , Dr. L. N. Conley Professor K.C. Moloi
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Geborgenheid as faset van dissipline
- Authors: Du Plessis, Yvonne Cecilia
- Date: 2014-03-10
- Subjects: Discipline of children , Teacher-student relationships , Security (Psychology)
- Type: Thesis
- Identifier: uj:4237 , http://hdl.handle.net/10210/9596
- Description: M.Ed. (Educational Psychology) , In this investigation an attempt was made to ascertain how important every facet of discipline is when considering disciplinary action against children. A particular aim with this study was to ascertain if the educator creates a feeling of security with the disciplinary process, so that disciplining children takes place correctly, fairly and as tensionfree as possible, for both educator and child. From a study of the literature on this subject, it became clear that discipline is essential in the educational process. There are many ideas about and styles of discipline. In all of these, the child's longing for safety, security and meaningfulness about himself and the world he lives in, must be considered. Deeply aware of his responsibility for the the educator can give the young person the for child-in-education security he longs that order child must be child must be is riqht and Security will give the child peace of mind at home and at school. This will determine whether the child is willing to venture and explore. The child cannot explore the world around him without the educator's complete acceptance, trust and authority. Security can be created in the classroom by accepting the child for what he is, by giving him love and by creating a safe, secure space in the classroom, so that the child can discover and work meaningfully. The premise in maintaining order should be progresses to discipline - in other words, the led to self-discipline and self-control. The helped to develop the ability to discern what what is wrong. Then only, education taken place. Is discipline present and has The child must have disciplinary experience in security and safety. In the empirical investigation, the following independent variables were tested gender, language, qualifications, occupation, age, residence, religion, marital status, size of family and financial income.
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- Authors: Du Plessis, Yvonne Cecilia
- Date: 2014-03-10
- Subjects: Discipline of children , Teacher-student relationships , Security (Psychology)
- Type: Thesis
- Identifier: uj:4237 , http://hdl.handle.net/10210/9596
- Description: M.Ed. (Educational Psychology) , In this investigation an attempt was made to ascertain how important every facet of discipline is when considering disciplinary action against children. A particular aim with this study was to ascertain if the educator creates a feeling of security with the disciplinary process, so that disciplining children takes place correctly, fairly and as tensionfree as possible, for both educator and child. From a study of the literature on this subject, it became clear that discipline is essential in the educational process. There are many ideas about and styles of discipline. In all of these, the child's longing for safety, security and meaningfulness about himself and the world he lives in, must be considered. Deeply aware of his responsibility for the the educator can give the young person the for child-in-education security he longs that order child must be child must be is riqht and Security will give the child peace of mind at home and at school. This will determine whether the child is willing to venture and explore. The child cannot explore the world around him without the educator's complete acceptance, trust and authority. Security can be created in the classroom by accepting the child for what he is, by giving him love and by creating a safe, secure space in the classroom, so that the child can discover and work meaningfully. The premise in maintaining order should be progresses to discipline - in other words, the led to self-discipline and self-control. The helped to develop the ability to discern what what is wrong. Then only, education taken place. Is discipline present and has The child must have disciplinary experience in security and safety. In the empirical investigation, the following independent variables were tested gender, language, qualifications, occupation, age, residence, religion, marital status, size of family and financial income.
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Classroom communication in the Human and Social Sciences (HSS) in the senior phase
- Authors: Malinga, Khabonina Cynthia
- Date: 2012-09-12
- Subjects: Communication in education , Interaction analysis in education , Teacher-student relationships , Humanities -- Study and teaching (Secondary)
- Type: Mini-Dissertation
- Identifier: uj:10220 , http://hdl.handle.net/10210/7593
- Description: M.Ed. , The study has been influenced by a number of background factors such as The continuing concern among teachers for the improvement of classroom communication in the HSS learning area and the concern for the development of language awareness. Teachers in Amersfoort Combined School, for instance, raised concern that they need to be helped in relation to improving communication in their HSS learning area classes. The increased concern of the education departments for schools to provide quality education. In July 1999 for instance, the National Ministry for Education formulated a definite policy about the quality of education. The Tirisano education project was initiated as a matter of urgency and had to be realized in practical strategies that became the responsibility of the provinces (Brandt, H; 2001: 79). Since then many departments have been engaged in projects geared towards making quality education the norm for all public schools. The expanded role of schools in providing quality education. Many schools are attempting to make changes that allow them to deliver high quality curriculum and instruction. They have also accepted the challenge to produce quality education as a product through engaging in quality assurance as a process. n Existing literature points to the importance of communication in the classroom. Apart from the lack of communication skills in the classroom, the literature on classroom communication also points to the importance of this topic. The researcher has also acknowledged the literature documented in the past that is related to classroom communication. Hence, it is hoped that the recommendations made in the last chapter will serve to direct attention on how classroom communication should be improved in the HSS learning area classes. It is not surprising therefore, that our committed teachers in the school developed a great concern for wanting to meet the desired standards. A collective self —reflective inquiry in the form of a workshop is a suitable way to develop teachers professionally. Teachers will receive an opportunity for developing their language skills and teaching strategies. At the same time, they will gain information as to how language can be employed as a means to improve communication. Effective communication is the single most important prerequisite to effective learning. It not only helps learners to develop specific concepts about classroom content, but it also shapes their attitudes, beliefs and values about the "real world" and the people in it. In other words, communication and learning do have a causal relationship. Without effective communication, learning cannot take place.
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- Authors: Malinga, Khabonina Cynthia
- Date: 2012-09-12
- Subjects: Communication in education , Interaction analysis in education , Teacher-student relationships , Humanities -- Study and teaching (Secondary)
- Type: Mini-Dissertation
- Identifier: uj:10220 , http://hdl.handle.net/10210/7593
- Description: M.Ed. , The study has been influenced by a number of background factors such as The continuing concern among teachers for the improvement of classroom communication in the HSS learning area and the concern for the development of language awareness. Teachers in Amersfoort Combined School, for instance, raised concern that they need to be helped in relation to improving communication in their HSS learning area classes. The increased concern of the education departments for schools to provide quality education. In July 1999 for instance, the National Ministry for Education formulated a definite policy about the quality of education. The Tirisano education project was initiated as a matter of urgency and had to be realized in practical strategies that became the responsibility of the provinces (Brandt, H; 2001: 79). Since then many departments have been engaged in projects geared towards making quality education the norm for all public schools. The expanded role of schools in providing quality education. Many schools are attempting to make changes that allow them to deliver high quality curriculum and instruction. They have also accepted the challenge to produce quality education as a product through engaging in quality assurance as a process. n Existing literature points to the importance of communication in the classroom. Apart from the lack of communication skills in the classroom, the literature on classroom communication also points to the importance of this topic. The researcher has also acknowledged the literature documented in the past that is related to classroom communication. Hence, it is hoped that the recommendations made in the last chapter will serve to direct attention on how classroom communication should be improved in the HSS learning area classes. It is not surprising therefore, that our committed teachers in the school developed a great concern for wanting to meet the desired standards. A collective self —reflective inquiry in the form of a workshop is a suitable way to develop teachers professionally. Teachers will receive an opportunity for developing their language skills and teaching strategies. At the same time, they will gain information as to how language can be employed as a means to improve communication. Effective communication is the single most important prerequisite to effective learning. It not only helps learners to develop specific concepts about classroom content, but it also shapes their attitudes, beliefs and values about the "real world" and the people in it. In other words, communication and learning do have a causal relationship. Without effective communication, learning cannot take place.
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School violence directed towards educators in selected South African schools
- Authors: Abdulla, Tasneem Sheik
- Date: 2013-09-17
- Subjects: Teacher-student relationships , School violence , School discipline , School management and organization , Conflict management
- Type: Thesis
- Identifier: uj:7735 , http://hdl.handle.net/10210/8606
- Description: M.Ed. (Educational Management) , The primary purpose of this research was to investigate teachers’ experiences and perceptions of school violence directed towards them by pupils in selected South African schools. Qualitative data was collected using the interpretive approach in a case study, which was applicable because it allowed the participants to reflect on their experience in their natural setting. I used semi-structured interviews and document analysis, comprising school reports, personal journals, and newspaper articles. The sample of the study consisted of two groups of educators from each of three selected schools in Gauteng. The findings show that the participant educators experience school violence as a multifaceted phenomenon and feel that the poor management and discipline in these schools has lead to low educator morale and deterioration in the school environment, which in turn prevents effective teaching and learning. The findings also suggested that school violence takes on many forms, ranging from physical to verbal to psychological abuse. They feel they are being forced to teach in an environment polluted with threats and fear, with a resultant rippling effect of feeling unsafe and unprotected. This culminates in many educators leaving the profession either to teach abroad or leaving the government sector to work in a private teaching sector where they hope for zero tolerance of school violence. Recommendations were made for an increased level of communication between the principal and School management team (SMT) on one hand, and the educators on the other, concerning how violent attacks against educators have been addressed. Educators feel that this means of communication does not have to be labour-intensive and can be done simply by email, text message or a note during a staff or morning meeting. The presence of a counsellor or psychologist on the school premises is recommended as it will assist learners in dealing with challenges such as family factors that encompass parental separation, unstable family background, social adversities and peer pressure. The scenario that arose from this study is that a school psychologist may also be of assistance to educators, able to impart skills on anger management and offer an avenue for educators to offload their experiences of learners’ deviant behaviour. Tightening of security is also emphasised. Since the school needs good leadership, principals have to be retrained in leading the school in the new South African education dispensation. The findings revealed that this may be one of the key factors in curbing or preventing school violence. The study therefore recommends that education policymakers, school leaders and managers, parents, educators, the community and the Department of education (DoE) all work in unison to improve the school climate in those schools that are prone to school violence. Teamwork is paramount, and seminars and workshops with all stakeholders was suggested to encourage this.
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- Authors: Abdulla, Tasneem Sheik
- Date: 2013-09-17
- Subjects: Teacher-student relationships , School violence , School discipline , School management and organization , Conflict management
- Type: Thesis
- Identifier: uj:7735 , http://hdl.handle.net/10210/8606
- Description: M.Ed. (Educational Management) , The primary purpose of this research was to investigate teachers’ experiences and perceptions of school violence directed towards them by pupils in selected South African schools. Qualitative data was collected using the interpretive approach in a case study, which was applicable because it allowed the participants to reflect on their experience in their natural setting. I used semi-structured interviews and document analysis, comprising school reports, personal journals, and newspaper articles. The sample of the study consisted of two groups of educators from each of three selected schools in Gauteng. The findings show that the participant educators experience school violence as a multifaceted phenomenon and feel that the poor management and discipline in these schools has lead to low educator morale and deterioration in the school environment, which in turn prevents effective teaching and learning. The findings also suggested that school violence takes on many forms, ranging from physical to verbal to psychological abuse. They feel they are being forced to teach in an environment polluted with threats and fear, with a resultant rippling effect of feeling unsafe and unprotected. This culminates in many educators leaving the profession either to teach abroad or leaving the government sector to work in a private teaching sector where they hope for zero tolerance of school violence. Recommendations were made for an increased level of communication between the principal and School management team (SMT) on one hand, and the educators on the other, concerning how violent attacks against educators have been addressed. Educators feel that this means of communication does not have to be labour-intensive and can be done simply by email, text message or a note during a staff or morning meeting. The presence of a counsellor or psychologist on the school premises is recommended as it will assist learners in dealing with challenges such as family factors that encompass parental separation, unstable family background, social adversities and peer pressure. The scenario that arose from this study is that a school psychologist may also be of assistance to educators, able to impart skills on anger management and offer an avenue for educators to offload their experiences of learners’ deviant behaviour. Tightening of security is also emphasised. Since the school needs good leadership, principals have to be retrained in leading the school in the new South African education dispensation. The findings revealed that this may be one of the key factors in curbing or preventing school violence. The study therefore recommends that education policymakers, school leaders and managers, parents, educators, the community and the Department of education (DoE) all work in unison to improve the school climate in those schools that are prone to school violence. Teamwork is paramount, and seminars and workshops with all stakeholders was suggested to encourage this.
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Dialogic learning and problem solving in a communication studies classroom in a TVET College
- Authors: Mogoboya, Mamosuwe
- Date: 2018
- Subjects: Communication in education , College teaching , Teacher-student relationships , Interaction analysis in education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/291863 , uj:31707
- Description: Abstract: There has been growing pressure on curriculum planners and lecturers to explore methods that will reduce boredom in the lecturing and learning of content subjects such as communication studies. Lecturers in communication studies often discuss the challenge of completing all the work required by the prescribed curriculum of the Department of Higher Education and Training. They argue that there is no time for group activities and debates in the lessons. This study aims to analyze debate surrounding learning in a Communication Studies classroom in a TVET college in order to understand how interactions contribute to learning and to prove that time invested in classroom conversations is worthwhile. This is against the background of the need for communication studies students to develop communication skills that will help them solve real business issues. The ultimate goal of this learning area is to develop problem solving skills among the students, one of which is the communication skill. The inquiry used an ethnomethodology approach that contains a conversation analysis of classroom interaction patterns. This investigation was performed on the conversational video recording of Communication Studies N6 students, where Clayman and Gill’s four levels of CA were used. During the conversation participants’ opinions and perspectives were respected as they developed their ideas and judged whether there was anything beneficial to be learned from their fellow participants. The findings include six episodes from the conversation, different types of sequences and the use of gestures. The findings were used to establish if there is a link between conversations for learning (CFL) and educational practice. The study hypothesizes that communication studies lecturers will benefit from the findings and recommendations of this study and implement them in their teaching to promote a learning atmosphere and tasks that require the incorporation of conversations in the classroom. , M.Ed. (Psychology of Learning)
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- Authors: Mogoboya, Mamosuwe
- Date: 2018
- Subjects: Communication in education , College teaching , Teacher-student relationships , Interaction analysis in education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/291863 , uj:31707
- Description: Abstract: There has been growing pressure on curriculum planners and lecturers to explore methods that will reduce boredom in the lecturing and learning of content subjects such as communication studies. Lecturers in communication studies often discuss the challenge of completing all the work required by the prescribed curriculum of the Department of Higher Education and Training. They argue that there is no time for group activities and debates in the lessons. This study aims to analyze debate surrounding learning in a Communication Studies classroom in a TVET college in order to understand how interactions contribute to learning and to prove that time invested in classroom conversations is worthwhile. This is against the background of the need for communication studies students to develop communication skills that will help them solve real business issues. The ultimate goal of this learning area is to develop problem solving skills among the students, one of which is the communication skill. The inquiry used an ethnomethodology approach that contains a conversation analysis of classroom interaction patterns. This investigation was performed on the conversational video recording of Communication Studies N6 students, where Clayman and Gill’s four levels of CA were used. During the conversation participants’ opinions and perspectives were respected as they developed their ideas and judged whether there was anything beneficial to be learned from their fellow participants. The findings include six episodes from the conversation, different types of sequences and the use of gestures. The findings were used to establish if there is a link between conversations for learning (CFL) and educational practice. The study hypothesizes that communication studies lecturers will benefit from the findings and recommendations of this study and implement them in their teaching to promote a learning atmosphere and tasks that require the incorporation of conversations in the classroom. , M.Ed. (Psychology of Learning)
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Onderhandeling as faset van dissipline
- Authors: Grobler, Regina Catherina
- Date: 2014-11-04
- Subjects: Discipline of children , Negotiation , Teacher-student relationships , Parent and child
- Type: Thesis
- Identifier: uj:12750 , http://hdl.handle.net/10210/12640
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
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- Authors: Grobler, Regina Catherina
- Date: 2014-11-04
- Subjects: Discipline of children , Negotiation , Teacher-student relationships , Parent and child
- Type: Thesis
- Identifier: uj:12750 , http://hdl.handle.net/10210/12640
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
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Verhoudingstigting en die wek van gesindhede : 'n bestuurstaak van die klasonderwyser
- Authors: Van Eeden, Hermanus Pieter
- Date: 2014-04-14
- Subjects: Interaction analysis in education , Teacher-student relationships , Students - Attitudes , Teachers - Attitudes
- Type: Thesis
- Identifier: uj:10589 , http://hdl.handle.net/10210/10113
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Van Eeden, Hermanus Pieter
- Date: 2014-04-14
- Subjects: Interaction analysis in education , Teacher-student relationships , Students - Attitudes , Teachers - Attitudes
- Type: Thesis
- Identifier: uj:10589 , http://hdl.handle.net/10210/10113
- Description: M.Ed. , Please refer to full text to view abstract
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Die invloed van 'n uitkomsgebaseerde onderrigprogram op die studiehouding van leerlinge : 'n verkennende studie
- Authors: Van der Westhuizen, Theo
- Date: 2012-09-12
- Subjects: Competency based education - South Africa , Educational innovation - South Africa , Teacher-student relationships
- Type: Thesis
- Identifier: uj:10268 , http://hdl.handle.net/10210/7638
- Description: M.Ed. , The influence of an outcomes-based education program on the study attitude of learners forms the theme for this research. During 1995, the management team of a Technical College took a strategic decision to implement pilot programs in outcomes-based education. The author was appointed as project manager for these pilot programs. This research is based on the pilot program in the following course: National Certificate: Orientation to N1-Engineering. The research has been undertaken to determine whether there is a significant difference in the study attitude of learners after they have completed an outcomesbased education course. From the literature survey on study attitude, a correlation was established between study attitude and academic performance. A high measure on a standardised study attitude scale would indicate a high measure of academic performance. The underpinning theory of outcomes-based education was identified in a literature survey. This underpinning theory formed the base for the design of the outcomesbased education pilot course. The research method consists of the application of study attitude-questionnaires to learners in both the experimental and control groups followed by a focus group interview with learners in the experimental group. After a thorough study of the results, the following conclusions were made: Learners that completed an outcomes-based education program choose to carry on with outcomes—based education programs rather than return to normal educational programs. Learners find the dynamics of working in groups conducive to learning and misses this aspect of outcomes-based education when placed back in a normal classroom. The lecturer as facilitator in the outcomes-based classroom is seen as approachable and helpful while the lecturer in the normal classroom is seen as authoritarian and unapproachable. Learners find being assessed on outcomes of learning in a holistic way, rather than purely writing tests and exams, very conducive to successful learning. Outcomes-based education can be a successful educational model for South Africa. This was my personal experience during this pilot course in working with learners from traditionally underprivileged groups.
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- Authors: Van der Westhuizen, Theo
- Date: 2012-09-12
- Subjects: Competency based education - South Africa , Educational innovation - South Africa , Teacher-student relationships
- Type: Thesis
- Identifier: uj:10268 , http://hdl.handle.net/10210/7638
- Description: M.Ed. , The influence of an outcomes-based education program on the study attitude of learners forms the theme for this research. During 1995, the management team of a Technical College took a strategic decision to implement pilot programs in outcomes-based education. The author was appointed as project manager for these pilot programs. This research is based on the pilot program in the following course: National Certificate: Orientation to N1-Engineering. The research has been undertaken to determine whether there is a significant difference in the study attitude of learners after they have completed an outcomesbased education course. From the literature survey on study attitude, a correlation was established between study attitude and academic performance. A high measure on a standardised study attitude scale would indicate a high measure of academic performance. The underpinning theory of outcomes-based education was identified in a literature survey. This underpinning theory formed the base for the design of the outcomesbased education pilot course. The research method consists of the application of study attitude-questionnaires to learners in both the experimental and control groups followed by a focus group interview with learners in the experimental group. After a thorough study of the results, the following conclusions were made: Learners that completed an outcomes-based education program choose to carry on with outcomes—based education programs rather than return to normal educational programs. Learners find the dynamics of working in groups conducive to learning and misses this aspect of outcomes-based education when placed back in a normal classroom. The lecturer as facilitator in the outcomes-based classroom is seen as approachable and helpful while the lecturer in the normal classroom is seen as authoritarian and unapproachable. Learners find being assessed on outcomes of learning in a holistic way, rather than purely writing tests and exams, very conducive to successful learning. Outcomes-based education can be a successful educational model for South Africa. This was my personal experience during this pilot course in working with learners from traditionally underprivileged groups.
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Sekondêre skoolleerders se belewenis van aggressie tydens kommunikasie met hul onderwysers
- Authors: Prins, Johannes Stephanus
- Date: 2010-06-03T05:46:33Z
- Subjects: Aggressiveness in adolescence , Teacher-student relationships , Communication in education , Interpersonal communication
- Type: Thesis
- Identifier: uj:6863 , http://hdl.handle.net/10210/3295
- Description: M.Ed. , It is clear to me that the need for the teacher and the school to provide educational help and support is greater than ever before. With reference to democratic values in a multicultural society Le Roux (1997:1) is of the opinion that teachers have a lot of responsibility for both “what” and “how” learners learn. To gain better understanding in the “functioning” of the modern educational system it is of the utmost importance to investigate “how” educational goals are attained in the modern classroom. In accordance with this reasoning not only the content of the teaching and learning experience is important but also the process of educational communication (Du Plessis, 1974:5). Especially where education is viewed as help and support to the youth, the helping relationship between teachers and the learners in their care occupies a central position (Okun, 2002:21). In accordance with this view teacher and learners in this study will be seen as senders and receivers of educational verbal and non verbal messages (Goleman, 1996:116; Goleman, 2006:14; Johnson, 2006:126). If the helping relationship is of great importance to teaching and learning and if this relationship is built and maintained via teacher-learner communication, how does the experience of aggression while communicating with their teachers affect learners? What is learners’ experience of aggression while communicating with their teachers? What can be done about the experience of aggression during teacher-learner communication? This research was done in two phases. In PHASE 1 the goal was to explore and describe grade eleven learners’ experience of aggression while communicating with their teachers. In PHASE 2 the goal was the description of guidelines for communication between secondary school learners and their teachers with special reference to the handling of aggression in the communication and relationship. It is a qualitative investigation to explore and to describe learners’ experience of aggression while communicating with their teachers. The research rests on Phenomenological principles and methods (Giorgi, 2002). I followed a functional approach and the research is carried out with the view of improving my own educational practice as well as educational practice in general. The method of data collection followed is a qualitative interpretive constructivist approach to the generation of new knowledge and the specific method employed is phenomenological interviews. The research was conducted at an ex-Model C school. The sample was purposive and grade 11 learners were given an opportunity to participate in the research on a voluntary basis. Grade eleven learners were given opportunity because, in my view, in general, they have both enough experience with teachers and the vocabulary to talk about a complex phenomenon such as the experience of aggression. The methods and procedures employed made extensive use of triangulation with a view to enhancing trustworthiness. Twelve individual phenomenological interviews were conducted as well as a focus group interview. There was a total of nineteen voluntary participants of which eighteen are Afrikaans first language speakers and one is an English first language speaker. Eight boys and eleven girls participated. All of the participants are seventeen years of age. All the participants, except one boy, also wrote a naïve sketch about their experiences before the phenomenological interview or focusgroup interview was conducted. During all the interviews, as well as directly afterwards, field notes were made, by the researcher. The central question of this investigation is: “What is grade eleven learners’ experience of aggression wile communicating with their teachers?” and this question was operationalised in the individual phenomenological interviews, focus group interview, and the naïve sketches as: “How is it for you when your teachers are aggressive when they talk to you?”
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- Authors: Prins, Johannes Stephanus
- Date: 2010-06-03T05:46:33Z
- Subjects: Aggressiveness in adolescence , Teacher-student relationships , Communication in education , Interpersonal communication
- Type: Thesis
- Identifier: uj:6863 , http://hdl.handle.net/10210/3295
- Description: M.Ed. , It is clear to me that the need for the teacher and the school to provide educational help and support is greater than ever before. With reference to democratic values in a multicultural society Le Roux (1997:1) is of the opinion that teachers have a lot of responsibility for both “what” and “how” learners learn. To gain better understanding in the “functioning” of the modern educational system it is of the utmost importance to investigate “how” educational goals are attained in the modern classroom. In accordance with this reasoning not only the content of the teaching and learning experience is important but also the process of educational communication (Du Plessis, 1974:5). Especially where education is viewed as help and support to the youth, the helping relationship between teachers and the learners in their care occupies a central position (Okun, 2002:21). In accordance with this view teacher and learners in this study will be seen as senders and receivers of educational verbal and non verbal messages (Goleman, 1996:116; Goleman, 2006:14; Johnson, 2006:126). If the helping relationship is of great importance to teaching and learning and if this relationship is built and maintained via teacher-learner communication, how does the experience of aggression while communicating with their teachers affect learners? What is learners’ experience of aggression while communicating with their teachers? What can be done about the experience of aggression during teacher-learner communication? This research was done in two phases. In PHASE 1 the goal was to explore and describe grade eleven learners’ experience of aggression while communicating with their teachers. In PHASE 2 the goal was the description of guidelines for communication between secondary school learners and their teachers with special reference to the handling of aggression in the communication and relationship. It is a qualitative investigation to explore and to describe learners’ experience of aggression while communicating with their teachers. The research rests on Phenomenological principles and methods (Giorgi, 2002). I followed a functional approach and the research is carried out with the view of improving my own educational practice as well as educational practice in general. The method of data collection followed is a qualitative interpretive constructivist approach to the generation of new knowledge and the specific method employed is phenomenological interviews. The research was conducted at an ex-Model C school. The sample was purposive and grade 11 learners were given an opportunity to participate in the research on a voluntary basis. Grade eleven learners were given opportunity because, in my view, in general, they have both enough experience with teachers and the vocabulary to talk about a complex phenomenon such as the experience of aggression. The methods and procedures employed made extensive use of triangulation with a view to enhancing trustworthiness. Twelve individual phenomenological interviews were conducted as well as a focus group interview. There was a total of nineteen voluntary participants of which eighteen are Afrikaans first language speakers and one is an English first language speaker. Eight boys and eleven girls participated. All of the participants are seventeen years of age. All the participants, except one boy, also wrote a naïve sketch about their experiences before the phenomenological interview or focusgroup interview was conducted. During all the interviews, as well as directly afterwards, field notes were made, by the researcher. The central question of this investigation is: “What is grade eleven learners’ experience of aggression wile communicating with their teachers?” and this question was operationalised in the individual phenomenological interviews, focus group interview, and the naïve sketches as: “How is it for you when your teachers are aggressive when they talk to you?”
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Support teachers who experience passive aggressive behaviour in the Grade 9 classroom : the role of the educational psychologist
- Authors: Gouws, Isabel Susan
- Date: 2013-07-11
- Subjects: Educational psychologists , Inclusive education , Aggressiveness in children , School support teams , Teacher-student relationships
- Type: Thesis
- Identifier: uj:7610 , http://hdl.handle.net/10210/8476
- Description: M.Ed. (Educational Psychology) , The inclusive education shift, in South Africa, has caused classroom teachers to take on many more responsibilities than was expected from them in previous years. These increased expectations, stress and anxiety becomes heavy burdens and has a negative influence on teacher well-being. Factors such as the emotionally intense working environment, lack of time, space and resources, as well as student misbehaviour has a great negative impact on the classroom environment and the teacher‘s inner self. As this study is focused on the grade 9 classroom teacher, adolescence and misbehaviour within this developmental stage was investigated. From this investigation, passive aggression was identified as one of the main culprits of student misbehaviour when considering grade 9 learners. As this type of behaviour affects the teaching environment and is problematic for classroom management, it was found that this has a negative influence on teacher well-being. This study, therefore, aimed investigating the role of the educational psychologist, as a member of the School Based Support Team in supporting teacher well-being in classrooms where teachers are exposed to passive aggressive behaviour shown by grade 9 learners. The theoretical framework on which this research study was based, was Bronfenbrenner‘s bio-ecological systems theory. This theory emphasizes the influence that different systems have on each other, which is very important when working within the school community. An interpertive research paradigm was selected. The research approach employed within this study is qualitative. Participants were purposefully selected, from one school in the Gauteng education system. The methods used for data collection were written reflective notes, semi-structured individual interviews and qualitative content analysis was used in order to analyse the data collected. The research findings indicated that grade 9 classroom teachers have difficulty in effectively managing passive aggressive behaviour displayed by learners in their classrooms. Furthermore, it was also found that teachers perceive support, within the school, to be more focused on learners and that the support rendered is not always applicable for these teachers. This suggests that the educational psychologist, together with school management and classroom teachers should work together to emphasize support to be rendered to classroom teachers. Therefore, teacher well-being, which is a very important aspect of the teaching environment, could be supported and catered for.
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- Authors: Gouws, Isabel Susan
- Date: 2013-07-11
- Subjects: Educational psychologists , Inclusive education , Aggressiveness in children , School support teams , Teacher-student relationships
- Type: Thesis
- Identifier: uj:7610 , http://hdl.handle.net/10210/8476
- Description: M.Ed. (Educational Psychology) , The inclusive education shift, in South Africa, has caused classroom teachers to take on many more responsibilities than was expected from them in previous years. These increased expectations, stress and anxiety becomes heavy burdens and has a negative influence on teacher well-being. Factors such as the emotionally intense working environment, lack of time, space and resources, as well as student misbehaviour has a great negative impact on the classroom environment and the teacher‘s inner self. As this study is focused on the grade 9 classroom teacher, adolescence and misbehaviour within this developmental stage was investigated. From this investigation, passive aggression was identified as one of the main culprits of student misbehaviour when considering grade 9 learners. As this type of behaviour affects the teaching environment and is problematic for classroom management, it was found that this has a negative influence on teacher well-being. This study, therefore, aimed investigating the role of the educational psychologist, as a member of the School Based Support Team in supporting teacher well-being in classrooms where teachers are exposed to passive aggressive behaviour shown by grade 9 learners. The theoretical framework on which this research study was based, was Bronfenbrenner‘s bio-ecological systems theory. This theory emphasizes the influence that different systems have on each other, which is very important when working within the school community. An interpertive research paradigm was selected. The research approach employed within this study is qualitative. Participants were purposefully selected, from one school in the Gauteng education system. The methods used for data collection were written reflective notes, semi-structured individual interviews and qualitative content analysis was used in order to analyse the data collected. The research findings indicated that grade 9 classroom teachers have difficulty in effectively managing passive aggressive behaviour displayed by learners in their classrooms. Furthermore, it was also found that teachers perceive support, within the school, to be more focused on learners and that the support rendered is not always applicable for these teachers. This suggests that the educational psychologist, together with school management and classroom teachers should work together to emphasize support to be rendered to classroom teachers. Therefore, teacher well-being, which is a very important aspect of the teaching environment, could be supported and catered for.
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Identity and context: friendship and friction in a South African high school
- Authors: Dawson, Marcelle C.
- Date: 2008-10-27T06:38:44Z
- Subjects: Teacher-student relationships , Interpersonal relations in adolescence , Group identity
- Type: Thesis
- Identifier: uj:13279 , http://hdl.handle.net/10210/1329
- Description: M.A. , Identities are embedded in ‘shared experience’ and are, by implication, inherently social. It thus follows that identities are not formed, claimed, protected nor resisted in a vacuum. Contextual factors, which are influenced not only by historical processes and events, but also by current social, political and economic forces, are significant determinants of identity. In this study, one of South Africa’s former Model C schools was chosen as the research site in which to investigate the relationship between different, but related, contexts, the identities of learners, and the friendships that they formed. Three contexts were examined, namely the historical background of schooling in South Africa, the current school environment and the social context, which refers to relationships between teachers and learners. The teachers, in particular, were found to play a crucial role in shaping the learners’ identities. Their views, attitudes towards schooling and methods of teaching were informed largely by apartheid education, and most of their teaching experience was gained within this context. The general feeling among the teachers was that things had worked better in the past, under a system of segregated education. Although they did not reject or disregard the principle of equal education for all, they were not prepared or equipped beforehand to deal with the changes that the Schools Act introduced, and hence little effort was made on the part of the teachers to actively challenge racial stereotypes in a manner that underlies anti-racist education. De-racialised education did not only result in diversity in terms of ‘race’. It also changed the language and religious profile of the school. In its interrogation of these, and other, identity markers, this study assessed the ways in which the contexts, mentioned above, have impacted on the learners’ conceptions of themselves and others. It is clear that the immediate school context, which is ordered largely by teachers, provides little opportunity for seeking out shared experiences beyond obvious similarities, such as ‘race’, age, grade, sex, and language. However, despite the similarities among members of friendship groups, in terms of the more overt identity markers, learners display a tendency to group around other shared experiences, such as likes or dislikes, similar tastes or hobbies, and it is these experiences that, learners argue, have brought them together as friends. , Professor Peter Alexander Professor Tina Uys
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- Authors: Dawson, Marcelle C.
- Date: 2008-10-27T06:38:44Z
- Subjects: Teacher-student relationships , Interpersonal relations in adolescence , Group identity
- Type: Thesis
- Identifier: uj:13279 , http://hdl.handle.net/10210/1329
- Description: M.A. , Identities are embedded in ‘shared experience’ and are, by implication, inherently social. It thus follows that identities are not formed, claimed, protected nor resisted in a vacuum. Contextual factors, which are influenced not only by historical processes and events, but also by current social, political and economic forces, are significant determinants of identity. In this study, one of South Africa’s former Model C schools was chosen as the research site in which to investigate the relationship between different, but related, contexts, the identities of learners, and the friendships that they formed. Three contexts were examined, namely the historical background of schooling in South Africa, the current school environment and the social context, which refers to relationships between teachers and learners. The teachers, in particular, were found to play a crucial role in shaping the learners’ identities. Their views, attitudes towards schooling and methods of teaching were informed largely by apartheid education, and most of their teaching experience was gained within this context. The general feeling among the teachers was that things had worked better in the past, under a system of segregated education. Although they did not reject or disregard the principle of equal education for all, they were not prepared or equipped beforehand to deal with the changes that the Schools Act introduced, and hence little effort was made on the part of the teachers to actively challenge racial stereotypes in a manner that underlies anti-racist education. De-racialised education did not only result in diversity in terms of ‘race’. It also changed the language and religious profile of the school. In its interrogation of these, and other, identity markers, this study assessed the ways in which the contexts, mentioned above, have impacted on the learners’ conceptions of themselves and others. It is clear that the immediate school context, which is ordered largely by teachers, provides little opportunity for seeking out shared experiences beyond obvious similarities, such as ‘race’, age, grade, sex, and language. However, despite the similarities among members of friendship groups, in terms of the more overt identity markers, learners display a tendency to group around other shared experiences, such as likes or dislikes, similar tastes or hobbies, and it is these experiences that, learners argue, have brought them together as friends. , Professor Peter Alexander Professor Tina Uys
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Evaluation of a programme aimed at promoting constructive relationship between learners and educators in a school
- Authors: Raphuti, Makwana Johannes
- Date: 2012-09-10
- Subjects: Teacher-student relationships , Interpersonal relations , Communication in education
- Type: Mini-Dissertation
- Identifier: uj:9850 , http://hdl.handle.net/10210/7252
- Description: M.Phil. , The emergence of the democratic Republic of South Africa in April 1994, brought about many changes in the education system. Learners became partners in school management. Their elected representatives became part of the decision-making of the school. The aim of this research is to describe the development, implementation and evaluation of a programme aimed at promoting constructive relationship between learners and educators in the school.
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- Authors: Raphuti, Makwana Johannes
- Date: 2012-09-10
- Subjects: Teacher-student relationships , Interpersonal relations , Communication in education
- Type: Mini-Dissertation
- Identifier: uj:9850 , http://hdl.handle.net/10210/7252
- Description: M.Phil. , The emergence of the democratic Republic of South Africa in April 1994, brought about many changes in the education system. Learners became partners in school management. Their elected representatives became part of the decision-making of the school. The aim of this research is to describe the development, implementation and evaluation of a programme aimed at promoting constructive relationship between learners and educators in the school.
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Bestuursriglyne vir 'n gelukkige leerlinggemeenskap in die sekondêre skool
- Authors: Van Dyk, Elsa
- Date: 2014-07-28
- Subjects: High school principals , High school students - Attitudes , High school students - Psychology , High school environment , High schools - Administration , Teacher-student relationships , Authority
- Type: Thesis
- Identifier: uj:11854 , http://hdl.handle.net/10210/11586
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Van Dyk, Elsa
- Date: 2014-07-28
- Subjects: High school principals , High school students - Attitudes , High school students - Psychology , High school environment , High schools - Administration , Teacher-student relationships , Authority
- Type: Thesis
- Identifier: uj:11854 , http://hdl.handle.net/10210/11586
- Description: M.Ed. , Please refer to full text to view abstract
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The management of the code of conduct for learners at public schools
- Authors: Chauke, Verily Nyembezi
- Date: 2012-08-20
- Subjects: School management and organization , School supervision , Teacher-student relationships , School discipline , Students -- Attitudes
- Type: Mini-Dissertation
- Identifier: uj:2738 , http://hdl.handle.net/10210/6179
- Description: M.Ed. , Chapter one was mostly concerned with the statement of the problem, setting out the aims of the research, clarification of concepts as well as the methodology to be implemented. Chapter two focused on the contributions of various researchers in different countries, on the adoption of a code Conduct for learners. The functions of the school governing bodies were also outlined. The countries that were discussed are the United States of America, England and Wales, Uganda and South Africa. These countries *experience challenges on issues pertaining to the composition, learner discipline and functions of the school governing bodies. From the literature consulted, it came out that there is a need for conceptualisation of the development of school governing bodies. Attention needs to be focused on efficiency and effectiveness of school governing bodies to improve their performance. The literature revealed that there is a need to discipline learners by developing an overall school policy, where a code of conduct for learners should be explained in details. A code of conduct will lead to positive learning and personal development (paragraph 2.3). The study also revealed that there were almost similar structures of school governing bodies in the countries that were discussed, .that is, the United States of America, England and Wales, Uganda and South Africa. The state controls and manages education in the said countries. But, most of the controlling powers have been delegated to the Ic-al school governing bodies (paragraphs 2.4.1,2.5.1 and 2.5.2.1). The design of the research instrument as well as the empirical investigation was conducted in chapter three. Queitionnaires were designed to asses the respective impressions of parents, principals, educators, non-educators and learners serving in the school governing bodies (see APPENDIX A). Questionnaires were sent to 1 000 respondents and 88% of them were returned. Most of the respondents considered the items on the adoption of a code of conduct for learners to be important. The analysis and interpretation of the empirical data was discussed in chapter four. From the research conducted it can be concluded that the functions of the school governing bodies revolve around the construct of co-operative governance, governance of non-educators, governance of educators, governance of the community, governance as policy and governance of the learners. Al! these construct shown to have construct validity and high reliability and could thus serve as a basis for developing a code of conduct for learners.
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- Authors: Chauke, Verily Nyembezi
- Date: 2012-08-20
- Subjects: School management and organization , School supervision , Teacher-student relationships , School discipline , Students -- Attitudes
- Type: Mini-Dissertation
- Identifier: uj:2738 , http://hdl.handle.net/10210/6179
- Description: M.Ed. , Chapter one was mostly concerned with the statement of the problem, setting out the aims of the research, clarification of concepts as well as the methodology to be implemented. Chapter two focused on the contributions of various researchers in different countries, on the adoption of a code Conduct for learners. The functions of the school governing bodies were also outlined. The countries that were discussed are the United States of America, England and Wales, Uganda and South Africa. These countries *experience challenges on issues pertaining to the composition, learner discipline and functions of the school governing bodies. From the literature consulted, it came out that there is a need for conceptualisation of the development of school governing bodies. Attention needs to be focused on efficiency and effectiveness of school governing bodies to improve their performance. The literature revealed that there is a need to discipline learners by developing an overall school policy, where a code of conduct for learners should be explained in details. A code of conduct will lead to positive learning and personal development (paragraph 2.3). The study also revealed that there were almost similar structures of school governing bodies in the countries that were discussed, .that is, the United States of America, England and Wales, Uganda and South Africa. The state controls and manages education in the said countries. But, most of the controlling powers have been delegated to the Ic-al school governing bodies (paragraphs 2.4.1,2.5.1 and 2.5.2.1). The design of the research instrument as well as the empirical investigation was conducted in chapter three. Queitionnaires were designed to asses the respective impressions of parents, principals, educators, non-educators and learners serving in the school governing bodies (see APPENDIX A). Questionnaires were sent to 1 000 respondents and 88% of them were returned. Most of the respondents considered the items on the adoption of a code of conduct for learners to be important. The analysis and interpretation of the empirical data was discussed in chapter four. From the research conducted it can be concluded that the functions of the school governing bodies revolve around the construct of co-operative governance, governance of non-educators, governance of educators, governance of the community, governance as policy and governance of the learners. Al! these construct shown to have construct validity and high reliability and could thus serve as a basis for developing a code of conduct for learners.
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Die daarstelling van 'n effektiewe leerklimaat as onderwyskundige vaardigheid
- Pretorius, Charl Zacharias Stephanus
- Authors: Pretorius, Charl Zacharias Stephanus
- Date: 2014-02-11
- Subjects: Classroom environment , Teacher-student relationships , Teaching - Evaluation
- Type: Thesis
- Identifier: uj:3784 , http://hdl.handle.net/10210/9159
- Description: M.Ed. , Please refer to full text to view abstract
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- Authors: Pretorius, Charl Zacharias Stephanus
- Date: 2014-02-11
- Subjects: Classroom environment , Teacher-student relationships , Teaching - Evaluation
- Type: Thesis
- Identifier: uj:3784 , http://hdl.handle.net/10210/9159
- Description: M.Ed. , Please refer to full text to view abstract
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Uitnodigende kommunikasie in die onderwys
- Van der Merwe, Martinus Petrus
- Authors: Van der Merwe, Martinus Petrus
- Date: 2014-04-15
- Subjects: Communication in education , Verbal behavior , Interaction analysis in education , Teacher-student relationships
- Type: Thesis
- Identifier: uj:10715 , http://hdl.handle.net/10210/10227
- Description: D.Ed. (Educational Psychology) , Communication is an important and essential part of human life. In this study the necessity and impact of Invitational Communication in classrooms is researched. Communication in classrooms permeates the entire educational process. Academic excellence, conceptual and perceptual development of pupils as well as positive interpersonal relationships are all areas which are directly affected by the quality of the interpersonal communication between teachers and their pupils. Effective teaching therefore, must take cognizance of the importance of interpersonal communication in classrooms. Invitational communication which is based on Invitational Education concepts (the perceptual tradition and self-concept theory), is instrumental in developing unrealized potential of all participants in the teaching process. What teachers believe about their pupils will influence their behaviour towards pupils, especially their communicative behaviour. It is through this communicative behaviour that teachers have the ability to develop human potential or to destroy it. Invitational Communication provides teachers with an acceptable educational stance for interrelating with others in the classroom context. This stance is based on Intentionality, Respect, Trust and Optimism.
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- Authors: Van der Merwe, Martinus Petrus
- Date: 2014-04-15
- Subjects: Communication in education , Verbal behavior , Interaction analysis in education , Teacher-student relationships
- Type: Thesis
- Identifier: uj:10715 , http://hdl.handle.net/10210/10227
- Description: D.Ed. (Educational Psychology) , Communication is an important and essential part of human life. In this study the necessity and impact of Invitational Communication in classrooms is researched. Communication in classrooms permeates the entire educational process. Academic excellence, conceptual and perceptual development of pupils as well as positive interpersonal relationships are all areas which are directly affected by the quality of the interpersonal communication between teachers and their pupils. Effective teaching therefore, must take cognizance of the importance of interpersonal communication in classrooms. Invitational communication which is based on Invitational Education concepts (the perceptual tradition and self-concept theory), is instrumental in developing unrealized potential of all participants in the teaching process. What teachers believe about their pupils will influence their behaviour towards pupils, especially their communicative behaviour. It is through this communicative behaviour that teachers have the ability to develop human potential or to destroy it. Invitational Communication provides teachers with an acceptable educational stance for interrelating with others in the classroom context. This stance is based on Intentionality, Respect, Trust and Optimism.
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Die verwerwing van onderwysbestuursvaardighede op die mikrovlak
- Authors: Koster, Jennifer Lynne
- Date: 2014-11-04
- Subjects: Classroom management , Teaching , Teacher-student relationships
- Type: Thesis
- Identifier: uj:12768 , http://hdl.handle.net/10210/12658
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Koster, Jennifer Lynne
- Date: 2014-11-04
- Subjects: Classroom management , Teaching , Teacher-student relationships
- Type: Thesis
- Identifier: uj:12768 , http://hdl.handle.net/10210/12658
- Description: M.Ed. (Education) , Please refer to full text to view abstract
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Verhoor as faset van dissipline
- Authors: Du Toit, Frederick Daniël
- Date: 2014-07-28
- Subjects: Discipline of children , Teacher-student relationships , Parent and child , Children-Legal status, laws, etc.-South Africa
- Type: Thesis
- Identifier: uj:11907 , http://hdl.handle.net/10210/11636
- Description: M.Ed. (Educational Psychology) , This study would like to determine whether it is important to research discipline as such, before attempting to discipline a child. The question which must be answered is whether the parents' and teachers' education of a child is accepted as important when disciplining a child. A further reason for the study (research) is to accumulate information to help prepare future-teachers and to help parents to be more effective in disciplining a child. The educational implications which come to the forefront in this (study) imply, in essence the total educational challenge which must be met by parents, teachers and future-teachers. This educational challenqe is the ascertaining of juridical principles and educational principles concerned with the disciplining of a child. Because the need for better and greater discipline is a great problem in South Africa, a difficult period lies ahead which will require hard Hark in setting the record straight. Therefore, the most important findings and conclusions are the following : all teachers and parents must take up the challenge and ascertain all essential juridical aspects concerning discipline and ascertain all elementary principles of justice concerning discipline.
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- Authors: Du Toit, Frederick Daniël
- Date: 2014-07-28
- Subjects: Discipline of children , Teacher-student relationships , Parent and child , Children-Legal status, laws, etc.-South Africa
- Type: Thesis
- Identifier: uj:11907 , http://hdl.handle.net/10210/11636
- Description: M.Ed. (Educational Psychology) , This study would like to determine whether it is important to research discipline as such, before attempting to discipline a child. The question which must be answered is whether the parents' and teachers' education of a child is accepted as important when disciplining a child. A further reason for the study (research) is to accumulate information to help prepare future-teachers and to help parents to be more effective in disciplining a child. The educational implications which come to the forefront in this (study) imply, in essence the total educational challenge which must be met by parents, teachers and future-teachers. This educational challenqe is the ascertaining of juridical principles and educational principles concerned with the disciplining of a child. Because the need for better and greater discipline is a great problem in South Africa, a difficult period lies ahead which will require hard Hark in setting the record straight. Therefore, the most important findings and conclusions are the following : all teachers and parents must take up the challenge and ascertain all essential juridical aspects concerning discipline and ascertain all elementary principles of justice concerning discipline.
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Konflikhantering in die klaskamer
- Authors: Rheeders, Hendrik Andries
- Date: 2014-07-31
- Subjects: Conflict management , Classroom management , Teacher-student relationships
- Type: Thesis
- Identifier: uj:11956 , http://hdl.handle.net/10210/11683
- Description: M.Ed. (Education) , Conflict is a general phenomenon in social relationships. Due to the fact that the teacher and the pupils are together for about six hours a day, there is a great possibility that conflict can arise in the classroom. There can be a variety of reasons for this conflict. It is very important that the teacher must be aware of the fact that he is going to deal with conflict from time to time. Another important aspect for the teacher is that he must be aware of conflict, must know the different kinds of conflict as well as the reasons for the conflict that arises. Further on he must prepare himself for conflict situations so that he is able to handle it in such a way that the pupil as well as himself will benefit from these situations. The handling of conflict must become part of the teacher's daily task. He must have a positive attitude towards conflict situations and must not evade it. Every conflict situation must be analysed and handled according to the merits of the case. other aspects that need attention is the teacher-pupil relationship, communication between the teacher and his pupils and the management of the classroom. The teacher must endeavour to build a relationship of trust with his pupils. That will encourage pupils to be honest and open with the teacher. This will also enable the teacher to handle conflict situations in a positive manner and eventually both parties will benefit from this. Two-way communication should be present in the classroom. This implies that the teacher will give the pupils the opportunity to participate in classroom decisions and the setting of classroom rules. The pupils will then feel more free to discuss with him any problems they may have. The way the teacher manages his classroom is also going to have an influence on classroom conflict. His conduct towards management and leadership will enable him to limit or prevent classroom conflict or will enable him to cope with the situation.
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- Authors: Rheeders, Hendrik Andries
- Date: 2014-07-31
- Subjects: Conflict management , Classroom management , Teacher-student relationships
- Type: Thesis
- Identifier: uj:11956 , http://hdl.handle.net/10210/11683
- Description: M.Ed. (Education) , Conflict is a general phenomenon in social relationships. Due to the fact that the teacher and the pupils are together for about six hours a day, there is a great possibility that conflict can arise in the classroom. There can be a variety of reasons for this conflict. It is very important that the teacher must be aware of the fact that he is going to deal with conflict from time to time. Another important aspect for the teacher is that he must be aware of conflict, must know the different kinds of conflict as well as the reasons for the conflict that arises. Further on he must prepare himself for conflict situations so that he is able to handle it in such a way that the pupil as well as himself will benefit from these situations. The handling of conflict must become part of the teacher's daily task. He must have a positive attitude towards conflict situations and must not evade it. Every conflict situation must be analysed and handled according to the merits of the case. other aspects that need attention is the teacher-pupil relationship, communication between the teacher and his pupils and the management of the classroom. The teacher must endeavour to build a relationship of trust with his pupils. That will encourage pupils to be honest and open with the teacher. This will also enable the teacher to handle conflict situations in a positive manner and eventually both parties will benefit from this. Two-way communication should be present in the classroom. This implies that the teacher will give the pupils the opportunity to participate in classroom decisions and the setting of classroom rules. The pupils will then feel more free to discuss with him any problems they may have. The way the teacher manages his classroom is also going to have an influence on classroom conflict. His conduct towards management and leadership will enable him to limit or prevent classroom conflict or will enable him to cope with the situation.
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An Islamic perspective on educator-learner relationships
- Authors: Bahadoor, Feroza
- Date: 2011-02-28T06:26:27Z
- Subjects: Islamic education , Teacher-student relationships
- Type: Thesis
- Identifier: uj:7040 , http://hdl.handle.net/10210/3561
- Description: M.Ed. , This study grew out of a growing concern of Muslim parents that a dual system of education, namely a secular system and an Islamic one, inherently teaches Muslim learners that life is divided into the material world and the religious or spiritual world. On the contrary, the Shari'ah (Islamic law) teaches that there is no separation between secular and religious education. A Muslim's entire life is guided by a unified system of laws. Islamic education, then, seeks to help a Muslim learner succeed in this world and in the next. A significant vehicle for Islamic education is the relationship between educator and learner. This is an aspect that this study intended to clarify. Therefore, the research question is: What is an Islamic perspective on educator-learner relationships? In the attempt to answer this question, the study employed a qualitative research design. A qualitative design was considered suitable because the nature of the study was exploratory and descriptive. In other words, the researcher sought to explore the experiences and opinions of Islamic educators and learners concerning their relationships with one another. As the primary instrument for data collection, the researcher conducted focusgroup interviews with learners from the Johannesburg Muslim School and individual interviews with those educators who W!3re mentioned during the focus-group interviews. The researcher returned to the research site, namely the Johannesburg Muslim School, in order to verify the data and results. This served as a triangulation strategy. The empirical investigation was followed by a literature review, which provided a review of the existing educational literature on. educator-learner relationships. The literature review served to identify and describe significant issues influencing the topic being examined, namely, educator-learner relationships. The literature review in this study was conducted after the empirical investigation in order to avoid possible bias and pre-judgement.
- Full Text:
- Authors: Bahadoor, Feroza
- Date: 2011-02-28T06:26:27Z
- Subjects: Islamic education , Teacher-student relationships
- Type: Thesis
- Identifier: uj:7040 , http://hdl.handle.net/10210/3561
- Description: M.Ed. , This study grew out of a growing concern of Muslim parents that a dual system of education, namely a secular system and an Islamic one, inherently teaches Muslim learners that life is divided into the material world and the religious or spiritual world. On the contrary, the Shari'ah (Islamic law) teaches that there is no separation between secular and religious education. A Muslim's entire life is guided by a unified system of laws. Islamic education, then, seeks to help a Muslim learner succeed in this world and in the next. A significant vehicle for Islamic education is the relationship between educator and learner. This is an aspect that this study intended to clarify. Therefore, the research question is: What is an Islamic perspective on educator-learner relationships? In the attempt to answer this question, the study employed a qualitative research design. A qualitative design was considered suitable because the nature of the study was exploratory and descriptive. In other words, the researcher sought to explore the experiences and opinions of Islamic educators and learners concerning their relationships with one another. As the primary instrument for data collection, the researcher conducted focusgroup interviews with learners from the Johannesburg Muslim School and individual interviews with those educators who W!3re mentioned during the focus-group interviews. The researcher returned to the research site, namely the Johannesburg Muslim School, in order to verify the data and results. This served as a triangulation strategy. The empirical investigation was followed by a literature review, which provided a review of the existing educational literature on. educator-learner relationships. The literature review served to identify and describe significant issues influencing the topic being examined, namely, educator-learner relationships. The literature review in this study was conducted after the empirical investigation in order to avoid possible bias and pre-judgement.
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