Selfkonsep by onderwyspersoneel : 'n onderwysbestuursopgaaf
- Authors: Raath, Marthinus Johannes
- Date: 2014-11-20
- Subjects: Self-perception , Teachers - Self-rating of , Teacher-principal relationships
- Type: Thesis
- Identifier: uj:13029 , http://hdl.handle.net/10210/12912
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
- Authors: Raath, Marthinus Johannes
- Date: 2014-11-20
- Subjects: Self-perception , Teachers - Self-rating of , Teacher-principal relationships
- Type: Thesis
- Identifier: uj:13029 , http://hdl.handle.net/10210/12912
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
Onderwysers se selfpersepsies
- Van der Merwe, Martinus Petrus
- Authors: Van der Merwe, Martinus Petrus
- Date: 2014-06-11
- Subjects: Teachers - Self-rating of , Self-perception
- Type: Thesis
- Identifier: uj:11497 , http://hdl.handle.net/10210/11193
- Description: M.Ed. (Educational Psychology) , The purpose of this study is to determine what teachers' beliefs are concerning their profession: their tasks and behavior: their beliefs about themselves as educators: whether these beliefs enhance effective teaching: and how to ensure that teachers' beliefs about themselves are positive. If teachers make a difference in the classroom, it is essential to explore the perceptions teachers believe to be true about themselves. Although very little research has been done to determine what teachers believe about themselves, current research has indicated beyond doubt that teachers' beliefs and perceptions can no longer be regarded as of minor importance and has found that the teacher's beliefs about himself and his students, are the most important factors which determine the success of a teaching program. The point of departure is the Perceptual tradition and Self-concept theory. This tradition operates on the premise that all behavior is a function of the individual's perceived world. Each person has a unique system of perceptions about self and this self-concept: causes behavior and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the beliefs that teachers hold true about themselves in respect of certain characteristics of the effective teacher as described in earlier research. The database is a conversion of the Invitational Teaching Survey (ITS) and was used to study aspects of this phenomenon. The data involved was analyzed by means of Chi-square, a cluster analysis and a factor analysis.
- Full Text:
- Authors: Van der Merwe, Martinus Petrus
- Date: 2014-06-11
- Subjects: Teachers - Self-rating of , Self-perception
- Type: Thesis
- Identifier: uj:11497 , http://hdl.handle.net/10210/11193
- Description: M.Ed. (Educational Psychology) , The purpose of this study is to determine what teachers' beliefs are concerning their profession: their tasks and behavior: their beliefs about themselves as educators: whether these beliefs enhance effective teaching: and how to ensure that teachers' beliefs about themselves are positive. If teachers make a difference in the classroom, it is essential to explore the perceptions teachers believe to be true about themselves. Although very little research has been done to determine what teachers believe about themselves, current research has indicated beyond doubt that teachers' beliefs and perceptions can no longer be regarded as of minor importance and has found that the teacher's beliefs about himself and his students, are the most important factors which determine the success of a teaching program. The point of departure is the Perceptual tradition and Self-concept theory. This tradition operates on the premise that all behavior is a function of the individual's perceived world. Each person has a unique system of perceptions about self and this self-concept: causes behavior and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the beliefs that teachers hold true about themselves in respect of certain characteristics of the effective teacher as described in earlier research. The database is a conversion of the Invitational Teaching Survey (ITS) and was used to study aspects of this phenomenon. The data involved was analyzed by means of Chi-square, a cluster analysis and a factor analysis.
- Full Text:
Bestuursriglyne vir selfevaluering deur die onderwyser
- Authors: Heyneke, Jan Christoffel
- Date: 2014-02-11
- Subjects: Teachers - Self-rating of , School personnel management
- Type: Thesis
- Identifier: uj:3835 , http://hdl.handle.net/10210/9205
- Description: M.Ed. , Since the inception of education, assessment has Formed an integral part of the education system. Assessment in education implies the standard of applicability of assignments. Educational assessment serves to assess, grade and group teachers into categories by means of standardized guidelines. Schools where educational assessment is implemented, show clearly the constructive effect on pupils of this policy. Furthermore, it is abundantly clear that in these schools positive behavioural patterns are noted with teachers. Being subjected to continual assessment should result in enhanced professionalism in teachers. By being stimulated to assess themselves professionally, teachers will be motivated towards improving their own achievement with regard to work performance, professional development and towards fostering meaningful personal relationships with other members of the staff. In the past decades headmasters have become increasingly involved in identifying and training prospective leaders with promotion in mind. Selfassessment is imperative to the teacher who seeks promotion. The motivation and support eminating from the headmaster with regard to professional excellence, creativity and innovation will decide the extend to which his staff will respond to the inservice training opportunities provided for them. The movement towards instituting selfassessment facilities for the teacher manifests a new approach whereby the teacher can meaningfully come to terms with his own aspirations and realize his aspirations. Furthermore, the real leaders on the staff will be identified and future promotions can be realistically made. The character of a school is defined by the integrity of its training staff. The professional development of a teacher is what the managerial leader in a school is concerned about. A headmaster should be sensitive to the need in his staff to develop professionally: effective, meaningful and objective assessment on the part of the headmaster can stimulate professional growth in his staff. It follows therefore that self assessment, viewed objectively and maturely by all parties concerned, plays an important role towards establishing an accepted and effective method of teacher assessment.
- Full Text:
- Authors: Heyneke, Jan Christoffel
- Date: 2014-02-11
- Subjects: Teachers - Self-rating of , School personnel management
- Type: Thesis
- Identifier: uj:3835 , http://hdl.handle.net/10210/9205
- Description: M.Ed. , Since the inception of education, assessment has Formed an integral part of the education system. Assessment in education implies the standard of applicability of assignments. Educational assessment serves to assess, grade and group teachers into categories by means of standardized guidelines. Schools where educational assessment is implemented, show clearly the constructive effect on pupils of this policy. Furthermore, it is abundantly clear that in these schools positive behavioural patterns are noted with teachers. Being subjected to continual assessment should result in enhanced professionalism in teachers. By being stimulated to assess themselves professionally, teachers will be motivated towards improving their own achievement with regard to work performance, professional development and towards fostering meaningful personal relationships with other members of the staff. In the past decades headmasters have become increasingly involved in identifying and training prospective leaders with promotion in mind. Selfassessment is imperative to the teacher who seeks promotion. The motivation and support eminating from the headmaster with regard to professional excellence, creativity and innovation will decide the extend to which his staff will respond to the inservice training opportunities provided for them. The movement towards instituting selfassessment facilities for the teacher manifests a new approach whereby the teacher can meaningfully come to terms with his own aspirations and realize his aspirations. Furthermore, the real leaders on the staff will be identified and future promotions can be realistically made. The character of a school is defined by the integrity of its training staff. The professional development of a teacher is what the managerial leader in a school is concerned about. A headmaster should be sensitive to the need in his staff to develop professionally: effective, meaningful and objective assessment on the part of the headmaster can stimulate professional growth in his staff. It follows therefore that self assessment, viewed objectively and maturely by all parties concerned, plays an important role towards establishing an accepted and effective method of teacher assessment.
- Full Text:
Management implications of teacher self-assessment
- Authors: Mokgojoa, Phillip
- Date: 2012-09-13
- Subjects: Teacher participation in administration - South Africa. , School management and organization - South Africa. , Educational change - South Africa. , Teachers - Self-rating of , Politics and education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10362 , http://hdl.handle.net/10210/7724
- Description: M.Ed. , South Africa is entering a period of dramatic change in the way schools are run. New legislation is pointing South Africa strongly in the direction of a new school based system of management. On the other hand, various pilot studies are being conducted in some schools so as to investigate the correct assessment criteria which can be implemented successfully for the improvement of quality education. The problem is that the traditional assessment criteria which has been implemented by principals is being criticised by some teachers unions in such a way that in some black schools, the teachers' workbooks are no longer submitted to the administrators for evaluation. As this study examines the management implications of teacher self-assessment, the majority of teachers agree that the latter is helpful in the identifications of their strengths and weaknesses so that some rectifications of mistakes can be made. In this regard, the purpose of this study is to encourage teachers to participate in the school management so that the standard of education can improve. However, the researcher has discovered that the success of selfassessment depends on the teachers' commitment and honesty. Furthermore, the implementation of self-assessment can be achieved if teachers are satisfied with their needs in the school situation. In this regard, if the school is democratically managed, teachers can be easily motivated to'assess themselves because they are free to express themselves. Additionally, teachers can succeed in assessing themselves if communication and relationship are good among all stakeholders in the school situation. Never-the-less, sound self-assessment requires teachers who are willing to participate and who are capable of using assessment information in planning instructions. In this study, it has been highlighted that although self-assessment is regarded as the best management tool in improving the teachers' teaching skills for better performance, it is not formally and structurally implemented in most schools. Therefore, it is very significant that principals should play a major role in encouraging teachers to implement self-assessment by organising in-service training in which they will be advised how they can succeed in implementing it.
- Full Text:
- Authors: Mokgojoa, Phillip
- Date: 2012-09-13
- Subjects: Teacher participation in administration - South Africa. , School management and organization - South Africa. , Educational change - South Africa. , Teachers - Self-rating of , Politics and education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10362 , http://hdl.handle.net/10210/7724
- Description: M.Ed. , South Africa is entering a period of dramatic change in the way schools are run. New legislation is pointing South Africa strongly in the direction of a new school based system of management. On the other hand, various pilot studies are being conducted in some schools so as to investigate the correct assessment criteria which can be implemented successfully for the improvement of quality education. The problem is that the traditional assessment criteria which has been implemented by principals is being criticised by some teachers unions in such a way that in some black schools, the teachers' workbooks are no longer submitted to the administrators for evaluation. As this study examines the management implications of teacher self-assessment, the majority of teachers agree that the latter is helpful in the identifications of their strengths and weaknesses so that some rectifications of mistakes can be made. In this regard, the purpose of this study is to encourage teachers to participate in the school management so that the standard of education can improve. However, the researcher has discovered that the success of selfassessment depends on the teachers' commitment and honesty. Furthermore, the implementation of self-assessment can be achieved if teachers are satisfied with their needs in the school situation. In this regard, if the school is democratically managed, teachers can be easily motivated to'assess themselves because they are free to express themselves. Additionally, teachers can succeed in assessing themselves if communication and relationship are good among all stakeholders in the school situation. Never-the-less, sound self-assessment requires teachers who are willing to participate and who are capable of using assessment information in planning instructions. In this study, it has been highlighted that although self-assessment is regarded as the best management tool in improving the teachers' teaching skills for better performance, it is not formally and structurally implemented in most schools. Therefore, it is very significant that principals should play a major role in encouraging teachers to implement self-assessment by organising in-service training in which they will be advised how they can succeed in implementing it.
- Full Text:
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