Objectivity as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Boso, Nolwandle Mabel
- Date: 2012-08-14
- Subjects: Objectivity , Feedback (Psychology) , Teachers -- Rating of
- Type: Mini-Dissertation
- Identifier: uj:9214 , http://hdl.handle.net/10210/5663
- Description: M.Ed. , There has been a concern among academics as to what factors constitute the competence of the teacher. This study forms part of a greater ongoing research project concerning teacher competence and its assessment. The project focuses on researching teacher opinions on teacher competence identified by the initial research of Grobler and Van der Men,ve (1995: 2) who identified the following factors of teacher competence namely: the learning environment; professional commitment; order and discipline; educational foundation; reflection; cooperative ability; effectiveness; and leadership
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Objectivity as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Boso, Nolwandle Mabel
- Date: 2012-08-14
- Subjects: Objectivity , Feedback (Psychology) , Teachers -- Rating of
- Type: Mini-Dissertation
- Identifier: uj:9214 , http://hdl.handle.net/10210/5663
- Description: M.Ed. , There has been a concern among academics as to what factors constitute the competence of the teacher. This study forms part of a greater ongoing research project concerning teacher competence and its assessment. The project focuses on researching teacher opinions on teacher competence identified by the initial research of Grobler and Van der Men,ve (1995: 2) who identified the following factors of teacher competence namely: the learning environment; professional commitment; order and discipline; educational foundation; reflection; cooperative ability; effectiveness; and leadership
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Time management as an aspect of the learning environment : implication for the management of teacher competence
- Mukhithi, Mukondeleli Margaret
- Authors: Mukhithi, Mukondeleli Margaret
- Date: 2012-09-07
- Subjects: School management and organization -- Planning , Time management , Teachers -- Rating of , Teachers -- Training of -- Evaluation
- Type: Mini-Dissertation
- Identifier: uj:9770 , http://hdl.handle.net/10210/7177
- Description: M.Ed. , In this chapter an analysis and interpretation of some of the empirical data was undertaken. The construct validity of the research instrument was investigated by means of two successive factor analysis which reduced the 108 items to just two factors namely: Educative competence consisting of 81 items with a reliability coefficient of 0,978 and Collaborative competence consisting of 27 items with a reliability of 0,918. The statistical analysis of the research was rationed to a comparison of one example of two independent groups and one example of three or more independent groups. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. An instrument which has construct validity should also be able to distinguish between groups which are known to differ from one another. It can be seen from the data in Table 4.5 that many of the groups which one expects to differ significantly from one another do indeed differ in their perceptions of educative and collaborative competence. These differences were discussed and possible reasons for the differences in factor mean scores were postulated.
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- Authors: Mukhithi, Mukondeleli Margaret
- Date: 2012-09-07
- Subjects: School management and organization -- Planning , Time management , Teachers -- Rating of , Teachers -- Training of -- Evaluation
- Type: Mini-Dissertation
- Identifier: uj:9770 , http://hdl.handle.net/10210/7177
- Description: M.Ed. , In this chapter an analysis and interpretation of some of the empirical data was undertaken. The construct validity of the research instrument was investigated by means of two successive factor analysis which reduced the 108 items to just two factors namely: Educative competence consisting of 81 items with a reliability coefficient of 0,978 and Collaborative competence consisting of 27 items with a reliability of 0,918. The statistical analysis of the research was rationed to a comparison of one example of two independent groups and one example of three or more independent groups. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. An instrument which has construct validity should also be able to distinguish between groups which are known to differ from one another. It can be seen from the data in Table 4.5 that many of the groups which one expects to differ significantly from one another do indeed differ in their perceptions of educative and collaborative competence. These differences were discussed and possible reasons for the differences in factor mean scores were postulated.
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Empowerment as an aspect of leadership : implication for the management of teacher competence
- Authors: Naidoo, Dhana Latchmee
- Date: 2012-08-22
- Subjects: Educational leadership , Teachers -- Rating of , Competency based education -- South Africa , Leadership -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:2968 , http://hdl.handle.net/10210/6394
- Description: M.Ed. , Chapter one was concerned with defining the problem, setting out the general and specific aims of the research and research methodology implemented and the clarification of concepts used in the study, is explained. Chapter two focuses on the literature review of: The nature and essence of competence associated with empowerment; and Leadership of empowerment. According to the literature study a central component of teacher empowerment is knowledge and mastery of competence skills. These components empower teachers to pursue their profession with confidence and authority (see 2.2 p. 15). Research has shown that leadership is no longer centralized. it extends to and is shared by the staff. Good leaders will always stress the importance of collaboration, consultation and participation. According to the literature study the leadership which is appropriate to empower teachers are: Leadership empowerment (see 2.3 p. 18) Leadership of Chan& (see 2.4 p.19), and Collaborative and Team Leadership (see 2.5 p. 20) A design of the research project was explained in chapter three together with a discussion of the items involved with empowerment as an aspect of leadership. All the questions relevant to leadership of empowerment resulted in mean scores ranging from 2,88 to 4,05. The analysis, interpretation and discussion of the empirical data was discussed in chapter four. A set of biographical aspects which could possibly influence teacher competence were analysed. These aspects were taken up in a questionnaire in the form of questions, which attempted to gauge teacher perceptions as to their perceived level of competence. Finally the factor analyses were done and followed up by a series of univariate and multivariate statistical tests to test the various hypotheses regarding teachers' perceptions- in respect of the two factors: educative competence and collaborative competence. Hotteling's. T2 test was used to examine the difference in the vector mean scores of the two factors taken together. Where significant differences occurred at the multivariate level, the were further investigated by means of the student t-test. For three or more groups, the multivariate hypothesis in respect of educative competence for four different post levels were investigated using the Manova. Where significant difference occurred, further investigation took place by means of Anova an Sheffi tests. After this a brief summary of the aspects touched upon in this present research, and findings emanating from the research are made. These are briefly illuminated and recommendation for the management of teacher competence are made.
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- Authors: Naidoo, Dhana Latchmee
- Date: 2012-08-22
- Subjects: Educational leadership , Teachers -- Rating of , Competency based education -- South Africa , Leadership -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:2968 , http://hdl.handle.net/10210/6394
- Description: M.Ed. , Chapter one was concerned with defining the problem, setting out the general and specific aims of the research and research methodology implemented and the clarification of concepts used in the study, is explained. Chapter two focuses on the literature review of: The nature and essence of competence associated with empowerment; and Leadership of empowerment. According to the literature study a central component of teacher empowerment is knowledge and mastery of competence skills. These components empower teachers to pursue their profession with confidence and authority (see 2.2 p. 15). Research has shown that leadership is no longer centralized. it extends to and is shared by the staff. Good leaders will always stress the importance of collaboration, consultation and participation. According to the literature study the leadership which is appropriate to empower teachers are: Leadership empowerment (see 2.3 p. 18) Leadership of Chan& (see 2.4 p.19), and Collaborative and Team Leadership (see 2.5 p. 20) A design of the research project was explained in chapter three together with a discussion of the items involved with empowerment as an aspect of leadership. All the questions relevant to leadership of empowerment resulted in mean scores ranging from 2,88 to 4,05. The analysis, interpretation and discussion of the empirical data was discussed in chapter four. A set of biographical aspects which could possibly influence teacher competence were analysed. These aspects were taken up in a questionnaire in the form of questions, which attempted to gauge teacher perceptions as to their perceived level of competence. Finally the factor analyses were done and followed up by a series of univariate and multivariate statistical tests to test the various hypotheses regarding teachers' perceptions- in respect of the two factors: educative competence and collaborative competence. Hotteling's. T2 test was used to examine the difference in the vector mean scores of the two factors taken together. Where significant differences occurred at the multivariate level, the were further investigated by means of the student t-test. For three or more groups, the multivariate hypothesis in respect of educative competence for four different post levels were investigated using the Manova. Where significant difference occurred, further investigation took place by means of Anova an Sheffi tests. After this a brief summary of the aspects touched upon in this present research, and findings emanating from the research are made. These are briefly illuminated and recommendation for the management of teacher competence are made.
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The impact of management styles on staff appraisal system in schools
- Authors: Khumalo, Richard
- Date: 2012-08-27
- Subjects: Teachers -- Rating of , Education -- Management -- Rating of
- Type: Thesis
- Identifier: uj:3258 , http://hdl.handle.net/10210/6666
- Description: M.Ed. , Although education remains a key for preparing South Africa to be part of the competitive global world, school managers continue to threaten educator appraisal that is undoubtedly an important aspect towards the realization of schools' effectiveness and efficiency. The researcher investigated how management styles impact on the developmental appraisal system in schools. The study was conducted in four selected schools in the Johannesburg North district in Gauteng and the study was conducted through the use of ethnographic interviews and observations. While the Department of Education and the unions advocated an appraisal system that aims at improving teaching and learning experience through educator development, research findings suggest that schools are complex organizations, some management styles contribute to the dismal failure of the appraisal system and the appraisal system will in practice waste educators' valuable time for teaching.
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- Authors: Khumalo, Richard
- Date: 2012-08-27
- Subjects: Teachers -- Rating of , Education -- Management -- Rating of
- Type: Thesis
- Identifier: uj:3258 , http://hdl.handle.net/10210/6666
- Description: M.Ed. , Although education remains a key for preparing South Africa to be part of the competitive global world, school managers continue to threaten educator appraisal that is undoubtedly an important aspect towards the realization of schools' effectiveness and efficiency. The researcher investigated how management styles impact on the developmental appraisal system in schools. The study was conducted in four selected schools in the Johannesburg North district in Gauteng and the study was conducted through the use of ethnographic interviews and observations. While the Department of Education and the unions advocated an appraisal system that aims at improving teaching and learning experience through educator development, research findings suggest that schools are complex organizations, some management styles contribute to the dismal failure of the appraisal system and the appraisal system will in practice waste educators' valuable time for teaching.
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Encouragement as an aspect of transparent feedback : implications for the management of teacher competence
- Mashile, Alexander Makidikwe
- Authors: Mashile, Alexander Makidikwe
- Date: 2012-09-05
- Subjects: Motivation in education , Teachers -- Rating of , School superintendents -- South Africa , Personnel management -- South Africa -- Case studies , Competency based education -- Research -- South
- Type: Mini-Dissertation
- Identifier: uj:9578 , http://hdl.handle.net/10210/7001
- Description: M.Ed. , It is clear from Table 4.1 that respondents regard educational managers as being fairly competent during their feedback. From the data on Table 4.1 and its discussions, the following important findings were made: Educational managers do encourage their teachers to use creative teaching techniques - Table 4.1 ranking 1 with a mean score of 3,71. - Educational managers do ensure that teachers' achievements are announced to all relevant stakeholders - this is evident by this question ranking 2 in Table 4.1 with a mean score of 2,90. - Educational managers do encourage their teachers to appraise themselves before the actual feedback process - Table 4.1 ranking 3 in Table 4.1 with a mean score of 2,81. - Educational• managers do also use workshops to familiarise teachers with the appraisal process - Table 4.1 ranking 4 with a mean score of 2,76. From the above information, it is interesting to note that workshops on familiarising teachers with the appraisal process was attended to even though literature indicates that this factor is least attended to, refer to Chapter 2. Encouragement as an aspect of transparent feedback would therefore mean that both the educational manager and the teacher being appraised know what is expected of them. The educational manager should have learnt the behavioural skills to motivate, cherish, inspire, reassure and confidence building, such as the nodding of the head, as a sign of reassuring good responses from the teacher; smiling, as a means of inspiring; leaning forward towards the teacher, as a way of motivating him to come up with suggestions. Teachers do need encouragement where least expected, such as during appraisal feedback where teachers have a negative attitude about its implementation. 5.2.2 Validity and Reliability Validity of the research contents were proved by several experts who judged the relevancy of each item of the questionnaire. Reliability was tested by a procedure which involved a principal component analysis and a principal factor analysis which were performed using the BMDP 4M program. The validity and reliability of the questionnaire served as a basis for evaluating feedback competence of the educational manager. 5.2.3 Statistical analysis No statistical differences were found regarding - gender and - post level and their feedback competence (see table 4.1)
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- Authors: Mashile, Alexander Makidikwe
- Date: 2012-09-05
- Subjects: Motivation in education , Teachers -- Rating of , School superintendents -- South Africa , Personnel management -- South Africa -- Case studies , Competency based education -- Research -- South
- Type: Mini-Dissertation
- Identifier: uj:9578 , http://hdl.handle.net/10210/7001
- Description: M.Ed. , It is clear from Table 4.1 that respondents regard educational managers as being fairly competent during their feedback. From the data on Table 4.1 and its discussions, the following important findings were made: Educational managers do encourage their teachers to use creative teaching techniques - Table 4.1 ranking 1 with a mean score of 3,71. - Educational managers do ensure that teachers' achievements are announced to all relevant stakeholders - this is evident by this question ranking 2 in Table 4.1 with a mean score of 2,90. - Educational managers do encourage their teachers to appraise themselves before the actual feedback process - Table 4.1 ranking 3 in Table 4.1 with a mean score of 2,81. - Educational• managers do also use workshops to familiarise teachers with the appraisal process - Table 4.1 ranking 4 with a mean score of 2,76. From the above information, it is interesting to note that workshops on familiarising teachers with the appraisal process was attended to even though literature indicates that this factor is least attended to, refer to Chapter 2. Encouragement as an aspect of transparent feedback would therefore mean that both the educational manager and the teacher being appraised know what is expected of them. The educational manager should have learnt the behavioural skills to motivate, cherish, inspire, reassure and confidence building, such as the nodding of the head, as a sign of reassuring good responses from the teacher; smiling, as a means of inspiring; leaning forward towards the teacher, as a way of motivating him to come up with suggestions. Teachers do need encouragement where least expected, such as during appraisal feedback where teachers have a negative attitude about its implementation. 5.2.2 Validity and Reliability Validity of the research contents were proved by several experts who judged the relevancy of each item of the questionnaire. Reliability was tested by a procedure which involved a principal component analysis and a principal factor analysis which were performed using the BMDP 4M program. The validity and reliability of the questionnaire served as a basis for evaluating feedback competence of the educational manager. 5.2.3 Statistical analysis No statistical differences were found regarding - gender and - post level and their feedback competence (see table 4.1)
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Intentionality as an aspect of invitational feedback :implications for the management of teacher competence
- Authors: Zulu, Pearl Phumzile
- Date: 2012-08-23
- Subjects: Feedback (Psychology) , Teaching -- Aims and objectives , Teachers -- Rating of , Competency based education
- Type: Thesis
- Identifier: uj:3108 , http://hdl.handle.net/10210/6525
- Description: M. Ed. , The main aim of the research was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The research highlighted that teacher competence and competent feedback, during and after appraisal, can promote the effectiveness of the teachers. It was of vital importance that this research essay focused on intentionality because it is a lynch pin between competent feedback and teacher competence. Intentionality is a component of invitational feedback and a must for any educational endeavour. In order for teachers to teach effectively and facilitate learning, intentionality from educational managers will have to be employed in order to enhance the goals of the education system in South Africa. 5.2 SUMMARY OF IMPORTANT FINDINGS A descriptive analysis of how the questions pertaining to this research essay on intentionality were rated and ranked will now be offered. The questions were as follows: 5.2.1 Descriptive analysis Looking at all the questions on intentionality as an aspect of invitational feedback, the responses in general show that intentionally invitational feedback provided by educational managers is good. This is highlighted by all the mean scores which are above average when compared to the questionnaire which has the ideal score of 5, represented by always. However, educational managers can improve their skills of communication by always providing intentionally invitational feedback. The question on sincerity (= 17) has a mean score 3,35 and ranked 1,which shows that respondents view sincere educational managers as those who provide good intentionally invitational feedback. Such educational managers assist teachers in a just cause and provide competent feedback. This type of communication has purposeful intentions which will improve their skills of competence and thus promote their professional development (See: Chapter 2, 5.5 Table 4.1) The question on responsibility (B81) has a mean score 3,34 and ranked 2,which highlights the fact that respondents view accountable educational managers as those who provide intentionally invitational feedback. Accountability will enable educational managers to provide a range of developmental opportunities for teachers that will empower them in every educational sphere (See: Chapter 2, 2.5.2, Table 4.1). With regard to the question on participation (c= 93), which has a mean score 3,03 and ranked 5, the responses revealed that educational managers who employ participatory management are those who provide intentionally invitational feedback. This type of communication will allow teachers to be involved in the design of an action plan. This involvement will enable teachers to work as a team and participate in decision-making process and problem-solving situations (See: Chapter 2, 2.5.1, Table 4.1). From the analysis of the views of the respondents on items concerning intentionality as an aspect of invitational feedback, it is evident that intentionality holds together all the elements of invitational feedback because it is a purposeful act which is invitational.
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- Authors: Zulu, Pearl Phumzile
- Date: 2012-08-23
- Subjects: Feedback (Psychology) , Teaching -- Aims and objectives , Teachers -- Rating of , Competency based education
- Type: Thesis
- Identifier: uj:3108 , http://hdl.handle.net/10210/6525
- Description: M. Ed. , The main aim of the research was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The research highlighted that teacher competence and competent feedback, during and after appraisal, can promote the effectiveness of the teachers. It was of vital importance that this research essay focused on intentionality because it is a lynch pin between competent feedback and teacher competence. Intentionality is a component of invitational feedback and a must for any educational endeavour. In order for teachers to teach effectively and facilitate learning, intentionality from educational managers will have to be employed in order to enhance the goals of the education system in South Africa. 5.2 SUMMARY OF IMPORTANT FINDINGS A descriptive analysis of how the questions pertaining to this research essay on intentionality were rated and ranked will now be offered. The questions were as follows: 5.2.1 Descriptive analysis Looking at all the questions on intentionality as an aspect of invitational feedback, the responses in general show that intentionally invitational feedback provided by educational managers is good. This is highlighted by all the mean scores which are above average when compared to the questionnaire which has the ideal score of 5, represented by always. However, educational managers can improve their skills of communication by always providing intentionally invitational feedback. The question on sincerity (= 17) has a mean score 3,35 and ranked 1,which shows that respondents view sincere educational managers as those who provide good intentionally invitational feedback. Such educational managers assist teachers in a just cause and provide competent feedback. This type of communication has purposeful intentions which will improve their skills of competence and thus promote their professional development (See: Chapter 2, 5.5 Table 4.1) The question on responsibility (B81) has a mean score 3,34 and ranked 2,which highlights the fact that respondents view accountable educational managers as those who provide intentionally invitational feedback. Accountability will enable educational managers to provide a range of developmental opportunities for teachers that will empower them in every educational sphere (See: Chapter 2, 2.5.2, Table 4.1). With regard to the question on participation (c= 93), which has a mean score 3,03 and ranked 5, the responses revealed that educational managers who employ participatory management are those who provide intentionally invitational feedback. This type of communication will allow teachers to be involved in the design of an action plan. This involvement will enable teachers to work as a team and participate in decision-making process and problem-solving situations (See: Chapter 2, 2.5.1, Table 4.1). From the analysis of the views of the respondents on items concerning intentionality as an aspect of invitational feedback, it is evident that intentionality holds together all the elements of invitational feedback because it is a purposeful act which is invitational.
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Personal mastery as an aspect of leadership : implication for the management of teacher competence
- Authors: Govender, Premapragasan
- Date: 2012-09-12
- Subjects: Teachers -- Rating of , Teachers -- Training of -- South Africa -- Evaluation , Competency based education -- South Africa , Leadership -- Evaluation , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10266 , http://hdl.handle.net/10210/7636
- Description: M.Ed. , Chapter one provides the motivation for the study and a description of the problems. It outlines the aim of the research, the methodology used and clarifies certai ►,concepts that will be used in this study. Chapter two focussed on the exposition of the topic of the research project, that is PERSONAL MASTERY AS AN ASPECT OF LEADERSHIP : IMPLICATION FOR THE MANAGEMENT OF TEACHER COMPETENCE. The main aim of the research project was to determine whether personal mastery, as an aspect of leadership, can serve to enhance teacher competence. In order to realise this aim a literature survey was undertaken and this served as a foundation upon which the empirical research could be based. The discussion in Chapter two centres around teacher competence, leadership and personal mastery. The study supports the view that throughout a teacher's career, teachers will be changing the scope of their competence, through becoming more specialist, through moving into newly developing areas of professional work or through taking on management or leadership roles, and they will also be continuously developing the quality of their work in a number of areas, beyond the level of competence to one of proficiency, expertise or personal mastery. The design of the research project was explained in Chapter three. A description of the empirical investigation was provided. The questionnaire was discussed and the course of the research was briefly indicated. All the questions relevant to leadership resulted in high mean scores that is between 3,64 to 4,35. The analysis and interpretation of the empirical data was discussed in Chapter four. The construct validity of the research instrument was investigated by means of two successive factor analyses which reduced the 108 items to just two factors namely : Educative competence consisting of 81 items with a reliability co-efficient of 0,978; and Collaborative competence consisting of 27 items with a reliability coefficient of 0, 918.
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- Authors: Govender, Premapragasan
- Date: 2012-09-12
- Subjects: Teachers -- Rating of , Teachers -- Training of -- South Africa -- Evaluation , Competency based education -- South Africa , Leadership -- Evaluation , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10266 , http://hdl.handle.net/10210/7636
- Description: M.Ed. , Chapter one provides the motivation for the study and a description of the problems. It outlines the aim of the research, the methodology used and clarifies certai ►,concepts that will be used in this study. Chapter two focussed on the exposition of the topic of the research project, that is PERSONAL MASTERY AS AN ASPECT OF LEADERSHIP : IMPLICATION FOR THE MANAGEMENT OF TEACHER COMPETENCE. The main aim of the research project was to determine whether personal mastery, as an aspect of leadership, can serve to enhance teacher competence. In order to realise this aim a literature survey was undertaken and this served as a foundation upon which the empirical research could be based. The discussion in Chapter two centres around teacher competence, leadership and personal mastery. The study supports the view that throughout a teacher's career, teachers will be changing the scope of their competence, through becoming more specialist, through moving into newly developing areas of professional work or through taking on management or leadership roles, and they will also be continuously developing the quality of their work in a number of areas, beyond the level of competence to one of proficiency, expertise or personal mastery. The design of the research project was explained in Chapter three. A description of the empirical investigation was provided. The questionnaire was discussed and the course of the research was briefly indicated. All the questions relevant to leadership resulted in high mean scores that is between 3,64 to 4,35. The analysis and interpretation of the empirical data was discussed in Chapter four. The construct validity of the research instrument was investigated by means of two successive factor analyses which reduced the 108 items to just two factors namely : Educative competence consisting of 81 items with a reliability co-efficient of 0,978; and Collaborative competence consisting of 27 items with a reliability coefficient of 0, 918.
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