Economic factors as an aspect of culturally sensitive feedback : implication for the management of teacher competence
- Authors: Mapaila, Kholiswa Renee
- Date: 2012-09-07
- Subjects: Feedback (Psychology) , Schools -- Economic aspects -- South Africa , Group relations training -- Research -- South Africa , Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9722 , http://hdl.handle.net/10210/7133
- Description: M.Ed. , In chapter one, the background to the study was discussed and the problem of the research stated. The research aims were stated and the empirical perspective and the methodology of achieving these aims were given. In addition a division according to chapters was made. Chapter two focused on the literature survey of competent feedback and economic factors as an aspect of culturally sensitive feedback and its implications for the management of teacher competence. In chapter three the design of the research project was explained. The design of the research instrument was a structured questionnaire consisting of 106 open-ended items (see Appendix A). The empirical investigation of the survey was presented. This study entailed random sampling of educators from post level one to post level six in the different provinces. In chapter four the attention was given to the presentation, analysis and interpretation of data. The responses to each question item were presented in the form of tables indicating mean scores, followed by an analysis and interpretation of data presented. The overall aim of this research essay as stated in chapter one were achieved as indicated in the following findings.
- Full Text:
- Authors: Mapaila, Kholiswa Renee
- Date: 2012-09-07
- Subjects: Feedback (Psychology) , Schools -- Economic aspects -- South Africa , Group relations training -- Research -- South Africa , Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9722 , http://hdl.handle.net/10210/7133
- Description: M.Ed. , In chapter one, the background to the study was discussed and the problem of the research stated. The research aims were stated and the empirical perspective and the methodology of achieving these aims were given. In addition a division according to chapters was made. Chapter two focused on the literature survey of competent feedback and economic factors as an aspect of culturally sensitive feedback and its implications for the management of teacher competence. In chapter three the design of the research project was explained. The design of the research instrument was a structured questionnaire consisting of 106 open-ended items (see Appendix A). The empirical investigation of the survey was presented. This study entailed random sampling of educators from post level one to post level six in the different provinces. In chapter four the attention was given to the presentation, analysis and interpretation of data. The responses to each question item were presented in the form of tables indicating mean scores, followed by an analysis and interpretation of data presented. The overall aim of this research essay as stated in chapter one were achieved as indicated in the following findings.
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Classroom climate as an aspect of the learning environment : implications for the management of teacher competence
- Authors: Moloi, Kholeka Constance
- Date: 2012-08-17
- Subjects: Classroom environment -- Psychological aspects , Educational innovations -- South Africa , Teachers -- Rating of -- South Africa , Competency based education -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2623 , http://hdl.handle.net/10210/6070
- Description: M.Ed. , One of the most critical educational problems confronting policymakers, educators and parents in our schools, is the restoration of the culture of teaching and learning. There is an emerging consensus among all stakeholders about educational transformation geared towards school improvement. School improvement is a distinct approach to educational change that enhances student outcomes as well as strengthening the school's capacity for managing change. The aim of this research study was to examine how teacher competence, which is a key factor to organisational effectiveness, can be developed and managed towards school success. In the context of the changing political, social, economic and technological environments in which schools find themselves, it is essential that schools find a niche in order to survive in the competitive market of education. This research study pointed out that teacher competence encompasses aspects such as organisational planning of work, innovation teacher dedication and commitment to excellence. It was also indicated that the commitment, visibility and accessibility of senior management in the school, is a priority to the success of any school program in the school. Thus, symbolic leadership of management should communicate and be committed to the values of the school. Subsequently, it is imperative that all members of the school should support modifications in organisational structures, information and development systems which should lay emphasis upon attitudes, values, norms, competence, knowledge and skills. The major findings of this research study were that a conducive classroom climate to learning, pupil involvement. and unceasing support to motivate learners yielded positive student outcomes. Literature reviewed in this study clearly indicated that educative and collaborative competence were essential for school effectiveness.
- Full Text:
- Authors: Moloi, Kholeka Constance
- Date: 2012-08-17
- Subjects: Classroom environment -- Psychological aspects , Educational innovations -- South Africa , Teachers -- Rating of -- South Africa , Competency based education -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2623 , http://hdl.handle.net/10210/6070
- Description: M.Ed. , One of the most critical educational problems confronting policymakers, educators and parents in our schools, is the restoration of the culture of teaching and learning. There is an emerging consensus among all stakeholders about educational transformation geared towards school improvement. School improvement is a distinct approach to educational change that enhances student outcomes as well as strengthening the school's capacity for managing change. The aim of this research study was to examine how teacher competence, which is a key factor to organisational effectiveness, can be developed and managed towards school success. In the context of the changing political, social, economic and technological environments in which schools find themselves, it is essential that schools find a niche in order to survive in the competitive market of education. This research study pointed out that teacher competence encompasses aspects such as organisational planning of work, innovation teacher dedication and commitment to excellence. It was also indicated that the commitment, visibility and accessibility of senior management in the school, is a priority to the success of any school program in the school. Thus, symbolic leadership of management should communicate and be committed to the values of the school. Subsequently, it is imperative that all members of the school should support modifications in organisational structures, information and development systems which should lay emphasis upon attitudes, values, norms, competence, knowledge and skills. The major findings of this research study were that a conducive classroom climate to learning, pupil involvement. and unceasing support to motivate learners yielded positive student outcomes. Literature reviewed in this study clearly indicated that educative and collaborative competence were essential for school effectiveness.
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Relationships as an aspect of order and discipline : implication for the management of teacher competence
- Authors: Masher, Trevor Frederick
- Date: 2012-09-10
- Subjects: Teacher-student relationships -- South Africa , Discipline of children -- Educational aspects , Teachers -- Training of -- Evaluation , Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9861 , http://hdl.handle.net/10210/7262
- Description: M.Ed. , Chapter one dealt with defining the problem, setting out general and specific aims of the research as well as the methodology to be implemented. Chapter two focused on the literature review of: An OVERVIEW of competence which briefly examines the meaning of competence. An important distinction is made between competence as a capacity and competence as a disposition. The former term is employed broadly when we evaluate individuals in realizing their aspirations to the standards of whatever professional activity that they are engaged in, whereas the latter term is used to label particular abilities as a competent piece of driving or writing (see 2.2.p. 7). A COMPETENT TEACHER can be defined as an efficient yet flexible person. These are teachers who are caring by doing what they can to make learning interesting, exciting and satisfying. Their pupils learn well, admire and respect them, and usually like them personally (see 2.2.1.0). DISCIPLINE involves the managing of students behaviour that disturbs the rights of others. It also includes measures to alleviate the problem of discipline in class. Discipline creates an educational climate that promotes optimal learning (see 2.4. p.9). HUMAN RELATIONSHIPS are very necessary for order and discipline to prevail in schools. Good human relationships creates harmonious conditions for all stakeholders and also fosters a culture of teaching and learning. It also leads to an environment of order so that education proceeds effectively. Chapter three explains the design of the research project together with an explication of the questions relating to human relationships as an aspect of order and discipline. All the questions resulted in high mean scores, that is between 3,72 to 4,41. Chapter four discusses the analysis, interpretation and discussion of the empirical data. Findings from the literature survey in respect of human relationships as an aspect of order and discipline and the implication for the management of teacher competence. Good human relationships are essential in all walks of life. Human relationships include relationships with the self and one's actions and communications with others (Dawis, Fruehling & Oldham, 1989: 267). It is noticed that human relations are initiated in the family. Here one learns as sense of ethical behaviour by listening to evidence from one's parents. It is also learnt that the relationship between teachers and pupils should have messages of praise in order for pupils to be open and receptive to their teachers in the learning environment (see 2.4.5. p.14) This also means that the teachers have to be competent in the disciplining of pupils. The teacher who is unable to maintain order and discipline in the classroom will most probably be labelled as an incompetent teacher (see 2.5. p.19). Important empirical finding in respect of teacher competence.
- Full Text:
- Authors: Masher, Trevor Frederick
- Date: 2012-09-10
- Subjects: Teacher-student relationships -- South Africa , Discipline of children -- Educational aspects , Teachers -- Training of -- Evaluation , Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9861 , http://hdl.handle.net/10210/7262
- Description: M.Ed. , Chapter one dealt with defining the problem, setting out general and specific aims of the research as well as the methodology to be implemented. Chapter two focused on the literature review of: An OVERVIEW of competence which briefly examines the meaning of competence. An important distinction is made between competence as a capacity and competence as a disposition. The former term is employed broadly when we evaluate individuals in realizing their aspirations to the standards of whatever professional activity that they are engaged in, whereas the latter term is used to label particular abilities as a competent piece of driving or writing (see 2.2.p. 7). A COMPETENT TEACHER can be defined as an efficient yet flexible person. These are teachers who are caring by doing what they can to make learning interesting, exciting and satisfying. Their pupils learn well, admire and respect them, and usually like them personally (see 2.2.1.0). DISCIPLINE involves the managing of students behaviour that disturbs the rights of others. It also includes measures to alleviate the problem of discipline in class. Discipline creates an educational climate that promotes optimal learning (see 2.4. p.9). HUMAN RELATIONSHIPS are very necessary for order and discipline to prevail in schools. Good human relationships creates harmonious conditions for all stakeholders and also fosters a culture of teaching and learning. It also leads to an environment of order so that education proceeds effectively. Chapter three explains the design of the research project together with an explication of the questions relating to human relationships as an aspect of order and discipline. All the questions resulted in high mean scores, that is between 3,72 to 4,41. Chapter four discusses the analysis, interpretation and discussion of the empirical data. Findings from the literature survey in respect of human relationships as an aspect of order and discipline and the implication for the management of teacher competence. Good human relationships are essential in all walks of life. Human relationships include relationships with the self and one's actions and communications with others (Dawis, Fruehling & Oldham, 1989: 267). It is noticed that human relations are initiated in the family. Here one learns as sense of ethical behaviour by listening to evidence from one's parents. It is also learnt that the relationship between teachers and pupils should have messages of praise in order for pupils to be open and receptive to their teachers in the learning environment (see 2.4.5. p.14) This also means that the teachers have to be competent in the disciplining of pupils. The teacher who is unable to maintain order and discipline in the classroom will most probably be labelled as an incompetent teacher (see 2.5. p.19). Important empirical finding in respect of teacher competence.
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Co-operation as an aspect of professional commitment : implication for the management of teacher competence
- Authors: Mvelase, Sipho Mandla
- Date: 2012-08-23
- Subjects: Cooperativeness -- Case studies , Professional ethics , Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:3135 , http://hdl.handle.net/10210/6554
- Description: M.Ed. , This research project is aimed at eliciting input and opinions from teachers on how they perceive teacher competence. Theoretical constructs around which teacher competence is designed, are: the learning environment professional commitment order and discipline educational foundation teacher reflection co-operative ability efficiency; and leadership style These constructs are reduced to two factors, namely collaborative and educative competences. This study concentrates on co-operation as an aspect of professional commitment, and its implication for the management of teacher competence. Co-operation is defined as a "harmony model" whose aims are a collective sense of responsibility and participant management and therefore communal decision-making. It was found that co-operation in education could be divided into co-operative learning and co-operative teaching. It was further discovered that true professionals will invariably participate on people-strategy teams, collaborative teaching teams and encourage collaborative learning by the students. Certain skills were found to be essential if teachers are to positively influence learning gains in co-operative learning, e.g. giving complete explanations to questions; structured rotation of individual roles; meeting needs of high achievers and not retard them; direction-giver; generator of additional answers. Since very little is done by way of teacher development, cooperative teaching teams were found to serve as substitutes in developing teachers' talents and their competence.
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- Authors: Mvelase, Sipho Mandla
- Date: 2012-08-23
- Subjects: Cooperativeness -- Case studies , Professional ethics , Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:3135 , http://hdl.handle.net/10210/6554
- Description: M.Ed. , This research project is aimed at eliciting input and opinions from teachers on how they perceive teacher competence. Theoretical constructs around which teacher competence is designed, are: the learning environment professional commitment order and discipline educational foundation teacher reflection co-operative ability efficiency; and leadership style These constructs are reduced to two factors, namely collaborative and educative competences. This study concentrates on co-operation as an aspect of professional commitment, and its implication for the management of teacher competence. Co-operation is defined as a "harmony model" whose aims are a collective sense of responsibility and participant management and therefore communal decision-making. It was found that co-operation in education could be divided into co-operative learning and co-operative teaching. It was further discovered that true professionals will invariably participate on people-strategy teams, collaborative teaching teams and encourage collaborative learning by the students. Certain skills were found to be essential if teachers are to positively influence learning gains in co-operative learning, e.g. giving complete explanations to questions; structured rotation of individual roles; meeting needs of high achievers and not retard them; direction-giver; generator of additional answers. Since very little is done by way of teacher development, cooperative teaching teams were found to serve as substitutes in developing teachers' talents and their competence.
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Educators' perceptions of the role of contextual factors in educator appraisal
- Authors: Molapo, Molefe Robert
- Date: 2012-08-22
- Subjects: Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:3014 , http://hdl.handle.net/10210/6436
- Description: M.Ed. , Educator evaluations of the past have given way to a new system of performance evaluation known as the Developmental Appraisal System (DAS). Considerable effort and time has gone into the structuring, piloting and introduction of the new system in order that educators could have a system, which did not only point out their weaknesses, but that their strong points could also be acknowledged and nurtured for the betterment of their professional practice. However, the aspect of context in the DAS manual has somehow been superficially presented and this aspect forms the basis of this research. The DAS manual simply states that some core criteria may be made optional on the basis of contextual factors prevailing at the institution. The manual does not explain in detail what that means and somehow leaves this to the panels to interpret explicitly and a great possibility exists that the panels might overlook this aspect to the detriment of the appraisee (person being appraised). On the other hand, another possibility exists that some educators might want to bring in their own interpretations of what context implies, which may create some misunderstandings right at the onset of such appraisal. It is thus important that the aspect of context be understood and treated with care during appraisal. School settings differ considerably where some schools are relatively disadvantaged in a number of respects such as, the environment not being educationally stimulating, socio-economic problems, political implications, etc. Others may be better off and thriving in more advantaged types of settings. Clearly, educators in the former-mentioned setting would be found to be making more sacrifices in their work to make up for the numerous deficiencies experienced, than the educators in the latter-mentioned type of setting. This then raises the issue of fairness, which this research highlights at the very beginning to try and put the issue of context and contextual factors in perspective. To be able to explore the concerns mentioned above, educators were consulted through the use of a structured questionnaire, to share their perceptions on the role of contextual factors in educator appraisal. Their responses together with the information from the literature review provided answers to the research questions.
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- Authors: Molapo, Molefe Robert
- Date: 2012-08-22
- Subjects: Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:3014 , http://hdl.handle.net/10210/6436
- Description: M.Ed. , Educator evaluations of the past have given way to a new system of performance evaluation known as the Developmental Appraisal System (DAS). Considerable effort and time has gone into the structuring, piloting and introduction of the new system in order that educators could have a system, which did not only point out their weaknesses, but that their strong points could also be acknowledged and nurtured for the betterment of their professional practice. However, the aspect of context in the DAS manual has somehow been superficially presented and this aspect forms the basis of this research. The DAS manual simply states that some core criteria may be made optional on the basis of contextual factors prevailing at the institution. The manual does not explain in detail what that means and somehow leaves this to the panels to interpret explicitly and a great possibility exists that the panels might overlook this aspect to the detriment of the appraisee (person being appraised). On the other hand, another possibility exists that some educators might want to bring in their own interpretations of what context implies, which may create some misunderstandings right at the onset of such appraisal. It is thus important that the aspect of context be understood and treated with care during appraisal. School settings differ considerably where some schools are relatively disadvantaged in a number of respects such as, the environment not being educationally stimulating, socio-economic problems, political implications, etc. Others may be better off and thriving in more advantaged types of settings. Clearly, educators in the former-mentioned setting would be found to be making more sacrifices in their work to make up for the numerous deficiencies experienced, than the educators in the latter-mentioned type of setting. This then raises the issue of fairness, which this research highlights at the very beginning to try and put the issue of context and contextual factors in perspective. To be able to explore the concerns mentioned above, educators were consulted through the use of a structured questionnaire, to share their perceptions on the role of contextual factors in educator appraisal. Their responses together with the information from the literature review provided answers to the research questions.
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Frankness as an aspect of transparent feedback : implications for the management of teacher competence
- Authors: Seshabela, Daniel
- Date: 2012-09-11
- Subjects: Teachers -- Rating of -- South Africa , Teachers -- Self-rating of , Educational change -- South Africa , Teacher-student relationships -- South Africa , Honesty
- Type: Mini-Dissertation
- Identifier: uj:9992 , http://hdl.handle.net/10210/7385
- Description: M.Ed. , No matter how good our schools are, or how good they have been, schools must be even be better in the future to meet the needs of a rapidly changing world. The teachers must be committed to creating a climate in which excellence can thrive (Spanbauer, 1993: 13). Spanbauer (1992: 7) further states that top management needs to play a major role in promoting the process of learning and teaching and make appropriate changes in policies, procedures, systems and quality improvement techniques. According to Barnett (1994: 73) we live in a changing society where today's competencies are not tomorrow's. He goes further and states that the behaviour of teachers as human beings is unpredictable in various situations and it is, therefore, difficult to identify teacher competence. Teachers at schools should be competent at all times because teachers are in loco parentis to the pupils. This means that while children are in their charge it is the duty of the teachers to take as much care of pupils and to be professionally committed to them and to be as concerned for their safety and welfare as prudent parents (Wright, 1972: 132). Wright further states that teachers should be competent because if they fail to use their competence to protect pupils and pupils are harmed because of teacher incompetence, teachers may find themselves held legally responsible and liable to pay heavy damages. This means that teachers should be competent to make the environment conducive to teaching and learning. The schools can be improved through teacher participation, cooperation and trust. Structural aspects that might be used to restructure and transform educational culture include training of teachers, performance appraisal systernF, principal and teacher preparation, planning and control mechanisms, accounting procedures and centralizing and decentralizing of authority (Cunningham & Gresso, 1993: 23). Parents and other stakeholders in education are unhappy about the presence of incompetent teachers in the teaching profession (Bridges, 1992: 2). Bridges (1992: 2) adds that for many years parents have expressed their reservation about teaching quality in annual polls of the public's attitudes towards public schools. The competence of teachers in those schools should be investigated. The presence of incompetent teachers in the teaching profession casts a dark shadow on the grounds of those who are overworked, underpaid and unappropriated for their efforts and accomplishments (Bridges, 1993: 3). According to Williams (1984: 106) the competence of many teachers is highly questionable and the authors must begin to make effort to mute it out. Teacher competence should, therefore, be researched to distinguish between competent and incompetent teachers.
- Full Text:
- Authors: Seshabela, Daniel
- Date: 2012-09-11
- Subjects: Teachers -- Rating of -- South Africa , Teachers -- Self-rating of , Educational change -- South Africa , Teacher-student relationships -- South Africa , Honesty
- Type: Mini-Dissertation
- Identifier: uj:9992 , http://hdl.handle.net/10210/7385
- Description: M.Ed. , No matter how good our schools are, or how good they have been, schools must be even be better in the future to meet the needs of a rapidly changing world. The teachers must be committed to creating a climate in which excellence can thrive (Spanbauer, 1993: 13). Spanbauer (1992: 7) further states that top management needs to play a major role in promoting the process of learning and teaching and make appropriate changes in policies, procedures, systems and quality improvement techniques. According to Barnett (1994: 73) we live in a changing society where today's competencies are not tomorrow's. He goes further and states that the behaviour of teachers as human beings is unpredictable in various situations and it is, therefore, difficult to identify teacher competence. Teachers at schools should be competent at all times because teachers are in loco parentis to the pupils. This means that while children are in their charge it is the duty of the teachers to take as much care of pupils and to be professionally committed to them and to be as concerned for their safety and welfare as prudent parents (Wright, 1972: 132). Wright further states that teachers should be competent because if they fail to use their competence to protect pupils and pupils are harmed because of teacher incompetence, teachers may find themselves held legally responsible and liable to pay heavy damages. This means that teachers should be competent to make the environment conducive to teaching and learning. The schools can be improved through teacher participation, cooperation and trust. Structural aspects that might be used to restructure and transform educational culture include training of teachers, performance appraisal systernF, principal and teacher preparation, planning and control mechanisms, accounting procedures and centralizing and decentralizing of authority (Cunningham & Gresso, 1993: 23). Parents and other stakeholders in education are unhappy about the presence of incompetent teachers in the teaching profession (Bridges, 1992: 2). Bridges (1992: 2) adds that for many years parents have expressed their reservation about teaching quality in annual polls of the public's attitudes towards public schools. The competence of teachers in those schools should be investigated. The presence of incompetent teachers in the teaching profession casts a dark shadow on the grounds of those who are overworked, underpaid and unappropriated for their efforts and accomplishments (Bridges, 1993: 3). According to Williams (1984: 106) the competence of many teachers is highly questionable and the authors must begin to make effort to mute it out. Teacher competence should, therefore, be researched to distinguish between competent and incompetent teachers.
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Teachers' experiences of teaching children from informal settlements
- Authors: Manga, Nalini
- Date: 2012-09-07
- Subjects: Squatters -- School education -- South Africa , Teachers of children with social disabilities , Teachers -- Rating of -- South Africa , Squatter settlements -- South Africa -- Social conditions
- Type: Thesis
- Identifier: uj:9785 , http://hdl.handle.net/10210/7190
- Description: D.Ed. , With the dawning of the new democratic South Africa the 'dream' of a a unified education system was realised. Children who previously attended racially segregated schools are now all being educated in desegregated schools. This meteoric change has been eagerly embraced by most of the people of South Africa. Change at macro level often means change at micro level as well. For teachers within the education system this meant the challenge of providing equitable education for all. Schools in Lenasia, previously administered by the House of Delegates (concerned specifically with the education of Indian), began admitting black children from Soweto and the informal settlements around Lenasia since 1989. Soon after their admission teachers from some of the schools requested assistance from the school psychologist attached to the now defunct House of Delegates. They reported that they were experiencing difficulty teaching the children from the informal settlements. This request by the teachers provided the impetus for the research. The overriding aim was to determine what the concerns were and to develop strategies for addressing the concerns. A review of the research literature revealed that the concerns would be most appropriately identified within the naturalistic paradigm. The teachers were chosen as the unit of analysis. This was based on the finding that there was a dearth of research studies which focused on "teachers' voices". Listening to the teachers themselves is important. The aims of the research were a) to gather information on the teachers' experiences of teaching children from the informal settlements b) to describe the conditions which prevail, beliefs and attitudes which are held, processes which are going on and trends which are developing and c) to present strategies that may assist the teachers in their task. The research was conducted at primary schools in Lenasia. The participants were teachers teaching primary school children at these schools. A pilot study was conducted to eliminate potential unforeseen difficulties in the planned research. Data was gathered by means of a combination of methods, namely, four focussed group interviews, four phenomenological interviews, analysis of pupils' workbooks, analysis of pupils' school reports, analysis of the proceedings at a conference on Multilinguality and field notes. Interviews were audio-taped and transcribed verbatim. The proceedings at the conference were video-taped and also transcribed verbatim. The data was content and phenomenologically analysed by using Kerlinger's Method of Content Analysis (1986) and Giorgi's Method of Data Analysis (1985). Quality was built into the research by the application of strategies such as triangulation, persistent observation, referential adequacy materials, peer debriefing, member checks, purposive sampling, reflexive journals, dependability audits, confirmability audits and literature control. Several categories and themes emerged from the analysis of the data. The experiences of the teachers were categorised into the following divisions: pupil related experiences; parent related experiences; community related experiences; administration related experiences; didactic experience; personal experiences; strategies and suggestions. Teachers' attributed the difficulties that the children from the informal settlements were experiencing primarily to their lack of knowledge of English. The schools being English medium schools they expected the children to know English. They perceived the difficulties as arising from a number of factors such as a) pupils' emotional vulnerability, lack of motivation, classroom misbehaviour, ethnic groupings and cultural differences b) mother tongue instruction at their previous schools c) parents socio-economic status and illiteracy and d) social problems and lack of support from the community. It was generally felt that teachers did not have the necessary training and experience needed to teach children who spoke languages other than English. In addition, the children were of a different cultural group and they did not have the expertise to deal with this issue. Teachers perceived the administrators and subject advisors as not been sufficiently supportive and unable to guide them in their efforts to teach the children from the informal settlements. Further, practical problems such as the large number of children per class, wide range of ability groups in their classes, inappropriate placement of children, syllabus demands, and the policy of condoned passes was complicating their teaching. This often led to frustration, resentment, and 'burn-out'. In spite of these difficulties most teachers had attempted to address the difficulties in innovative ways. Understanding and empathising with the children's difficulties and being flexible in their teaching was one of the strategies used by the teachers. Other strategies included the provision of extra tuition in English. The analysis also revealed that some teachers had reflected deeply about their teaching instruction. From their reflections they concluded that they themselves had to change to meet the new demands in teaching. The literature review and control revealed many similarities between studies undertaken in South Africa and some differences and uniqueness. Drawing the threads of the various studies resulted in the development of the strategies suggested. In essence it involves a) the need for teachers to get in touch with their own beliefs, attitudes, strengths and weaknesses and address the needs b) teachers need to empower the children from the informal settlements to meet the demands of the school. This can be accomplished by a) improving their knowledge, skills, and expertise in addressing the concerns expressed b) enlisting the assistance of the parents and the community c) demanding that administrators and subject advisors provide the necessary guidance support and resources need to accomplish their task. Administrators and education advisors need to support, guide and enhance the teachers' expertise. Ways in which this can be accomplished is by providing appropriate, relevant, practical and challenging in-service training, presenting workshops and seminars, initiating staff development programmes and "just being there" for the teachers by valuing them and encouraging them.
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- Authors: Manga, Nalini
- Date: 2012-09-07
- Subjects: Squatters -- School education -- South Africa , Teachers of children with social disabilities , Teachers -- Rating of -- South Africa , Squatter settlements -- South Africa -- Social conditions
- Type: Thesis
- Identifier: uj:9785 , http://hdl.handle.net/10210/7190
- Description: D.Ed. , With the dawning of the new democratic South Africa the 'dream' of a a unified education system was realised. Children who previously attended racially segregated schools are now all being educated in desegregated schools. This meteoric change has been eagerly embraced by most of the people of South Africa. Change at macro level often means change at micro level as well. For teachers within the education system this meant the challenge of providing equitable education for all. Schools in Lenasia, previously administered by the House of Delegates (concerned specifically with the education of Indian), began admitting black children from Soweto and the informal settlements around Lenasia since 1989. Soon after their admission teachers from some of the schools requested assistance from the school psychologist attached to the now defunct House of Delegates. They reported that they were experiencing difficulty teaching the children from the informal settlements. This request by the teachers provided the impetus for the research. The overriding aim was to determine what the concerns were and to develop strategies for addressing the concerns. A review of the research literature revealed that the concerns would be most appropriately identified within the naturalistic paradigm. The teachers were chosen as the unit of analysis. This was based on the finding that there was a dearth of research studies which focused on "teachers' voices". Listening to the teachers themselves is important. The aims of the research were a) to gather information on the teachers' experiences of teaching children from the informal settlements b) to describe the conditions which prevail, beliefs and attitudes which are held, processes which are going on and trends which are developing and c) to present strategies that may assist the teachers in their task. The research was conducted at primary schools in Lenasia. The participants were teachers teaching primary school children at these schools. A pilot study was conducted to eliminate potential unforeseen difficulties in the planned research. Data was gathered by means of a combination of methods, namely, four focussed group interviews, four phenomenological interviews, analysis of pupils' workbooks, analysis of pupils' school reports, analysis of the proceedings at a conference on Multilinguality and field notes. Interviews were audio-taped and transcribed verbatim. The proceedings at the conference were video-taped and also transcribed verbatim. The data was content and phenomenologically analysed by using Kerlinger's Method of Content Analysis (1986) and Giorgi's Method of Data Analysis (1985). Quality was built into the research by the application of strategies such as triangulation, persistent observation, referential adequacy materials, peer debriefing, member checks, purposive sampling, reflexive journals, dependability audits, confirmability audits and literature control. Several categories and themes emerged from the analysis of the data. The experiences of the teachers were categorised into the following divisions: pupil related experiences; parent related experiences; community related experiences; administration related experiences; didactic experience; personal experiences; strategies and suggestions. Teachers' attributed the difficulties that the children from the informal settlements were experiencing primarily to their lack of knowledge of English. The schools being English medium schools they expected the children to know English. They perceived the difficulties as arising from a number of factors such as a) pupils' emotional vulnerability, lack of motivation, classroom misbehaviour, ethnic groupings and cultural differences b) mother tongue instruction at their previous schools c) parents socio-economic status and illiteracy and d) social problems and lack of support from the community. It was generally felt that teachers did not have the necessary training and experience needed to teach children who spoke languages other than English. In addition, the children were of a different cultural group and they did not have the expertise to deal with this issue. Teachers perceived the administrators and subject advisors as not been sufficiently supportive and unable to guide them in their efforts to teach the children from the informal settlements. Further, practical problems such as the large number of children per class, wide range of ability groups in their classes, inappropriate placement of children, syllabus demands, and the policy of condoned passes was complicating their teaching. This often led to frustration, resentment, and 'burn-out'. In spite of these difficulties most teachers had attempted to address the difficulties in innovative ways. Understanding and empathising with the children's difficulties and being flexible in their teaching was one of the strategies used by the teachers. Other strategies included the provision of extra tuition in English. The analysis also revealed that some teachers had reflected deeply about their teaching instruction. From their reflections they concluded that they themselves had to change to meet the new demands in teaching. The literature review and control revealed many similarities between studies undertaken in South Africa and some differences and uniqueness. Drawing the threads of the various studies resulted in the development of the strategies suggested. In essence it involves a) the need for teachers to get in touch with their own beliefs, attitudes, strengths and weaknesses and address the needs b) teachers need to empower the children from the informal settlements to meet the demands of the school. This can be accomplished by a) improving their knowledge, skills, and expertise in addressing the concerns expressed b) enlisting the assistance of the parents and the community c) demanding that administrators and subject advisors provide the necessary guidance support and resources need to accomplish their task. Administrators and education advisors need to support, guide and enhance the teachers' expertise. Ways in which this can be accomplished is by providing appropriate, relevant, practical and challenging in-service training, presenting workshops and seminars, initiating staff development programmes and "just being there" for the teachers by valuing them and encouraging them.
- Full Text:
Educational development as an aspect of the teacher's educational foundation : implication for the management of teacher competence
- Authors: Zitha, Thomas Mbuyiseni
- Date: 2012-09-12
- Subjects: Teachers -- Training of , Teachers -- Rating of -- South Africa , Teachers -- In-service training -- South Africa , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:10318 , http://hdl.handle.net/10210/7683
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the project problem, group research problem and specific research essay problem. The concomitant aims to the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts which were used in this study were clarified. Chapter two concentrated on the literature review to establish what other theorists say about educational development, educational foundation of the teacher and teacher competence. It emerged that educational development with a view to the enhancement of the management of teacher competence is inter-alia centred around educational leadership, instructional leadership, inservice training, teacher evaluation, clinical supervision and physical amenities. In chapter three the design of the research instrument was discussed. The questionnaire consisting of 108 open-ended items based on research done by Van der Merwe and Grobler (1995) was discussed. The theoretical constructs around which teacher competence revolves, were tabulated. Questions pertinent specifically to educational development were discussed. A wide range of post levels of teachers was sampled. Biographical data was requested from respondents since it was believed that the above aspects could be related to teacher competence and could influence teacher perceptions. The provinces to which questions were distributed and the return of questionnaires was explicated. An analysis and interpretation of some of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated using two successive factor analyses. This produced two factors named as follows: • educative competence consisting of 81 items with a reliability coefficient of 0,978; and collaborative competence consisting of 27 items with a reliability coefficient of 0,918. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and their recommendations were explicated in chapter five. Literature findings revealed that teacher competence could be effectively managed only if there is educational development in respect of leadership, in-service training, teacher evaluation, clinical supervision and physical amenities. Empirical findings revealed that teacher competence consists of educative competence and collaborative competence. Topics for further research were highlighted.
- Full Text:
- Authors: Zitha, Thomas Mbuyiseni
- Date: 2012-09-12
- Subjects: Teachers -- Training of , Teachers -- Rating of -- South Africa , Teachers -- In-service training -- South Africa , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:10318 , http://hdl.handle.net/10210/7683
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the project problem, group research problem and specific research essay problem. The concomitant aims to the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts which were used in this study were clarified. Chapter two concentrated on the literature review to establish what other theorists say about educational development, educational foundation of the teacher and teacher competence. It emerged that educational development with a view to the enhancement of the management of teacher competence is inter-alia centred around educational leadership, instructional leadership, inservice training, teacher evaluation, clinical supervision and physical amenities. In chapter three the design of the research instrument was discussed. The questionnaire consisting of 108 open-ended items based on research done by Van der Merwe and Grobler (1995) was discussed. The theoretical constructs around which teacher competence revolves, were tabulated. Questions pertinent specifically to educational development were discussed. A wide range of post levels of teachers was sampled. Biographical data was requested from respondents since it was believed that the above aspects could be related to teacher competence and could influence teacher perceptions. The provinces to which questions were distributed and the return of questionnaires was explicated. An analysis and interpretation of some of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated using two successive factor analyses. This produced two factors named as follows: • educative competence consisting of 81 items with a reliability coefficient of 0,978; and collaborative competence consisting of 27 items with a reliability coefficient of 0,918. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and their recommendations were explicated in chapter five. Literature findings revealed that teacher competence could be effectively managed only if there is educational development in respect of leadership, in-service training, teacher evaluation, clinical supervision and physical amenities. Empirical findings revealed that teacher competence consists of educative competence and collaborative competence. Topics for further research were highlighted.
- Full Text:
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