In-service education and training to improve professionalism amongst educators.
- Authors: Simjee, Fausia Banu
- Date: 2009-02-09T08:53:27Z
- Subjects: Training of teachers , Teachers' in service training
- Type: Thesis
- Identifier: uj:8118 , http://hdl.handle.net/10210/2093
- Description: D.Ed. , This research study focuses on the status of educators and aims at determining whether In-Service Education and Training (INSET) will assist in enhancing their professional status. From the researcher’s personal experiences, discussions with fellow educators and review of literature and media reports, it appears that there are a plethora of problems experienced by educators. Awareness of a crisis in education is of great concern, as is the low morale of educators. Credibility of educators needs to be restored. Some educators are unqualified, under-qualified, display poor attitude and mediocre behaviour. It is essential that these educators should be encouraged to improve their teaching skills and performance, build confidence, adopt a positive outlook towards education and perform as professionals. The research design and methodology followed generally, the qualitative, descriptive and exploratory principles. The survey method using structured questionnaires was employed to collect the primary data for the study. The data was collected on the Microsoft Windows 2000 Excel programme and analysed using the Statistical Package for the Social Sciences (SPSS). During the last decade, a number of countries have addressed reform measures and refocused on educators’ professionalism. A historico-comparative study of various models of INSET was undertaken of the following countries: the United Kingdom, Denmark, Hungary, Hong Kong and Zambia. INSET initiatives undertaken abroad, to improve the quality of educators, is crucial to this study. INSET structures, provided by various stakeholders in South Africa are discussed. The Code of Professional Ethics, compiled by the “guardian of the profession”, the South African Council for Educators (SACE), was outlined. The study also highlights SACE’s role of monitoring educators who are guilty of transgressions and misbehaviour. The findings of this research, conducted in the Umlazi District of the eThekwini Region within the Province of KwaZulu-Natal (KZN), based on the questionnaires, are twofold. Firstly, officials are of the opinion that a reduction of staff, increase in iii workloads and a lack of incentives and promotional opportunities have led to educators’ poor performance. Secondly, educators believe that implementing quality INSET programmes would assist them to perform as improved professionals. Educators in the study acknowledge that teaching is stressful and are of the opinion that they are accountable for their behaviour and should be au fait with the Professional Code of Conduct and Ethics. Following on from the analysis of the questionnaires, three training programmes were identified and conducted at a public, secondary school. The programmes were entitled: Coping with Stress, Compiling an Educator’s Portfolio and Code of Conduct for Educators. The study concludes with recommendations and implications for future research.
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- Authors: Simjee, Fausia Banu
- Date: 2009-02-09T08:53:27Z
- Subjects: Training of teachers , Teachers' in service training
- Type: Thesis
- Identifier: uj:8118 , http://hdl.handle.net/10210/2093
- Description: D.Ed. , This research study focuses on the status of educators and aims at determining whether In-Service Education and Training (INSET) will assist in enhancing their professional status. From the researcher’s personal experiences, discussions with fellow educators and review of literature and media reports, it appears that there are a plethora of problems experienced by educators. Awareness of a crisis in education is of great concern, as is the low morale of educators. Credibility of educators needs to be restored. Some educators are unqualified, under-qualified, display poor attitude and mediocre behaviour. It is essential that these educators should be encouraged to improve their teaching skills and performance, build confidence, adopt a positive outlook towards education and perform as professionals. The research design and methodology followed generally, the qualitative, descriptive and exploratory principles. The survey method using structured questionnaires was employed to collect the primary data for the study. The data was collected on the Microsoft Windows 2000 Excel programme and analysed using the Statistical Package for the Social Sciences (SPSS). During the last decade, a number of countries have addressed reform measures and refocused on educators’ professionalism. A historico-comparative study of various models of INSET was undertaken of the following countries: the United Kingdom, Denmark, Hungary, Hong Kong and Zambia. INSET initiatives undertaken abroad, to improve the quality of educators, is crucial to this study. INSET structures, provided by various stakeholders in South Africa are discussed. The Code of Professional Ethics, compiled by the “guardian of the profession”, the South African Council for Educators (SACE), was outlined. The study also highlights SACE’s role of monitoring educators who are guilty of transgressions and misbehaviour. The findings of this research, conducted in the Umlazi District of the eThekwini Region within the Province of KwaZulu-Natal (KZN), based on the questionnaires, are twofold. Firstly, officials are of the opinion that a reduction of staff, increase in iii workloads and a lack of incentives and promotional opportunities have led to educators’ poor performance. Secondly, educators believe that implementing quality INSET programmes would assist them to perform as improved professionals. Educators in the study acknowledge that teaching is stressful and are of the opinion that they are accountable for their behaviour and should be au fait with the Professional Code of Conduct and Ethics. Following on from the analysis of the questionnaires, three training programmes were identified and conducted at a public, secondary school. The programmes were entitled: Coping with Stress, Compiling an Educator’s Portfolio and Code of Conduct for Educators. The study concludes with recommendations and implications for future research.
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The effectiveness of training educators on implementing the Revised National Curriculum Statement (RNCS) in the intersen phases (grades 4-7) in Wattville primary schools.
- Authors: Malesa, Gladness Matsela
- Date: 2008-09-26T07:09:37Z
- Subjects: Training of teachers , competency based eduaction , effective teaching , Gauteng ( South Africa ) , teachers' training curricula
- Type: Thesis
- Identifier: uj:10910 , http://hdl.handle.net/10210/1042
- Description: M. Ed. (Education Management) , The main purpose of the current study was to investigate the effectiveness of training educators on implementing the Revised National Curriculum Statement (RNCS) in the Intersen (Grades 4-7) phases in Wattville primary schools. The problem is that there is lack of effective implementation of RNCS due to the lack of proper and adequate training received by educators in this area. The general research question is “What is the importance of implementing the Revised National Curriculum Statement (RNCS) in schools?” The aims of the current study are to provide educators with strategies and techniques on implementing RNCS, equip educators with skills and knowledge for the effective implementation of RNCS, to outline a theoretical description of the support needed subsequent the GDE training and to provide educators with staff development programmes for the effective implementation of RNCS. The objectives were to determine the strategies and techniques employed in schools in implementing RNCS and to determine the degree of knowledge and support the participants have received subsequent the GDE training. The study is based on qualitative research, since it sets out to develop an understanding of individuals and events in their natural state. The researcher employed observations, interviews and document analysis as methods of collecting data by personally interacting with the participants in their natural settings. Purposive sampling was employed, where only information-rich participants were chosen for the purpose of the study. The researcher selected participants who were knowledgeable and informative about RNCS so that the best information could be provided for the purpose of the research information. The findings indicated that there is lack of knowledge, skills and understanding on implementing RNCS; the training provided by the GDE was insufficient and inadequate; lack of parental involvement in their children’s learning; lack of Learner v and Teacher Support Materials; lack of educator support subsequent GDE training and finally, lack of staff development programmes in schools. To the findings arrived at, recommendations to the GDE were made as follows: • Intensive educator training by curriculum specialists on RNCS should be conducted. • More educators should be employed to address the issue of learner-educator ratio and overcrowded-ness, which impact negatively on RNCS implementation. • Hands-on training in the form of in-service training and workshops should be provided on continuous basis. • Staff development programmes should be drawn by all educators and conducted by the SMTs, to enhance effective RNCS implementation. , Mr. S.T. Hlongwane
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- Authors: Malesa, Gladness Matsela
- Date: 2008-09-26T07:09:37Z
- Subjects: Training of teachers , competency based eduaction , effective teaching , Gauteng ( South Africa ) , teachers' training curricula
- Type: Thesis
- Identifier: uj:10910 , http://hdl.handle.net/10210/1042
- Description: M. Ed. (Education Management) , The main purpose of the current study was to investigate the effectiveness of training educators on implementing the Revised National Curriculum Statement (RNCS) in the Intersen (Grades 4-7) phases in Wattville primary schools. The problem is that there is lack of effective implementation of RNCS due to the lack of proper and adequate training received by educators in this area. The general research question is “What is the importance of implementing the Revised National Curriculum Statement (RNCS) in schools?” The aims of the current study are to provide educators with strategies and techniques on implementing RNCS, equip educators with skills and knowledge for the effective implementation of RNCS, to outline a theoretical description of the support needed subsequent the GDE training and to provide educators with staff development programmes for the effective implementation of RNCS. The objectives were to determine the strategies and techniques employed in schools in implementing RNCS and to determine the degree of knowledge and support the participants have received subsequent the GDE training. The study is based on qualitative research, since it sets out to develop an understanding of individuals and events in their natural state. The researcher employed observations, interviews and document analysis as methods of collecting data by personally interacting with the participants in their natural settings. Purposive sampling was employed, where only information-rich participants were chosen for the purpose of the study. The researcher selected participants who were knowledgeable and informative about RNCS so that the best information could be provided for the purpose of the research information. The findings indicated that there is lack of knowledge, skills and understanding on implementing RNCS; the training provided by the GDE was insufficient and inadequate; lack of parental involvement in their children’s learning; lack of Learner v and Teacher Support Materials; lack of educator support subsequent GDE training and finally, lack of staff development programmes in schools. To the findings arrived at, recommendations to the GDE were made as follows: • Intensive educator training by curriculum specialists on RNCS should be conducted. • More educators should be employed to address the issue of learner-educator ratio and overcrowded-ness, which impact negatively on RNCS implementation. • Hands-on training in the form of in-service training and workshops should be provided on continuous basis. • Staff development programmes should be drawn by all educators and conducted by the SMTs, to enhance effective RNCS implementation. , Mr. S.T. Hlongwane
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The management of induction programme for newly appointed educators in the Ekurhuleni West district.
- Authors: Peloyahae, Thabo Happy
- Date: 2008-10-27T06:34:20Z
- Subjects: Teachers' in-service training , Supervision of first year teachers , Training of teachers , Teacher orientation
- Type: Thesis
- Identifier: uj:13135 , http://hdl.handle.net/10210/1310
- Description: M.Ed. , The core of this study is to review and analyse the management and effectiveness of induction processes for newly-appointed educators as they adjust to their entry into the teaching profession. The study employed a quantitative research method. The aim of the research study was to investigate the perceptions of educators with regard to the management of induction for newly-appointed educators. The study was prompted by the by the need to address challenges arising from a lack of a rigorous induction programme within the Ekurhuleni West District schools. These challenges are in line with the political changes that have taken place in South Africa. From the literature review it is evident that managers are having difficulties in adequately preparing and equipping newly appointed educators for the realities of the teaching profession which include, limited support for educators, unacceptable discipline among learners, overcrowded classes and poor salaries. This research indicates that it is necessary to support educators in a personal capacity in their absorption into the teaching profession. Furthermore, the literature study revealed that educators who are not properly inducted will experience adjustment difficulties at schools which may lead to frustration and loss of confidence and, in some instances, to resignation. It is thus the recommendation of this study that educators be inducted to avoid these unpleasant experiences as well as to prepare a career development path that is customised to individual needs. The researcher used structured questionnaires to gather data. The questionnaire was distributed to 20 schools in the Ekurhuleni West District to determine educators’ perceptions concerning induction. The finding was that, at present, there is no formal system to induct educators in South Africa and the majority of school management teams lack the capacity to induct educators.The recommendation was that school management teams must be trained on how to provide induction, and the workloads of school management teams need to be reduced. There is a need for further research on the induction programmes for Department of Education officials. , Dr.L.N Conley
- Full Text:
The management of induction programme for newly appointed educators in the Ekurhuleni West district.
- Authors: Peloyahae, Thabo Happy
- Date: 2008-10-27T06:34:20Z
- Subjects: Teachers' in-service training , Supervision of first year teachers , Training of teachers , Teacher orientation
- Type: Thesis
- Identifier: uj:13135 , http://hdl.handle.net/10210/1310
- Description: M.Ed. , The core of this study is to review and analyse the management and effectiveness of induction processes for newly-appointed educators as they adjust to their entry into the teaching profession. The study employed a quantitative research method. The aim of the research study was to investigate the perceptions of educators with regard to the management of induction for newly-appointed educators. The study was prompted by the by the need to address challenges arising from a lack of a rigorous induction programme within the Ekurhuleni West District schools. These challenges are in line with the political changes that have taken place in South Africa. From the literature review it is evident that managers are having difficulties in adequately preparing and equipping newly appointed educators for the realities of the teaching profession which include, limited support for educators, unacceptable discipline among learners, overcrowded classes and poor salaries. This research indicates that it is necessary to support educators in a personal capacity in their absorption into the teaching profession. Furthermore, the literature study revealed that educators who are not properly inducted will experience adjustment difficulties at schools which may lead to frustration and loss of confidence and, in some instances, to resignation. It is thus the recommendation of this study that educators be inducted to avoid these unpleasant experiences as well as to prepare a career development path that is customised to individual needs. The researcher used structured questionnaires to gather data. The questionnaire was distributed to 20 schools in the Ekurhuleni West District to determine educators’ perceptions concerning induction. The finding was that, at present, there is no formal system to induct educators in South Africa and the majority of school management teams lack the capacity to induct educators.The recommendation was that school management teams must be trained on how to provide induction, and the workloads of school management teams need to be reduced. There is a need for further research on the induction programmes for Department of Education officials. , Dr.L.N Conley
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