Designing a strategy to bring about a greater professional confidence for educators by improving their involvement in their own continous professional development
- Authors: Oosthuizen, Lizette Clarise
- Date: 2012
- Subjects: Teacher educators -- Professional relationships , Teachers -- Training of
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9559 , http://hdl.handle.net/10948/d1012145 , Teacher educators -- Professional relationships , Teachers -- Training of
- Description: To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.
- Full Text:
- Date Issued: 2012
- Authors: Oosthuizen, Lizette Clarise
- Date: 2012
- Subjects: Teacher educators -- Professional relationships , Teachers -- Training of
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9559 , http://hdl.handle.net/10948/d1012145 , Teacher educators -- Professional relationships , Teachers -- Training of
- Description: To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.
- Full Text:
- Date Issued: 2012
The role of school management teams in selected Northern areas schools in Port Elizabeth in creating a culture of discipline and order
- Authors: Oosthuizen, Lizette Clarise
- Date: 2009
- Subjects: School discipline -- South Africa -- Port Elizabeth , Classroom management , School management teams
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9524 , http://hdl.handle.net/10948/983 , School discipline -- South Africa -- Port Elizabeth , Classroom management , School management teams
- Description: Good discipline is one of the key characteristics of an effective school and is a vital prerequisite for a culture of learning and teaching at any school. Despite the requirement that every public school should have a code of conduct and other disciplinary policies to ensure a disciplined environment of teaching and learning, there is a perception that learner discipline at certain schools in the Northern areas of Port Elizabeth is busy eroding the fabric of effective school management. As an educator and more specifically a member of the school management team (SMT) at a Northern areas high school, I elected to investigate the role of SMTs in managing discipline at selected schools in the Northern areas of Port Elizabeth. The research question, which formed the basis of my research, was: What is the role played by SMTs of specific schools in the Northern areas of Port Elizabeth in creating a culture of discipline and order? By investigating how these SMTs cope with the challenge of managing learners’ ill-discipline, I was hoping to provide SMTs with possible solutions and/or guidelines for future use by SMTs facing similar challenges. This study chose the interpretive paradigm in which to conduct its investigation, as the aim was to understand how SMTs experience the phenomenon of school discipline at selected schools in the Northern areas of Port Elizabeth. This was done by means of qualitative research methods, which allowed me to listen to and share the experiences of SMT members in the participating schools. The sample of this investigation comprised of the SMTs of four schools in the Northern areas – three high schools and one primary school. Data were collected by getting the viewpoints of the participants by means of questionnaires as well as individual and group interviews. This data were then analyzed by highlighting significant themes resulting in the formulation of emerging themes, namely: a decline in discipline, socio-economic factors, classroom planning and school management and discipline practices. These four themes were then sub-divided into two categories each and thereafter the experiences of the participants were described in rich, thick detail. The main findings of this research focused on school discipline being the responsibility of all the relevant stakeholders of a school; finding solutions to the discipline problems should be a collective effort of SMT, educators and parents; the Department of Education (DoE) should increase its efforts to assist schools to manage discipline problems more effectively in order to create a culture of discipline and order. The findings of this study resulted in specific recommendations being formulated, e.g. the development of learners’ self-discipline should be high on the priority list of any school, educators need to be trained in effective alternatives to corporal punishment, and parents need to set standards of acceptable behaviour for their children at home, which will automatically spill over to the school. The conclusions from this research are that SMTs need to work as a team and in collaboration with other educators and parents to effectively manage discipline at their respective schools.
- Full Text:
- Date Issued: 2009
- Authors: Oosthuizen, Lizette Clarise
- Date: 2009
- Subjects: School discipline -- South Africa -- Port Elizabeth , Classroom management , School management teams
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9524 , http://hdl.handle.net/10948/983 , School discipline -- South Africa -- Port Elizabeth , Classroom management , School management teams
- Description: Good discipline is one of the key characteristics of an effective school and is a vital prerequisite for a culture of learning and teaching at any school. Despite the requirement that every public school should have a code of conduct and other disciplinary policies to ensure a disciplined environment of teaching and learning, there is a perception that learner discipline at certain schools in the Northern areas of Port Elizabeth is busy eroding the fabric of effective school management. As an educator and more specifically a member of the school management team (SMT) at a Northern areas high school, I elected to investigate the role of SMTs in managing discipline at selected schools in the Northern areas of Port Elizabeth. The research question, which formed the basis of my research, was: What is the role played by SMTs of specific schools in the Northern areas of Port Elizabeth in creating a culture of discipline and order? By investigating how these SMTs cope with the challenge of managing learners’ ill-discipline, I was hoping to provide SMTs with possible solutions and/or guidelines for future use by SMTs facing similar challenges. This study chose the interpretive paradigm in which to conduct its investigation, as the aim was to understand how SMTs experience the phenomenon of school discipline at selected schools in the Northern areas of Port Elizabeth. This was done by means of qualitative research methods, which allowed me to listen to and share the experiences of SMT members in the participating schools. The sample of this investigation comprised of the SMTs of four schools in the Northern areas – three high schools and one primary school. Data were collected by getting the viewpoints of the participants by means of questionnaires as well as individual and group interviews. This data were then analyzed by highlighting significant themes resulting in the formulation of emerging themes, namely: a decline in discipline, socio-economic factors, classroom planning and school management and discipline practices. These four themes were then sub-divided into two categories each and thereafter the experiences of the participants were described in rich, thick detail. The main findings of this research focused on school discipline being the responsibility of all the relevant stakeholders of a school; finding solutions to the discipline problems should be a collective effort of SMT, educators and parents; the Department of Education (DoE) should increase its efforts to assist schools to manage discipline problems more effectively in order to create a culture of discipline and order. The findings of this study resulted in specific recommendations being formulated, e.g. the development of learners’ self-discipline should be high on the priority list of any school, educators need to be trained in effective alternatives to corporal punishment, and parents need to set standards of acceptable behaviour for their children at home, which will automatically spill over to the school. The conclusions from this research are that SMTs need to work as a team and in collaboration with other educators and parents to effectively manage discipline at their respective schools.
- Full Text:
- Date Issued: 2009
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