Rural teachers’ experiences during covid-19 pandemic: lessons learnt to cope with future emergencies
- Authors: Dlambewu, Amanda
- Date: 2024-04
- Subjects: COVID-19 (Disease) -- Social aspects -- South Africa , Rural schools -- South Africa , Teachers -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/63945 , vital:73629
- Description: This study focused on challenges faced by rural teachers during the COVID-19 pandemic, with the intention of using the outcomes to develop a framework that could assist with coping with similar challenges in future emergencies. The study was situated in the interpretivist paradigm. A qualitative approach was employed using interviews and a focus group discussion. Bronfenbrenner’s ecological theory and the theory of rurality were used as lenses to explore and interpret the challenges that rural teachers experienced during the COVID-19 pandemic. The study's findings reveal that teachers faced the following challenges: mental health, adaptability, impact on personal life, safety, and work environment challenges. Furthermore, the study also found that teachers used the following coping mechanisms to deal with the challenges during the pandemic: adherence to rules and regulations, pastoral services, support from friends and family, collaboration, and physical activity. Finally, after applying both the theory of rurality and Bronfenbrenner's ecological theory to the findings, a framework was developed to assist in coping with future emergencies. , Thesis (MEd) -- Faculty of Education, Post Graduate Education, 2024
- Full Text:
- Date Issued: 2024-04
Rural teachers’ experiences during covid-19 pandemic: lessons learnt to cope with future emergencies
- Authors: Dlambewu, Amanda
- Date: 2024-04
- Subjects: COVID-19 (Disease) -- Social aspects -- South Africa , Rural schools -- South Africa , Teachers -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/63945 , vital:73629
- Description: This study focused on challenges faced by rural teachers during the COVID-19 pandemic, with the intention of using the outcomes to develop a framework that could assist with coping with similar challenges in future emergencies. The study was situated in the interpretivist paradigm. A qualitative approach was employed using interviews and a focus group discussion. Bronfenbrenner’s ecological theory and the theory of rurality were used as lenses to explore and interpret the challenges that rural teachers experienced during the COVID-19 pandemic. The study's findings reveal that teachers faced the following challenges: mental health, adaptability, impact on personal life, safety, and work environment challenges. Furthermore, the study also found that teachers used the following coping mechanisms to deal with the challenges during the pandemic: adherence to rules and regulations, pastoral services, support from friends and family, collaboration, and physical activity. Finally, after applying both the theory of rurality and Bronfenbrenner's ecological theory to the findings, a framework was developed to assist in coping with future emergencies. , Thesis (MEd) -- Faculty of Education, Post Graduate Education, 2024
- Full Text:
- Date Issued: 2024-04
The role of principals in the induction of new educators in their schools
- Authors: Mfenqe, Phyllis Phindiwe
- Date: 2005
- Subjects: School principals -- South Africa , Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9490 , http://hdl.handle.net/10948/385 , School principals -- South Africa , Teachers -- South Africa
- Description: This study focuses on the role of the induction programme for teachers who are new to a specific school. The main aim of undertaking this research study is to investigate the role played by principals in the induction of new educators in their schools. The main questions the study addresses are: · Why is it necessary for new educators to be inducted · How could mentoring play a role in an induction programme? · What should the role of the principals be in the induction process? · What should the induction programme include and how should it be implemented? The study highlights the problems new teachers experience with respect to aspects such as classroom control and imparting information. It also emphasizes the role of the principal and the mentor in assisting new educators with these issues. The qualitative approach was used to collect data. Data were collected through interviews and observations. The main findings were that new educators experienced problems with classroom control, discipline and that principals should help them with adjustment in the school by allocating a mentor teacher for support.
- Full Text:
- Date Issued: 2005
- Authors: Mfenqe, Phyllis Phindiwe
- Date: 2005
- Subjects: School principals -- South Africa , Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9490 , http://hdl.handle.net/10948/385 , School principals -- South Africa , Teachers -- South Africa
- Description: This study focuses on the role of the induction programme for teachers who are new to a specific school. The main aim of undertaking this research study is to investigate the role played by principals in the induction of new educators in their schools. The main questions the study addresses are: · Why is it necessary for new educators to be inducted · How could mentoring play a role in an induction programme? · What should the role of the principals be in the induction process? · What should the induction programme include and how should it be implemented? The study highlights the problems new teachers experience with respect to aspects such as classroom control and imparting information. It also emphasizes the role of the principal and the mentor in assisting new educators with these issues. The qualitative approach was used to collect data. Data were collected through interviews and observations. The main findings were that new educators experienced problems with classroom control, discipline and that principals should help them with adjustment in the school by allocating a mentor teacher for support.
- Full Text:
- Date Issued: 2005
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