Perceptions of Junior Secondary School Educators on the Effects of Overcrowding in Classrooms on Learner Performance in Maluti District, Eastern Cape Province
- Authors: Mbangeni, Monwabisi Gidwell
- Date: 2015
- Subjects: Classrooms overcrowding -- Schools Teachers -- Learners -- Education Learner performance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/923 , vital:30051
- Description: The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.
- Full Text:
- Date Issued: 2015
- Authors: Mbangeni, Monwabisi Gidwell
- Date: 2015
- Subjects: Classrooms overcrowding -- Schools Teachers -- Learners -- Education Learner performance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/923 , vital:30051
- Description: The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.
- Full Text:
- Date Issued: 2015
Perceptions of learners and teachers on the alternatives to the alternatives to corporal punishment: a case study of two high schools in King William’s Town Education District in the Eastern Cape
- Authors: Kepe Mzukisi Howard
- Date: 2014
- Subjects: Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16226 , http://hdl.handle.net/10353/d1019741 , Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Description: The purpose of the study was to examine the perceptions of learners and teachers on the alternatives to ‘Alternatives to Corporal Punishment’ (ATPC) in particular and discipline generally in the King William’s Town Education District in two high schools. The study ascended as a result of the decline of learner’s discipline in high schools. This study is located in the interpretive paradigm and adopted a qualitative research approach using questionnaires, interviews focus groups and field notes in the collection of data. The Data revealed that schools were using different strategies to maintain learner’s discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role of parents. It further revealed that the Department of Education is not supportive in the maintenance of discipline in the schools under study in King William’s Town District. The conclusion that was arrived at was that all the stakeholders should agree upon and be acquainted with the Code of Conduct and rules that are guiding the schools. The study came up with the proposal that learners should know the consequences of transgressing the Code of Conduct. To address disciplinary problems, the study came up with the key recommendation that all stakeholders must have ownership and to work as a team in the implementation of those policies.
- Full Text:
- Date Issued: 2014
- Authors: Kepe Mzukisi Howard
- Date: 2014
- Subjects: Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16226 , http://hdl.handle.net/10353/d1019741 , Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Description: The purpose of the study was to examine the perceptions of learners and teachers on the alternatives to ‘Alternatives to Corporal Punishment’ (ATPC) in particular and discipline generally in the King William’s Town Education District in two high schools. The study ascended as a result of the decline of learner’s discipline in high schools. This study is located in the interpretive paradigm and adopted a qualitative research approach using questionnaires, interviews focus groups and field notes in the collection of data. The Data revealed that schools were using different strategies to maintain learner’s discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role of parents. It further revealed that the Department of Education is not supportive in the maintenance of discipline in the schools under study in King William’s Town District. The conclusion that was arrived at was that all the stakeholders should agree upon and be acquainted with the Code of Conduct and rules that are guiding the schools. The study came up with the proposal that learners should know the consequences of transgressing the Code of Conduct. To address disciplinary problems, the study came up with the key recommendation that all stakeholders must have ownership and to work as a team in the implementation of those policies.
- Full Text:
- Date Issued: 2014
Perceptions of school managers regarding knowledge sharing practices in the FET (Grade 10-12) schools in the butterworth District
- Authors: Mkabile, Bulelwa
- Date: 2011
- Subjects: School principals -- Education (FET) -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18440 , http://hdl.handle.net/11260/d1007249
- Description: Education reforms and the constant changes in the curriculum require school managers and educators to keep abreast of the changes and developments. In order to achieve quality education in this Information Age, there is a need to share knowledge, resources, and good practices and ensure twinning of schools. The purpose of this study was to explore perceptions, beliefs and experiences of school managers regarding knowledge sharing in schools. Qualitative methods were used to collect and analyse the data. In accordance with the qualitative approach, a phenomenological design was adopted. Data was gathered through interviews from a sample of six school managers of Further Education and Training (Grade 10 -12) schools. The findings of the study revealed that school managers perceive their role as important for the success of knowledge sharing in schools. They attribute the good performance in their schools to the educators‟ willingness to share knowledge. However, trust, good relations and respect determined the willingness to share and with whom to share knowledge in schools. School managers believe that availability of Information and Communication Technology (ICT) infrastructural resources could improve knowledge sharing practices in schools. Staff meetings, subject meetings, workshops and notice boards were identified as some of the strategies currently used for sharing knowledge. The support of the district officials and other education specialists has contributed in helping schools deal with education reforms. Communities of practice are recommended in order to improve and encourage the sharing of tacit and implicit knowledge in schools. Researchers believe that professional communities of practice enhance sharing and provide greater opportunities for knowledge creation. Policy developers, curriculum planners and district officials need to develop and adopt creative and innovative strategies to ensure effective distribution and sharing of knowledge and information among school managers and educators in schools.
- Full Text:
- Date Issued: 2011
- Authors: Mkabile, Bulelwa
- Date: 2011
- Subjects: School principals -- Education (FET) -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18440 , http://hdl.handle.net/11260/d1007249
- Description: Education reforms and the constant changes in the curriculum require school managers and educators to keep abreast of the changes and developments. In order to achieve quality education in this Information Age, there is a need to share knowledge, resources, and good practices and ensure twinning of schools. The purpose of this study was to explore perceptions, beliefs and experiences of school managers regarding knowledge sharing in schools. Qualitative methods were used to collect and analyse the data. In accordance with the qualitative approach, a phenomenological design was adopted. Data was gathered through interviews from a sample of six school managers of Further Education and Training (Grade 10 -12) schools. The findings of the study revealed that school managers perceive their role as important for the success of knowledge sharing in schools. They attribute the good performance in their schools to the educators‟ willingness to share knowledge. However, trust, good relations and respect determined the willingness to share and with whom to share knowledge in schools. School managers believe that availability of Information and Communication Technology (ICT) infrastructural resources could improve knowledge sharing practices in schools. Staff meetings, subject meetings, workshops and notice boards were identified as some of the strategies currently used for sharing knowledge. The support of the district officials and other education specialists has contributed in helping schools deal with education reforms. Communities of practice are recommended in order to improve and encourage the sharing of tacit and implicit knowledge in schools. Researchers believe that professional communities of practice enhance sharing and provide greater opportunities for knowledge creation. Policy developers, curriculum planners and district officials need to develop and adopt creative and innovative strategies to ensure effective distribution and sharing of knowledge and information among school managers and educators in schools.
- Full Text:
- Date Issued: 2011
Perceptions of school principals on their role in the implementation of the national school nutrition programme: case of four school principals in the King William’s Town education district
- Authors: Paulos, Sibusiso Big-Boy
- Date: 2013
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16207 , http://hdl.handle.net/10353/d1016259
- Description: The purpose of the study was to look at the Perceptions of School Principals on their Role in the Implementation of the National School Nutrition Programme in the King Williams Town Education District. The areas that were deemed to be the most important in this regard were, (i) The role of principals in the implementation of the National School Nutrition Programme. Challenges faced by principals in the implementation of the National School Nutrition Programme. The views of principals on the training received for the implementation of the programme. Assistance provided to schools by the district offices. The study was situated in the interpretive paradigm which seeks to construct detailed descriptions of reality. Qualitative methods were employed for data collection purposes because they allow the use of interviews and document analysis for data collection. This was the most suitable method for the study which seeks to understand the perceptions of principals on their role in the implementation of the National School Nutrition Programme. The study found out that, there were a lot of positives with regard to the implementation of the programme and principals were satisfied with its positive impact on teaching and learning. However, principals raised serious concerns regarding some aspects of the programme such as, lack of infrastructure, budget constraints, lack of capacity of the School Nutrition Committees and food handlers. Also, the study revealed that, there is non-compliance by schools with the 10H00 feeding time, menu guidelines and five day feeding requirement of the programme. Furthermore, the study found out that, lack of training and support from the district offices were other challenges facing the programme. Community involvement was missing and this was having a negative impact on the implementation of the programme. The study recommends that, the department must embark on a mobilization drive to educate communities about the benefits of participating in the programme. It is further recommended that, the department should develop partnerships with other departments such as Social Development and Health, form partnerships with Universities, Non-Governmental Organisations and corporate businesses. This must be done so as to ensure that issues of lack of capacity and budgetary constraints are addressed. Furthermore, the study recommends that, the number of food handlers be increased and the department should ensure that budget allocations to schools are transferred on time. Training and monitoring should be consolidated through employment and training of district officials.
- Full Text:
- Date Issued: 2013
- Authors: Paulos, Sibusiso Big-Boy
- Date: 2013
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16207 , http://hdl.handle.net/10353/d1016259
- Description: The purpose of the study was to look at the Perceptions of School Principals on their Role in the Implementation of the National School Nutrition Programme in the King Williams Town Education District. The areas that were deemed to be the most important in this regard were, (i) The role of principals in the implementation of the National School Nutrition Programme. Challenges faced by principals in the implementation of the National School Nutrition Programme. The views of principals on the training received for the implementation of the programme. Assistance provided to schools by the district offices. The study was situated in the interpretive paradigm which seeks to construct detailed descriptions of reality. Qualitative methods were employed for data collection purposes because they allow the use of interviews and document analysis for data collection. This was the most suitable method for the study which seeks to understand the perceptions of principals on their role in the implementation of the National School Nutrition Programme. The study found out that, there were a lot of positives with regard to the implementation of the programme and principals were satisfied with its positive impact on teaching and learning. However, principals raised serious concerns regarding some aspects of the programme such as, lack of infrastructure, budget constraints, lack of capacity of the School Nutrition Committees and food handlers. Also, the study revealed that, there is non-compliance by schools with the 10H00 feeding time, menu guidelines and five day feeding requirement of the programme. Furthermore, the study found out that, lack of training and support from the district offices were other challenges facing the programme. Community involvement was missing and this was having a negative impact on the implementation of the programme. The study recommends that, the department must embark on a mobilization drive to educate communities about the benefits of participating in the programme. It is further recommended that, the department should develop partnerships with other departments such as Social Development and Health, form partnerships with Universities, Non-Governmental Organisations and corporate businesses. This must be done so as to ensure that issues of lack of capacity and budgetary constraints are addressed. Furthermore, the study recommends that, the number of food handlers be increased and the department should ensure that budget allocations to schools are transferred on time. Training and monitoring should be consolidated through employment and training of district officials.
- Full Text:
- Date Issued: 2013
Perceptions on knowledge and understanding acquired by secondary school learners from sex education to reduce sex-related problems in the Libode District in the Eastern Cape : Implications for school management
- Authors: Gcelu, Ntombizandile
- Date: 2012
- Subjects: Sex education -- Learners -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18452 , http://hdl.handle.net/11260/d1007758
- Description: The study investigates whether knowledge and understanding acquired by secondary school learners from sex education in schools contribute to meaningful reduction of sex-related problems amongst them. The study was undertaken in the Eastern Cape in the Libode District (Nonesi Circuit). Data was collected from one hundred and thirty learners of five junior secondary schools of the Libode District (Nonesi Circuit).The respondents were learners with ages varying between 12 and 18 years, grades 7-9 (females and males). A quantitative approach and qualitative approach (mixed-method approach) was used. A survey design in the form of questionnaire was selected in the study. Nonesi circuit has a population of twenty junior secondary schools with a total enrolment of 2500 learners. Out of this population, a sample of five junior secondary schools was used. The five junior secondary schools were selected purposively. The sample consisted of twenty-six learners from each junior secondary school. Questionnaires were personally distributed, administered and collected by myself in the five junior secondary schools. The study findings revealed that learners understand the knowledge they acquired from sex education to prevent pregnancy and sex related diseases. The study also showed that knowledge and understanding acquired by learners from sex education is not effective enough to empower them to prevent pregnancy and sex-related diseases. The study highlighted the point that secondary school learners know and use other available sources of information on sex education after school to empower them to reduce pregnancy and sex- related diseases. It also revealed that learners know but do not take responsibility for their own lives regarding prevention of sex-related diseases.
- Full Text:
- Date Issued: 2012
- Authors: Gcelu, Ntombizandile
- Date: 2012
- Subjects: Sex education -- Learners -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18452 , http://hdl.handle.net/11260/d1007758
- Description: The study investigates whether knowledge and understanding acquired by secondary school learners from sex education in schools contribute to meaningful reduction of sex-related problems amongst them. The study was undertaken in the Eastern Cape in the Libode District (Nonesi Circuit). Data was collected from one hundred and thirty learners of five junior secondary schools of the Libode District (Nonesi Circuit).The respondents were learners with ages varying between 12 and 18 years, grades 7-9 (females and males). A quantitative approach and qualitative approach (mixed-method approach) was used. A survey design in the form of questionnaire was selected in the study. Nonesi circuit has a population of twenty junior secondary schools with a total enrolment of 2500 learners. Out of this population, a sample of five junior secondary schools was used. The five junior secondary schools were selected purposively. The sample consisted of twenty-six learners from each junior secondary school. Questionnaires were personally distributed, administered and collected by myself in the five junior secondary schools. The study findings revealed that learners understand the knowledge they acquired from sex education to prevent pregnancy and sex related diseases. The study also showed that knowledge and understanding acquired by learners from sex education is not effective enough to empower them to prevent pregnancy and sex-related diseases. The study highlighted the point that secondary school learners know and use other available sources of information on sex education after school to empower them to reduce pregnancy and sex- related diseases. It also revealed that learners know but do not take responsibility for their own lives regarding prevention of sex-related diseases.
- Full Text:
- Date Issued: 2012
Perspectives on the effects of Teenage pregnancy on Learning and teaching in Junior Secondary Schools of the Butterworth Education District
- Authors: Lubambo, Mzikayise Wiseman
- Date: 2015
- Subjects: Teenage pregnancy , Education (Primary schools)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/867 , vital:29939
- Description: The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.
- Full Text:
- Date Issued: 2015
- Authors: Lubambo, Mzikayise Wiseman
- Date: 2015
- Subjects: Teenage pregnancy , Education (Primary schools)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/867 , vital:29939
- Description: The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.
- Full Text:
- Date Issued: 2015
Practices of early childhood development (ECD) practitioners for children from three to five years: a case of three early childhood development centres in the Buffalo City Municipality
- Authors: Keir, Charlene (Ying-Ling)
- Date: 2014
- Subjects: Education, Preschool -- South Africa -- Eastern Cape , Preschool teachers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16208 , http://hdl.handle.net/10353/d1016269 , Education, Preschool -- South Africa -- Eastern Cape , Preschool teachers -- South Africa -- Eastern Cape
- Description: This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral language development, storytelling and children sharing news seemed to be the most used practices. However, the practitioners in this study seemed to severely lack understanding of their selected practices. Practices for developing children’s physical intelligence included free play, which was unsupervised. Practitioners seemed not to have an understanding of constructive play which is very important for the development of learners’ physical intelligence. One of the factors reported to be the cause of the poor quality of their practices was the critical shortage of funding for practitioners’ professional training. Moreover, shortage of funds also contributed to poor and inappropriate infrastructure and a lack of resources and teaching aids. This study, therefore, recommends that the quality of ECD programmes could be one of the prime contributors to the quality and effectiveness of ECD provisioning.
- Full Text:
- Date Issued: 2014
- Authors: Keir, Charlene (Ying-Ling)
- Date: 2014
- Subjects: Education, Preschool -- South Africa -- Eastern Cape , Preschool teachers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16208 , http://hdl.handle.net/10353/d1016269 , Education, Preschool -- South Africa -- Eastern Cape , Preschool teachers -- South Africa -- Eastern Cape
- Description: This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral language development, storytelling and children sharing news seemed to be the most used practices. However, the practitioners in this study seemed to severely lack understanding of their selected practices. Practices for developing children’s physical intelligence included free play, which was unsupervised. Practitioners seemed not to have an understanding of constructive play which is very important for the development of learners’ physical intelligence. One of the factors reported to be the cause of the poor quality of their practices was the critical shortage of funding for practitioners’ professional training. Moreover, shortage of funds also contributed to poor and inappropriate infrastructure and a lack of resources and teaching aids. This study, therefore, recommends that the quality of ECD programmes could be one of the prime contributors to the quality and effectiveness of ECD provisioning.
- Full Text:
- Date Issued: 2014
Problems encountered by educators in the implementation of integrated quality management system (IQMS) in selected schools in the Butterworth Education District
- Authors: Memani, Theorine Nontando
- Date: 2013
- Subjects: Integrated quality management system -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18449 , http://hdl.handle.net/11260/d1007304
- Description: The study sought to investigate problems encountered by educators in the implementation of IQMS in selected schools in the Butterworth Education District. The study emerged out of an agreement reached by the Department of Education, Education Labour Relation Council, unions and stakeholders (ELRC, 2003) that Integrated Quality Management System (IQMS) be a developmental programme for quality performance in teaching and learning in public schools. The programme was based on the merging of three programmes, namely the Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE) which were integrated in the implementation of IQMS (Resolution No.8 of 2003).The first three programmes, DAS, PMS and WSE, were less effective and had some flaws that caused implementers (educators) not to accept them as performance developmental programmes as they were punitive and judgmental. The researcher was interested in investigating those problems encountered by the educators in the implementation of IQMS. The study employed a qualitative research methodology with a qualitative survey design. Structured interviews were used to collect data. Five (5) schools out of three hundred and twenty five schools (325) in the Butterworth Education District were conveniently selected. From each school a sample of five (5) educators was purposively selected according to their duty lines on the IQMS structures, i.e. principal, school coordinator and three educators, for the purpose of getting relevant information from each level. Some of the main findings of the study were: the duration of the training was too short; unclear roles and responsibilities of role-players resulted in non-implementation of the programme; attachment of incentive to the programme made educators to focus on the incentives rather than on the programme and the heavy workload of educators hindered the implementation of IQMS. The researcher recommended that administrators/clerks be employed as a matter of urgency to all schools in order to lessen the educators’ workload especially the principals, for the benefit of accomplishing the objectives of IQMS programmes. Re-training was absolutely a necessity. Delinking of incentives to the development programme was a crucial issue. The researcher also recommended that the IQMS Departmental Officials should monitor the implementation of the programme timeuosly so as to tackle the problems in their premature stages. The improvement of working conditions in schools is essential. Key words: quality performance; quality management; quality performance measurement and quality implementation of IQMS programme.
- Full Text:
- Date Issued: 2013
- Authors: Memani, Theorine Nontando
- Date: 2013
- Subjects: Integrated quality management system -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18449 , http://hdl.handle.net/11260/d1007304
- Description: The study sought to investigate problems encountered by educators in the implementation of IQMS in selected schools in the Butterworth Education District. The study emerged out of an agreement reached by the Department of Education, Education Labour Relation Council, unions and stakeholders (ELRC, 2003) that Integrated Quality Management System (IQMS) be a developmental programme for quality performance in teaching and learning in public schools. The programme was based on the merging of three programmes, namely the Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE) which were integrated in the implementation of IQMS (Resolution No.8 of 2003).The first three programmes, DAS, PMS and WSE, were less effective and had some flaws that caused implementers (educators) not to accept them as performance developmental programmes as they were punitive and judgmental. The researcher was interested in investigating those problems encountered by the educators in the implementation of IQMS. The study employed a qualitative research methodology with a qualitative survey design. Structured interviews were used to collect data. Five (5) schools out of three hundred and twenty five schools (325) in the Butterworth Education District were conveniently selected. From each school a sample of five (5) educators was purposively selected according to their duty lines on the IQMS structures, i.e. principal, school coordinator and three educators, for the purpose of getting relevant information from each level. Some of the main findings of the study were: the duration of the training was too short; unclear roles and responsibilities of role-players resulted in non-implementation of the programme; attachment of incentive to the programme made educators to focus on the incentives rather than on the programme and the heavy workload of educators hindered the implementation of IQMS. The researcher recommended that administrators/clerks be employed as a matter of urgency to all schools in order to lessen the educators’ workload especially the principals, for the benefit of accomplishing the objectives of IQMS programmes. Re-training was absolutely a necessity. Delinking of incentives to the development programme was a crucial issue. The researcher also recommended that the IQMS Departmental Officials should monitor the implementation of the programme timeuosly so as to tackle the problems in their premature stages. The improvement of working conditions in schools is essential. Key words: quality performance; quality management; quality performance measurement and quality implementation of IQMS programme.
- Full Text:
- Date Issued: 2013
Research supervision experiences of masters in education students at a South African University
- Authors: Ganqa, Ncumisa Hazel
- Date: 2012
- Subjects: Universities and colleges -- South Africa -- Evaluation , Graduate students -- Research -- South Africa , Education -- South Africa -- Quality control
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16176 , http://hdl.handle.net/10353/473 , Universities and colleges -- South Africa -- Evaluation , Graduate students -- Research -- South Africa , Education -- South Africa -- Quality control
- Description: In recent years, transformation in South African Universities saw an increase in the number of postgraduate students enrolling for Masters’ research programmes as access and educational opportunities have been widened. The purpose of this research was to investigate research supervision experiences of Masters postgraduate students. A qualitative, contextual, descriptive and phenomenological research design was used to explore the experiences of the 2010 MEd cohort at a purposively chosen university. This was a small scale study of six participants in different stages of their research projects sampled purposively. The preferred phenomenological interview method of gathering information from the subjects was in-depth unstructured interviews. This research study revealed that the postgraduate students at the University under investigation still continue to experience the traditional model of a single supervisor supervising a strictly research based work. The most crucial component of research supervision experiences that emerged was the quality of supervision between supervisors and supervisees which revealed power struggles in supervisory relationships. Such relationships emerged as push and pull, fight or flight amongst different individual participants and their supervisors.
- Full Text:
- Date Issued: 2012
- Authors: Ganqa, Ncumisa Hazel
- Date: 2012
- Subjects: Universities and colleges -- South Africa -- Evaluation , Graduate students -- Research -- South Africa , Education -- South Africa -- Quality control
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16176 , http://hdl.handle.net/10353/473 , Universities and colleges -- South Africa -- Evaluation , Graduate students -- Research -- South Africa , Education -- South Africa -- Quality control
- Description: In recent years, transformation in South African Universities saw an increase in the number of postgraduate students enrolling for Masters’ research programmes as access and educational opportunities have been widened. The purpose of this research was to investigate research supervision experiences of Masters postgraduate students. A qualitative, contextual, descriptive and phenomenological research design was used to explore the experiences of the 2010 MEd cohort at a purposively chosen university. This was a small scale study of six participants in different stages of their research projects sampled purposively. The preferred phenomenological interview method of gathering information from the subjects was in-depth unstructured interviews. This research study revealed that the postgraduate students at the University under investigation still continue to experience the traditional model of a single supervisor supervising a strictly research based work. The most crucial component of research supervision experiences that emerged was the quality of supervision between supervisors and supervisees which revealed power struggles in supervisory relationships. Such relationships emerged as push and pull, fight or flight amongst different individual participants and their supervisors.
- Full Text:
- Date Issued: 2012
School stakeholders’ perceptions on the mainstreaming of pregnant learners in two East London secondary schools
- Mahlambeni, Ntombikayise Sylvia
- Authors: Mahlambeni, Ntombikayise Sylvia
- Date: 2013
- Subjects: Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16181 , http://hdl.handle.net/10353/d1006236 , Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
- Full Text:
- Date Issued: 2013
- Authors: Mahlambeni, Ntombikayise Sylvia
- Date: 2013
- Subjects: Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16181 , http://hdl.handle.net/10353/d1006236 , Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
- Full Text:
- Date Issued: 2013
Socio- educational experiences of black accounting III students who dropped out of the University of Fort Hare in 2009
- Authors: Morrison, Renee Fiona
- Date: 2011
- Subjects: College dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1906 , vital:27582
- Description: In South Africa there is an increasing concern regarding retention among Black students (who constitute the majority of the population) in general and in particular regarding the costs of student failure to both the students and for the institution. This thesis endeavours to obtain an understanding of the socio-educational experiences which led to Black Bachelor of Commerce in Accounting Students in 2009 dropping out of Accounting III at the University of Fort Hare. In a field in which much of the literature is quantitatively orientated, a phenomenological investigation offered a unique way of understanding the experiences of the students as it allowed their voices to be heard. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The use of in-depth interviews with three students, all of whom had dropped out of Accounting III at UFH, allowed the researcher interaction on a personal level with people not viewed as experimental objects but as human subjects. The findings revealed that the students‘ social and educational background, together with the language of teaching and learning not being their mother tongue, caused students great difficulty. Interaction between lecturers and students and the subject content proved very challenging due to the language barrier. The introduction of General Accounting III in the same class as Accounting III in 2009 compounded the students‘ confusion and this ultimately led to students feeling demotivated. These findings contributed significantly to an understanding of why these three students dropped out of Accounting III in 2009, and at the same time provided an answer to the research question relating to how Black students who dropped out of the Accounting III programme in 2009, experienced the course.
- Full Text:
- Date Issued: 2011
- Authors: Morrison, Renee Fiona
- Date: 2011
- Subjects: College dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1906 , vital:27582
- Description: In South Africa there is an increasing concern regarding retention among Black students (who constitute the majority of the population) in general and in particular regarding the costs of student failure to both the students and for the institution. This thesis endeavours to obtain an understanding of the socio-educational experiences which led to Black Bachelor of Commerce in Accounting Students in 2009 dropping out of Accounting III at the University of Fort Hare. In a field in which much of the literature is quantitatively orientated, a phenomenological investigation offered a unique way of understanding the experiences of the students as it allowed their voices to be heard. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The use of in-depth interviews with three students, all of whom had dropped out of Accounting III at UFH, allowed the researcher interaction on a personal level with people not viewed as experimental objects but as human subjects. The findings revealed that the students‘ social and educational background, together with the language of teaching and learning not being their mother tongue, caused students great difficulty. Interaction between lecturers and students and the subject content proved very challenging due to the language barrier. The introduction of General Accounting III in the same class as Accounting III in 2009 compounded the students‘ confusion and this ultimately led to students feeling demotivated. These findings contributed significantly to an understanding of why these three students dropped out of Accounting III in 2009, and at the same time provided an answer to the research question relating to how Black students who dropped out of the Accounting III programme in 2009, experienced the course.
- Full Text:
- Date Issued: 2011
Socio-educational experiences of black accounting III students who dropped out of the University of Fort Hare in 2009
- Authors: Morrison, Renee Fiona
- Date: 2011
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16200 , http://hdl.handle.net/10353/d1013384
- Description: In South Africa there is an increasing concern regarding retention among Black students (who constitute the majority of the population) in general and in particular regarding the costs of student failure to both the students and for the institution. This thesis endeavours to obtain an understanding of the socio-educational experiences which led to Black Bachelor of Commerce in Accounting Students in 2009 dropping out of Accounting III at the University of Fort Hare. In a field in which much of the literature is quantitatively orientated, a phenomenological investigation offered a unique way of understanding the experiences of the students as it allowed their voices to be heard. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The use of in-depth interviews with three students, all of whom had dropped out of Accounting III at UFH, allowed the researcher interaction on a personal level with people not viewed as experimental objects but as human subjects. The findings revealed that the students‘ social and educational background, together with the language of teaching and learning not being their mother tongue, caused students great difficulty. Interaction between lecturers and students and the subject content proved very challenging due to the language barrier. The introduction of General Accounting III in the same class as Accounting III in 2009 compounded the students‘ confusion and this ultimately led to students feeling demotivated. These findings contributed significantly to an understanding of why these three students dropped out of Accounting III in 2009, and at the same time provided an answer to the research question relating to how Black students who dropped out of the Accounting III programme in 2009, experienced the course.
- Full Text:
- Date Issued: 2011
- Authors: Morrison, Renee Fiona
- Date: 2011
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16200 , http://hdl.handle.net/10353/d1013384
- Description: In South Africa there is an increasing concern regarding retention among Black students (who constitute the majority of the population) in general and in particular regarding the costs of student failure to both the students and for the institution. This thesis endeavours to obtain an understanding of the socio-educational experiences which led to Black Bachelor of Commerce in Accounting Students in 2009 dropping out of Accounting III at the University of Fort Hare. In a field in which much of the literature is quantitatively orientated, a phenomenological investigation offered a unique way of understanding the experiences of the students as it allowed their voices to be heard. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The use of in-depth interviews with three students, all of whom had dropped out of Accounting III at UFH, allowed the researcher interaction on a personal level with people not viewed as experimental objects but as human subjects. The findings revealed that the students‘ social and educational background, together with the language of teaching and learning not being their mother tongue, caused students great difficulty. Interaction between lecturers and students and the subject content proved very challenging due to the language barrier. The introduction of General Accounting III in the same class as Accounting III in 2009 compounded the students‘ confusion and this ultimately led to students feeling demotivated. These findings contributed significantly to an understanding of why these three students dropped out of Accounting III in 2009, and at the same time provided an answer to the research question relating to how Black students who dropped out of the Accounting III programme in 2009, experienced the course.
- Full Text:
- Date Issued: 2011
Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district
- Authors: Gobingca, Zameka
- Date: 2013
- Subjects: Primary school teachers -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Primary school teaching -- South Africa -- Eastern Cape , Teaching -- Methods , Xhosa language -- Study and teaching -- South Africa -- Eastern Cape , Native language
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16189 , http://hdl.handle.net/10353/d1006250 , Primary school teachers -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Primary school teaching -- South Africa -- Eastern Cape , Teaching -- Methods , Xhosa language -- Study and teaching -- South Africa -- Eastern Cape , Native language
- Description: The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.
- Full Text:
- Date Issued: 2013
- Authors: Gobingca, Zameka
- Date: 2013
- Subjects: Primary school teachers -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Primary school teaching -- South Africa -- Eastern Cape , Teaching -- Methods , Xhosa language -- Study and teaching -- South Africa -- Eastern Cape , Native language
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16189 , http://hdl.handle.net/10353/d1006250 , Primary school teachers -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Primary school teaching -- South Africa -- Eastern Cape , Teaching -- Methods , Xhosa language -- Study and teaching -- South Africa -- Eastern Cape , Native language
- Description: The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.
- Full Text:
- Date Issued: 2013
Strategies employed by two (2) East London schools to adapt in times of teacher loss implications for leadership and management
- Authors: Jimana, Sonwabo
- Date: 2012
- Subjects: Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16171 , http://hdl.handle.net/10353/466 , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Description: The issue of “teacher loss” has been reported widely as one of the biggest challenges facing schools around the globe. The international concern is that education departments have more teachers leaving than entering their systems. Evidence shows that this situation is also synonymous in South Africa and remains one of the ongoing phenomena, also noted in the provinces, including the Eastern Cape. As previous research focused on the reasons for “teacher loss”, as well as the strategies for the retention of teachers, the purpose of this study was to investigate how the selected schools adapt in times of “teacher loss”. The implications for leadership and management in this regard were also explored. In exploring this issue, a qualitative research approach was adopted in the form of a case study, which involved two (2) rural schools, one (1) primary and one (1) secondary school. This qualitative approach entailed semi-structured interviews involving eight (8) participants and document analysis as data collection methods for the study. The findings reveal that there is little support that schools receive from the Department of Education in order to cope with “teacher loss”. Teachers‟ limited knowledge in terms of strategies to cope with “teacher loss” results in de-motivated and stressed teachers. Several implications for leadership and management were also drawn out, including equipping school management teams with skills that can enable them to assist teachers to cope with “teacher loss”. , Goven Mbeki Reaserch and Development Centre
- Full Text:
- Date Issued: 2012
- Authors: Jimana, Sonwabo
- Date: 2012
- Subjects: Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16171 , http://hdl.handle.net/10353/466 , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Description: The issue of “teacher loss” has been reported widely as one of the biggest challenges facing schools around the globe. The international concern is that education departments have more teachers leaving than entering their systems. Evidence shows that this situation is also synonymous in South Africa and remains one of the ongoing phenomena, also noted in the provinces, including the Eastern Cape. As previous research focused on the reasons for “teacher loss”, as well as the strategies for the retention of teachers, the purpose of this study was to investigate how the selected schools adapt in times of “teacher loss”. The implications for leadership and management in this regard were also explored. In exploring this issue, a qualitative research approach was adopted in the form of a case study, which involved two (2) rural schools, one (1) primary and one (1) secondary school. This qualitative approach entailed semi-structured interviews involving eight (8) participants and document analysis as data collection methods for the study. The findings reveal that there is little support that schools receive from the Department of Education in order to cope with “teacher loss”. Teachers‟ limited knowledge in terms of strategies to cope with “teacher loss” results in de-motivated and stressed teachers. Several implications for leadership and management were also drawn out, including equipping school management teams with skills that can enable them to assist teachers to cope with “teacher loss”. , Goven Mbeki Reaserch and Development Centre
- Full Text:
- Date Issued: 2012
Stressful experiences of Primary school teachers in one education District: A South African case study
- Nomtshongwana, Thanduxolo Albert
- Authors: Nomtshongwana, Thanduxolo Albert
- Date: 2019
- Subjects: Stress -- School educators Frustration and strain(Primary) -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1401 , vital:34372
- Description: This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom.
- Full Text:
- Date Issued: 2019
- Authors: Nomtshongwana, Thanduxolo Albert
- Date: 2019
- Subjects: Stress -- School educators Frustration and strain(Primary) -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1401 , vital:34372
- Description: This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom.
- Full Text:
- Date Issued: 2019
Study of technology education instructional practices in grade nine classrooms a case study of three senior secondary schools in the King Williams Town district
- Authors: Ntshaba, Lulama Princess
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16177 , http://hdl.handle.net/10353/486 , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: The purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.
- Full Text:
- Date Issued: 2012
- Authors: Ntshaba, Lulama Princess
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16177 , http://hdl.handle.net/10353/486 , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: The purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.
- Full Text:
- Date Issued: 2012
Teacher's and principal's perceptions of the integrated quality management system (IQMS) in three Butterworth District schools
- Authors: Ntshewula, Nombulelo
- Date: 2012
- Subjects: Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16197 , http://hdl.handle.net/10353/d1007301 , Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The researcher’s interest in this study is in teachers’ perceptions and principals of the Integrated Quality Management System (IQMS). This study examines teachers’ understandings of this quality management and performance appraisal system, how teachers perceive the instrument used to manage and monitor their performance and the performance of their schools, and what lessons may be learnt regarding the implementation process of the IQMS. The investigation was carried out in three Butterworth District schools in the Eastern Cape. The researcher made use of qualitative methodology to obtain data from a sample of 3 principals, 9 teachers and 1 district official. Data were collected from these respondents by means of in-depth, semi-structured interviews and through document analysis. The study found that some of the teachers and principals felt that they did not understand the IQMS, and they complained that the system is fraught with many obstacles that need to be addressed in order to promote the effectiveness of teaching and learning. The participants also spoke of multiple factors that contribute negatively to this phenomenon, which include the fact that the teachers’ workload is increased by the IQMS, time constraints, inadequate training, vague and unfamiliar language, the financial incentive that is attached to the instrument, and the many structures in the implementation process. In addition, the system seems to encourage a bureaucratic style of management. Teachers and principals also suggested ways in which the IQMS could be structured by the Department of Education for greater efficiency in education.
- Full Text:
- Date Issued: 2012
- Authors: Ntshewula, Nombulelo
- Date: 2012
- Subjects: Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16197 , http://hdl.handle.net/10353/d1007301 , Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The researcher’s interest in this study is in teachers’ perceptions and principals of the Integrated Quality Management System (IQMS). This study examines teachers’ understandings of this quality management and performance appraisal system, how teachers perceive the instrument used to manage and monitor their performance and the performance of their schools, and what lessons may be learnt regarding the implementation process of the IQMS. The investigation was carried out in three Butterworth District schools in the Eastern Cape. The researcher made use of qualitative methodology to obtain data from a sample of 3 principals, 9 teachers and 1 district official. Data were collected from these respondents by means of in-depth, semi-structured interviews and through document analysis. The study found that some of the teachers and principals felt that they did not understand the IQMS, and they complained that the system is fraught with many obstacles that need to be addressed in order to promote the effectiveness of teaching and learning. The participants also spoke of multiple factors that contribute negatively to this phenomenon, which include the fact that the teachers’ workload is increased by the IQMS, time constraints, inadequate training, vague and unfamiliar language, the financial incentive that is attached to the instrument, and the many structures in the implementation process. In addition, the system seems to encourage a bureaucratic style of management. Teachers and principals also suggested ways in which the IQMS could be structured by the Department of Education for greater efficiency in education.
- Full Text:
- Date Issued: 2012
Teacher's attitudes towards inclusive education in junior secondary schools at Butterworth education district
- Authors: Kwababa, Masibulele Lennox
- Date: 2011
- Subjects: Inclusive education -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18426 , http://hdl.handle.net/11260/d1006963
- Description: The purpose of the study was to assess the attitudes of teachers towards inclusive education and also the factors that influence such attitudes in Junior Secondary Schools in the Butterworth Education District (BED) in the Eastern Cape Province. The study was mainly focused on circuit 7 in which most urban and rural schools existed. Quantitative research methods were used. Survey design was used to conduct the study. The population of teachers of circuit number 7 was three hundred and forty eight (348). Then thirty percent (30%) of that population was calculated to form the sample. The sample was constituted by 104 teachers. Stratified sample was used to select the sample. This means that there were 52 male teachers and also 52 female teachers in the sample. Questionnaires which were designed by the researcher were used to gather data from public Junior Secondary School teachers. The questionnaires had Likert scale of 4 points to allow participants to express their extent of agreement or disagreement with the statements. The questionnaires consisted of 3 sections, biographical information of the participants, 30 statements about inclusive education and the last section consisted of one open-ended question. The questionnaires were pilot tested using the sample which was constituted by 12 teachers, 6 were males and 6 were females. Distribution and collection of questionnaires to and from teachers took five weeks. The collected data were analyzed using Statistical Package for the Social Science (SPSS) version 17 for Microsoft word. The nominal and ordinal scales were used to code the data. The analyzed data were presented in the form of numbers in tables. The researcher interpreted the data. The findings of the study showed that the majority of teachers were positive about inclusive education although they cited lack of training, resources and facilities for inclusive education.
- Full Text:
- Date Issued: 2011
- Authors: Kwababa, Masibulele Lennox
- Date: 2011
- Subjects: Inclusive education -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18426 , http://hdl.handle.net/11260/d1006963
- Description: The purpose of the study was to assess the attitudes of teachers towards inclusive education and also the factors that influence such attitudes in Junior Secondary Schools in the Butterworth Education District (BED) in the Eastern Cape Province. The study was mainly focused on circuit 7 in which most urban and rural schools existed. Quantitative research methods were used. Survey design was used to conduct the study. The population of teachers of circuit number 7 was three hundred and forty eight (348). Then thirty percent (30%) of that population was calculated to form the sample. The sample was constituted by 104 teachers. Stratified sample was used to select the sample. This means that there were 52 male teachers and also 52 female teachers in the sample. Questionnaires which were designed by the researcher were used to gather data from public Junior Secondary School teachers. The questionnaires had Likert scale of 4 points to allow participants to express their extent of agreement or disagreement with the statements. The questionnaires consisted of 3 sections, biographical information of the participants, 30 statements about inclusive education and the last section consisted of one open-ended question. The questionnaires were pilot tested using the sample which was constituted by 12 teachers, 6 were males and 6 were females. Distribution and collection of questionnaires to and from teachers took five weeks. The collected data were analyzed using Statistical Package for the Social Science (SPSS) version 17 for Microsoft word. The nominal and ordinal scales were used to code the data. The analyzed data were presented in the form of numbers in tables. The researcher interpreted the data. The findings of the study showed that the majority of teachers were positive about inclusive education although they cited lack of training, resources and facilities for inclusive education.
- Full Text:
- Date Issued: 2011
Teacher's views on the implementation of HIV/AIDS policies in schools: a case study of four high schools in Fort Beaufort Education District
- Authors: Koza, Rebecca
- Date: 2016
- Subjects: HIV infections -- Government policy -- South Africa -- Eastern Cape AIDS (Disease) -- Government policy -- South Africa -- Eastern Cape HIV infections -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/2105 , vital:27610
- Description: HIV/AIDS is reducing the hard-won returns on investment in education in South Africa.
- Full Text:
- Date Issued: 2016
- Authors: Koza, Rebecca
- Date: 2016
- Subjects: HIV infections -- Government policy -- South Africa -- Eastern Cape AIDS (Disease) -- Government policy -- South Africa -- Eastern Cape HIV infections -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/2105 , vital:27610
- Description: HIV/AIDS is reducing the hard-won returns on investment in education in South Africa.
- Full Text:
- Date Issued: 2016
Teachers' experiences regarding the national curriculum statement implementation in the Mthatha District, Eastern Cape, South Africa
- Ngibe, Nondwe Cynthia Phelokazi
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2013
- Subjects: National curriculum statement -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18436 , http://hdl.handle.net/11260/d1007191
- Description: This is a study that was conducted in order to explore Mthatha teachers’ experiences in relation to the implementation of the New Curriculum Statement (NCS). The new curriculum, having been introduced in 1997, presented some challenges that were encountered by the Junior Secondary School teachers, who were required to implement it. The challenges experienced by teachers included too much paperwork, confusion and stress, widespread learner underperformance in international and local assessments, teacher workload and the administrative burden. Ten schools from the population of schools in the Mthatha District were purposely sampled and data were collected. Quantitative and qualitative research methodologies were used to collect data from the participants who were teachers of Mthatha junior secondary schools. Questionnaires were used to collect data from teachers and structured interviews were given to school managers. The data were analyzed manually and by using SPSS Windows version 19.0 (SPSS Inc, Chicago, IL, USA). It emerged from the study that the workload was excessive as to the paperwork and confusion and stress are there due to continuous changes in the curriculum. Regular workshops conducted by experts need to be arranged timeously. Administrative equipment in schools, such as computers, are sorely needed together with clerical staff that could help with administrative tasks.
- Full Text:
- Date Issued: 2013
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2013
- Subjects: National curriculum statement -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18436 , http://hdl.handle.net/11260/d1007191
- Description: This is a study that was conducted in order to explore Mthatha teachers’ experiences in relation to the implementation of the New Curriculum Statement (NCS). The new curriculum, having been introduced in 1997, presented some challenges that were encountered by the Junior Secondary School teachers, who were required to implement it. The challenges experienced by teachers included too much paperwork, confusion and stress, widespread learner underperformance in international and local assessments, teacher workload and the administrative burden. Ten schools from the population of schools in the Mthatha District were purposely sampled and data were collected. Quantitative and qualitative research methodologies were used to collect data from the participants who were teachers of Mthatha junior secondary schools. Questionnaires were used to collect data from teachers and structured interviews were given to school managers. The data were analyzed manually and by using SPSS Windows version 19.0 (SPSS Inc, Chicago, IL, USA). It emerged from the study that the workload was excessive as to the paperwork and confusion and stress are there due to continuous changes in the curriculum. Regular workshops conducted by experts need to be arranged timeously. Administrative equipment in schools, such as computers, are sorely needed together with clerical staff that could help with administrative tasks.
- Full Text:
- Date Issued: 2013