- Title
- Perceptions of school based support teams about providing support to Foundation Phase Teachers in two Butterworth Primary Schools, Eastern Cape
- Creator
- Luningo, Mziwonke
- Description
- The policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of SBSTs whose main function is to support teaching and learning in schools. This study used interpretive paradigm to explore perceptions of SBST about providing support to foundation phase (FP) teachers and to interpret what they said. Nonetheless, there seemed to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study was to explore the perceptions of the School-Based Support Teams (SBSTs) about providing support to the foundation phase teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Semi-structured interviews using one on one, observations and document analysis were used to collect the data from the SBSTs about their perceptions of providing support to the FP teachers. Purposeful sampling was used where two mainstream primary schools were conveniently selected with six SBST participants from each school, making a total of six participants. Twelve SBST members were interviewed. Data were analysed and common themes emerged. The findings revealed that the SBSTs did not have enough knowledge and skills to support the FP teachers. Some of the challenges they cited included inadequate training, lack of communication, overcrowding and lack of support from the parents. In an attempt to alleviate the above-raised challenges, a model was proposed. These are some of the recommendations that resulted from the findings: all schools should have SBSTs, they should be composed of all the important stakeholders as proposed by the DoE, frequent SBST meetings should be held and further recommendations are made.
- Date
- 2018
- Subject
- School based support--Teams Foundation phase--Teachers--Eastern Cape Education support--Primary schools
- Type
- Thesis, Doctoral, D Ed
- Identifier
- http://hdl.handle.net/11260/1410
- Identifier
- vital:34373
- Format
- xxiii, 275 leaves, pdf
- Publisher
- Walter Sisulu University, Faculty of Educational Sciences
- Language
- English
- Rights
- Walter Sisulu University
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Thesis Luningo DEd.pdf | 9 MB | Adobe Acrobat PDF | View Details |