Challenges faced by Teachers in applying reading strategies when teaching English reading in the foundation phase in the Mthatha District
- Authors: Cweba, Vuyokazi
- Date: 2015
- Subjects: Reading(Foundation phase) English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/856 , vital:29938
- Description: This study sought to investigate challenges faced by teachers in applying reading strategies when teaching reading in the Foundation Phase in the Mthatha District in South Africa. The study was conducted at Four Junior Secondary Schools. It was prompted by a deep concern about challenges faced by teachers in applying reading strategies required in the Foundation Phase. While studies have been carried out on applying reading strategies in the Foundation Phase, few studies have looked at the factors impacting on reading in South African schools, especially in the Mthatha District where isiXhosa is the mother tongue. The method used in this study involved a qualitative approach. The study addressed the following research questions: What strategies are used in the Foundation Phase? What type of challenges are faced by teachers? To what extent are educators trained to teach reading in the Foundation Phase? Does the lack of resources affect the performance of learners? To what extent does the use of a second language affect the performance of Foundation Phase learners? Do teachers receive enough support from the Department of Education to teach reading? The study is a multiple-case study and data were collected through individual interviews and focus group interviews (sixteen teachers were interviewed). Content analysis guided the data analysis through themes derived from the subsidiary questions. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. A pilot study was conducted in two Junior Secondary Schools for the purpose of validity and reliability. ii The study`s findings revealed that: Different reading strategies were used by teachers in the Foundation Phase, teachers faced many challenges in applying reading strategies such as teacher training in the teaching of reading. This suggests that intervention is needed by the Department of Education such as providing relevant resources which are essential in order to address the problem of reading. Improvisation by teachers to improve reading material, insufficient allocation of time, multilingualism, teacher competence, lack of motivation and parental involvement in relation to learner performance in reading all need attention in order to solve problems. Furthermore, lack of resources hinders the reading ability of learners. The use of home language as a medium of instruction in teaching reading is highlighted. There is insufficient support by the Department of Education for Foundation Phase teachers to teach reading. Based on the study findings, the researcher has recommended that teachers should be urged to use reading strategies in a way that benefits learners. The use of reading strategies, therefore, needs more attention. Libraries should be built in these schools to enable learners to develop a culture of reading. Education development officers, subject advisors, lead teachers and parents should work together to improve the reading ability of Foundation Phase learners.
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- Authors: Cweba, Vuyokazi
- Date: 2015
- Subjects: Reading(Foundation phase) English language -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/856 , vital:29938
- Description: This study sought to investigate challenges faced by teachers in applying reading strategies when teaching reading in the Foundation Phase in the Mthatha District in South Africa. The study was conducted at Four Junior Secondary Schools. It was prompted by a deep concern about challenges faced by teachers in applying reading strategies required in the Foundation Phase. While studies have been carried out on applying reading strategies in the Foundation Phase, few studies have looked at the factors impacting on reading in South African schools, especially in the Mthatha District where isiXhosa is the mother tongue. The method used in this study involved a qualitative approach. The study addressed the following research questions: What strategies are used in the Foundation Phase? What type of challenges are faced by teachers? To what extent are educators trained to teach reading in the Foundation Phase? Does the lack of resources affect the performance of learners? To what extent does the use of a second language affect the performance of Foundation Phase learners? Do teachers receive enough support from the Department of Education to teach reading? The study is a multiple-case study and data were collected through individual interviews and focus group interviews (sixteen teachers were interviewed). Content analysis guided the data analysis through themes derived from the subsidiary questions. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. A pilot study was conducted in two Junior Secondary Schools for the purpose of validity and reliability. ii The study`s findings revealed that: Different reading strategies were used by teachers in the Foundation Phase, teachers faced many challenges in applying reading strategies such as teacher training in the teaching of reading. This suggests that intervention is needed by the Department of Education such as providing relevant resources which are essential in order to address the problem of reading. Improvisation by teachers to improve reading material, insufficient allocation of time, multilingualism, teacher competence, lack of motivation and parental involvement in relation to learner performance in reading all need attention in order to solve problems. Furthermore, lack of resources hinders the reading ability of learners. The use of home language as a medium of instruction in teaching reading is highlighted. There is insufficient support by the Department of Education for Foundation Phase teachers to teach reading. Based on the study findings, the researcher has recommended that teachers should be urged to use reading strategies in a way that benefits learners. The use of reading strategies, therefore, needs more attention. Libraries should be built in these schools to enable learners to develop a culture of reading. Education development officers, subject advisors, lead teachers and parents should work together to improve the reading ability of Foundation Phase learners.
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Factors contributing towards the decline in enrolment of learners in the rural Junior Secondary Schools in the Qumbu District of Education of South Africa
- Authors: Vellem, Mxolosi
- Date: 2015
- Subjects: Rural schools -- Learners -- South Africa School enrolment—Education (Junior secondary) -- South Africa -- Qumbu Rationalisation and re-alignment -- Schools
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1326 , vital:30806
- Description: The purpose of this study was to investigate the factors contributing towards the decline of learners in rural junior secondary schools in the Qumbu Education District in the Eastern Cape, South Africa. This was done because in South Africa before the 1994 elections rural schools were not supported by the apartheid government. Rural areas were disadvantaged in education, in terms of finance. This resulted in poor quality of teaching and learning. Declining numbers of learners in rural schools was occurring in all rural schools. Staffs were alarmed by the declining enrolment of learners in their schools because their schools were affected. Teachers were redeployed to schools where there were sufficient learner numbers. Department of Education due to declining learner numbers in schools introduced rationalisation and re-alignment of schools, meaning closure of some schools with low learner numbers. This led to learners walking long distances to schools. This study was conducted in the Qumbu Education District. It focused on declining numbers of learner enrolment. The literature internationally focused on declining number in enrolment of learners. These learners were afraid of Physical Science (Chemistry side) as a subject. They had taken Chemistry as difficult because of the perceived link with Mathematics. Continentally the literature had alluded to teenage pregnancy, affected and infected learners with HIV/AIDS and human trafficking. In South Africa literature focused on the educational level of parents. Learners with educated parents leave rural schools to study in urban areas because of poor education which is provided in rural areas. Lack of resources in these schools could also be the cause of declining learner numbers in rural junior secondary schools. The study used a quantitative research design to elicit data from the respondents. The respondents in this study were 50 principals of the sampled rural junior secondary schools. Data was collected from 50 participants through the use of a questionnaire; 50 questionnaires were returned and the data which was finally processed was from these 50 questionnaires. The Statistical Package for Social Sciences (SPSS) was used for the analysis of the data. iii The findings of the study revealed that factors such as lack of parental involvement, socio-economic factors, HIV/AIDS - related issues, culture and gender - related issues, lack of resources, teacher and teaching - related issues and the education level of the parents were the contributing factors to the decline in enrolment of learners in rural junior secondary schools in the Qumbu Education District. In the light of the findings, the researcher recommends that more tuition time and the reduction of absenteeism by teachers can help reduce the decline of enrolment in rural junior schools in the Qumbu area. The Department must consider the number of learning areas and not teacher - pupil ratio. The Department should also introduce computer classes, woodwork, bricklaying and other practical skill subjects in these schools. Furthermore there must be resources such as laboratories, libraries and television. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the inaccessibility of schools in deep rural areas, the slow return rate of completed questionnaires and the obtaining of permission to undertake the study.
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- Authors: Vellem, Mxolosi
- Date: 2015
- Subjects: Rural schools -- Learners -- South Africa School enrolment—Education (Junior secondary) -- South Africa -- Qumbu Rationalisation and re-alignment -- Schools
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1326 , vital:30806
- Description: The purpose of this study was to investigate the factors contributing towards the decline of learners in rural junior secondary schools in the Qumbu Education District in the Eastern Cape, South Africa. This was done because in South Africa before the 1994 elections rural schools were not supported by the apartheid government. Rural areas were disadvantaged in education, in terms of finance. This resulted in poor quality of teaching and learning. Declining numbers of learners in rural schools was occurring in all rural schools. Staffs were alarmed by the declining enrolment of learners in their schools because their schools were affected. Teachers were redeployed to schools where there were sufficient learner numbers. Department of Education due to declining learner numbers in schools introduced rationalisation and re-alignment of schools, meaning closure of some schools with low learner numbers. This led to learners walking long distances to schools. This study was conducted in the Qumbu Education District. It focused on declining numbers of learner enrolment. The literature internationally focused on declining number in enrolment of learners. These learners were afraid of Physical Science (Chemistry side) as a subject. They had taken Chemistry as difficult because of the perceived link with Mathematics. Continentally the literature had alluded to teenage pregnancy, affected and infected learners with HIV/AIDS and human trafficking. In South Africa literature focused on the educational level of parents. Learners with educated parents leave rural schools to study in urban areas because of poor education which is provided in rural areas. Lack of resources in these schools could also be the cause of declining learner numbers in rural junior secondary schools. The study used a quantitative research design to elicit data from the respondents. The respondents in this study were 50 principals of the sampled rural junior secondary schools. Data was collected from 50 participants through the use of a questionnaire; 50 questionnaires were returned and the data which was finally processed was from these 50 questionnaires. The Statistical Package for Social Sciences (SPSS) was used for the analysis of the data. iii The findings of the study revealed that factors such as lack of parental involvement, socio-economic factors, HIV/AIDS - related issues, culture and gender - related issues, lack of resources, teacher and teaching - related issues and the education level of the parents were the contributing factors to the decline in enrolment of learners in rural junior secondary schools in the Qumbu Education District. In the light of the findings, the researcher recommends that more tuition time and the reduction of absenteeism by teachers can help reduce the decline of enrolment in rural junior schools in the Qumbu area. The Department must consider the number of learning areas and not teacher - pupil ratio. The Department should also introduce computer classes, woodwork, bricklaying and other practical skill subjects in these schools. Furthermore there must be resources such as laboratories, libraries and television. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the inaccessibility of schools in deep rural areas, the slow return rate of completed questionnaires and the obtaining of permission to undertake the study.
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Investigation into School Managers’ role as facilitators of Teachers to improve Teacher effectiveness and efficiency
- Authors: Peter, Tembelihle
- Date: 2015
- Subjects: School principals -- Facilitation -- South Africa Teachers – Effectiveness and efficiency School manager -- Educators—Professional development-- South Africa – Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1314 , vital:30803
- Description: This research study examined the role of management by school managers in the three strata schools of the Mthatha Education District in the Province of the Eastern Cape of South Africa. The researcher tried to show how School managers provide a leadership role especially in the Mthatha schools in the Eastern Cape Province of South Africa. It was deduced from the statistical data presented that there is a significant correlation between a school manager’s tasks and the quality of education. This shows that when school managers plan properly, organizing properly, leading and control management task be better all resources of the school will be managed better. The proper execution of management tasks of planning, organizing, leading and control by school managers have contributed extensively to the success of schools. The researcher used both qualitative and quantitative methods in –order to collect data. Two instruments namely, questionnaires and interviews were used in –order to collect data. Tools used during quantitative research design data collection are questionnaires. Questionnaires were used in order to pilot the study for the purposes of identifying with rich information. The researcher used structured questions for quantitative questionnaires. Respondents answered questionnaires in the absence of the researcher in-order to allow anonymity and a stress –free environment. Tools used for the qualitative research design data collection method were interviews. Interviews were used for the information rich subjects. During interviews, the researcher used face-to-face, one- to- one interviews with each subject. The sample subjects in this study for the quantitative method were school managers of Mthatha schools. The total number of participants was 14. All of them returned their questionnaire responses at the agreed time with the researcher. Amongst the findings that emerged were; a high level of enthusiasm in all three schools for change; however, different kinds of hindrances were experienced. ii Finally, recommendations and suggestions were made starting that schools have to follow strict management /leadership programs.
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- Authors: Peter, Tembelihle
- Date: 2015
- Subjects: School principals -- Facilitation -- South Africa Teachers – Effectiveness and efficiency School manager -- Educators—Professional development-- South Africa – Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1314 , vital:30803
- Description: This research study examined the role of management by school managers in the three strata schools of the Mthatha Education District in the Province of the Eastern Cape of South Africa. The researcher tried to show how School managers provide a leadership role especially in the Mthatha schools in the Eastern Cape Province of South Africa. It was deduced from the statistical data presented that there is a significant correlation between a school manager’s tasks and the quality of education. This shows that when school managers plan properly, organizing properly, leading and control management task be better all resources of the school will be managed better. The proper execution of management tasks of planning, organizing, leading and control by school managers have contributed extensively to the success of schools. The researcher used both qualitative and quantitative methods in –order to collect data. Two instruments namely, questionnaires and interviews were used in –order to collect data. Tools used during quantitative research design data collection are questionnaires. Questionnaires were used in order to pilot the study for the purposes of identifying with rich information. The researcher used structured questions for quantitative questionnaires. Respondents answered questionnaires in the absence of the researcher in-order to allow anonymity and a stress –free environment. Tools used for the qualitative research design data collection method were interviews. Interviews were used for the information rich subjects. During interviews, the researcher used face-to-face, one- to- one interviews with each subject. The sample subjects in this study for the quantitative method were school managers of Mthatha schools. The total number of participants was 14. All of them returned their questionnaire responses at the agreed time with the researcher. Amongst the findings that emerged were; a high level of enthusiasm in all three schools for change; however, different kinds of hindrances were experienced. ii Finally, recommendations and suggestions were made starting that schools have to follow strict management /leadership programs.
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The role of Teacher Unions in the governance of schools in Mthatha District of the Eastern Cape Province of South Africa
- Authors: Viti, Anderson Madodomzi
- Date: 2015
- Subjects: Teachers Unions -- School Governance Labour Unions -- School management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1278 , vital:30789
- Description: The study sought to investigate the role of teacher unions in the implementation of policies in the Department Of Education in Mthatha District. The study developed out of complaints and a lot of noise that has been done by the public towards the department of education complaining about lack of commitment and necessary enforcement of policies. This has been noticed after 1994 when teacher unions became more vocal and played a noticeable role in the education system. Many teachers became members of teacher unions and the department of education has to involve teacher unions in the decisions that it has to take. Teachers began to have rights to an extent that when they feel like striking they began to have a right to do so. Schools now began to be in totally governed by SGBs. Teachers and particularly the principals and their SMTs no longer have power to enforce any of the policies to teachers and as well as to learners. It was for that reason that the researcher became interested in conducting a study on the role played by teacher unions in the implementation of policies by the DOE in Mthatha District. In the study both qualitative and quantitative research methodology has been used. Questioners have been used to collect data. In the process of collecting data 5 schools within Mthatha district were selected. All these schools were on the Mqanduli part of Mthatha District because by the time the sturdy was started researcher was working as a principal in Mqanduli. Among schools that were selected there were 2 senior secondary schools and 3 junior secondary schools. From each school a sample of 5 educators was purposely ii selected according to their duties in running g the school i.e. in each school there has to be one or two members of the SMT. The position of the person in the SMT was not considered as long as the person is serving in the SMT. Also it was considered that people who are selected are members of a teacher union regardless of which teacher union. Some of the main findings of the study were: teacher unions are confusing the SMTs in that they sometimes get confused in knowing who to listen to between the department of education and the teacher unions. Teacher unions are sometimes helpful in that they train their members in understanding the professionalism that is required at work. Sometimes teacher unions have a tendency of protecting their members even if they act irresponsible. Among many recommendations that the researcher has done he has recommended that there must be constant meetings between all stakeholders in the education system to avoid unnecessary clashes. All parties concerned about the education system must respect the learner and as such he must be always at the centre of the education system. Also those SGB members who are expected to develop policies for their schools must be trained.
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- Authors: Viti, Anderson Madodomzi
- Date: 2015
- Subjects: Teachers Unions -- School Governance Labour Unions -- School management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1278 , vital:30789
- Description: The study sought to investigate the role of teacher unions in the implementation of policies in the Department Of Education in Mthatha District. The study developed out of complaints and a lot of noise that has been done by the public towards the department of education complaining about lack of commitment and necessary enforcement of policies. This has been noticed after 1994 when teacher unions became more vocal and played a noticeable role in the education system. Many teachers became members of teacher unions and the department of education has to involve teacher unions in the decisions that it has to take. Teachers began to have rights to an extent that when they feel like striking they began to have a right to do so. Schools now began to be in totally governed by SGBs. Teachers and particularly the principals and their SMTs no longer have power to enforce any of the policies to teachers and as well as to learners. It was for that reason that the researcher became interested in conducting a study on the role played by teacher unions in the implementation of policies by the DOE in Mthatha District. In the study both qualitative and quantitative research methodology has been used. Questioners have been used to collect data. In the process of collecting data 5 schools within Mthatha district were selected. All these schools were on the Mqanduli part of Mthatha District because by the time the sturdy was started researcher was working as a principal in Mqanduli. Among schools that were selected there were 2 senior secondary schools and 3 junior secondary schools. From each school a sample of 5 educators was purposely ii selected according to their duties in running g the school i.e. in each school there has to be one or two members of the SMT. The position of the person in the SMT was not considered as long as the person is serving in the SMT. Also it was considered that people who are selected are members of a teacher union regardless of which teacher union. Some of the main findings of the study were: teacher unions are confusing the SMTs in that they sometimes get confused in knowing who to listen to between the department of education and the teacher unions. Teacher unions are sometimes helpful in that they train their members in understanding the professionalism that is required at work. Sometimes teacher unions have a tendency of protecting their members even if they act irresponsible. Among many recommendations that the researcher has done he has recommended that there must be constant meetings between all stakeholders in the education system to avoid unnecessary clashes. All parties concerned about the education system must respect the learner and as such he must be always at the centre of the education system. Also those SGB members who are expected to develop policies for their schools must be trained.
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Working Towards Improved Facilitation of Research Capacity Development at Walter Sisulu University (WSU) Using Action Research (AR) Methodology
- Sotshangane, Nkosinathi Owen
- Authors: Sotshangane, Nkosinathi Owen
- Date: 2015
- Subjects: Capacity development -- Research Research -- Higher education Research development -- Study and teaching -- South Africa Education, higher -- Action Research -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/901 , vital:30009
- Description: This study was originally undertaken to change and improve the way I do my practice at Walter Sisulu University as a Research Associate whose responsibility is to facilitate research capacity development and research excellence within the University, amongst academics and postgraduate students. The success of the Research Resource Centre that I manage depends on the way I promote research culture and research productivity amongst academics and postgraduate students. According to Leedy and Ormrod (2013, p. 2), research is a systematic process that is used to collect, analyse, and interpret data in order to increase my understanding of the phenomenon about interest and concern about a given/identified phenomenon. In this case my own practice changed and improved for the better. The main objective of this study, therefore, was to examine the reasons behind the decline in research productivity in terms of research output and how this could be reversed through action research study intervention in order to enhance research productivity at Walter Sisulu University (WSU). The Department of Higher Education and Training’s (DHET) allocation of research output units for WSU indicated that there was a decline in research output from 2005 to 2010. The extent to which my practice improvement could contribute towards changing or improving research productivity was a question which this study addressed through a quantitative, qualitative and self-reflective action research cyclic inquiry. I organized sample strategies of this study as follows: For quantitative data, I used 120 lecturers as my respondents through questionnaires (females = 47 and males = 73) who were randomly selected; For qualitative data, I used 24 lecturers as respondents who were randomly selected with whom I conducted interviews; and For self-reflective action research cyclic inquiry I used 7 Transformative Education/al Studies (TES) project group members as my focus group. My research findings concluded that the heavy teaching workload at WSU was problematic and lecturers/academics could not devote time to do research. My recommendation is that research should be made compulsory so that academics become aware that at least one or two published articles are required from them, for the benefit of annual university research productivity. Some research participants also recommended that the Research Resource Centre must include programs that focus directly on active participation in research in order to increase the capacity of individual researchers so as to build a critical mass of competent researchers, perhaps by even including incentives as a reward for doing research. According to Koshy (2010), action research is a specific method of conducting research by professionals and practitioners with the ultimate aim of improving practice. My new knowledge, therefore, in respect of how a concerned Research Associate, from a Historically Disadvantaged Institution (HDI), provided the impetus to create a collaborative practice in a higher education institution which was forced to merge with two former technikons (which lacked understanding of what a university means by research productivity and research output). I consequently developed the Nkosinathi Sotshangane’s cyclic practice improvement model through self-reflective action research, from which I believed other research practitioners could learn by doing something similar in their own context.
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- Authors: Sotshangane, Nkosinathi Owen
- Date: 2015
- Subjects: Capacity development -- Research Research -- Higher education Research development -- Study and teaching -- South Africa Education, higher -- Action Research -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/901 , vital:30009
- Description: This study was originally undertaken to change and improve the way I do my practice at Walter Sisulu University as a Research Associate whose responsibility is to facilitate research capacity development and research excellence within the University, amongst academics and postgraduate students. The success of the Research Resource Centre that I manage depends on the way I promote research culture and research productivity amongst academics and postgraduate students. According to Leedy and Ormrod (2013, p. 2), research is a systematic process that is used to collect, analyse, and interpret data in order to increase my understanding of the phenomenon about interest and concern about a given/identified phenomenon. In this case my own practice changed and improved for the better. The main objective of this study, therefore, was to examine the reasons behind the decline in research productivity in terms of research output and how this could be reversed through action research study intervention in order to enhance research productivity at Walter Sisulu University (WSU). The Department of Higher Education and Training’s (DHET) allocation of research output units for WSU indicated that there was a decline in research output from 2005 to 2010. The extent to which my practice improvement could contribute towards changing or improving research productivity was a question which this study addressed through a quantitative, qualitative and self-reflective action research cyclic inquiry. I organized sample strategies of this study as follows: For quantitative data, I used 120 lecturers as my respondents through questionnaires (females = 47 and males = 73) who were randomly selected; For qualitative data, I used 24 lecturers as respondents who were randomly selected with whom I conducted interviews; and For self-reflective action research cyclic inquiry I used 7 Transformative Education/al Studies (TES) project group members as my focus group. My research findings concluded that the heavy teaching workload at WSU was problematic and lecturers/academics could not devote time to do research. My recommendation is that research should be made compulsory so that academics become aware that at least one or two published articles are required from them, for the benefit of annual university research productivity. Some research participants also recommended that the Research Resource Centre must include programs that focus directly on active participation in research in order to increase the capacity of individual researchers so as to build a critical mass of competent researchers, perhaps by even including incentives as a reward for doing research. According to Koshy (2010), action research is a specific method of conducting research by professionals and practitioners with the ultimate aim of improving practice. My new knowledge, therefore, in respect of how a concerned Research Associate, from a Historically Disadvantaged Institution (HDI), provided the impetus to create a collaborative practice in a higher education institution which was forced to merge with two former technikons (which lacked understanding of what a university means by research productivity and research output). I consequently developed the Nkosinathi Sotshangane’s cyclic practice improvement model through self-reflective action research, from which I believed other research practitioners could learn by doing something similar in their own context.
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