Factors influencing English reading competencies of Grade 4 learners in the Libode-Mega District of the Eastern Cape Province of South Africa
- Authors: Nomkopo, Cornas Ngephi
- Date: 2019
- Subjects: English reading competency -- School learners Reading(Primary) -- Eastern Cape
- Language: English
- Type: Thesis , Masters/Doctoral , M Ed
- Identifier: http://hdl.handle.net/11260/1400 , vital:34371
- Description: Reading has become the national and international centre of debate as learners persistently read below the required levels and matriculation results are due to learners‟ poor reading competencies. The concerns about poor reading competencies has mounted into inflammatory statements in articles and popular media nationally, continentally and internationally. Without the ability to read learners are deprived access to pertinent information and knowledge that can assist individuals in lifelong learning. Being a language teacher, the researcher in this study strongly believe that every learner can read appropriately and teachers can assist learners to improve their reading competencies. The purpose of the study was to identify the factors contributing to poor reading competencies of grade 4 learners and to provide recommendations to assist in dealing with poor reading competencies. Qualitative research approach was undertaken to deal with all aspects related to research methodology. The data were collected using research instruments such as observation of six learners from three selected primary schools. The observation was conducted during reading of text by learners in the presence of English teachers. The questionnaires were distributed to eleven teachers offering English in grade 4 as another means of data collection instrument. Major findings of the study revealed that factors affecting reading competencies are hugely emanated from schools, teachers, family background, departmental policy and learners themselves. Despite reading problems exist in schools, there are always positive solutions to bring hope and success to the learners.
- Full Text:
- Date Issued: 2019
- Authors: Nomkopo, Cornas Ngephi
- Date: 2019
- Subjects: English reading competency -- School learners Reading(Primary) -- Eastern Cape
- Language: English
- Type: Thesis , Masters/Doctoral , M Ed
- Identifier: http://hdl.handle.net/11260/1400 , vital:34371
- Description: Reading has become the national and international centre of debate as learners persistently read below the required levels and matriculation results are due to learners‟ poor reading competencies. The concerns about poor reading competencies has mounted into inflammatory statements in articles and popular media nationally, continentally and internationally. Without the ability to read learners are deprived access to pertinent information and knowledge that can assist individuals in lifelong learning. Being a language teacher, the researcher in this study strongly believe that every learner can read appropriately and teachers can assist learners to improve their reading competencies. The purpose of the study was to identify the factors contributing to poor reading competencies of grade 4 learners and to provide recommendations to assist in dealing with poor reading competencies. Qualitative research approach was undertaken to deal with all aspects related to research methodology. The data were collected using research instruments such as observation of six learners from three selected primary schools. The observation was conducted during reading of text by learners in the presence of English teachers. The questionnaires were distributed to eleven teachers offering English in grade 4 as another means of data collection instrument. Major findings of the study revealed that factors affecting reading competencies are hugely emanated from schools, teachers, family background, departmental policy and learners themselves. Despite reading problems exist in schools, there are always positive solutions to bring hope and success to the learners.
- Full Text:
- Date Issued: 2019
Perceptions of school based support teams about providing support to Foundation Phase Teachers in two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2018
- Subjects: School based support--Teams Foundation phase--Teachers--Eastern Cape Education support--Primary schools
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1410 , vital:34373
- 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.
- Full Text:
- Date Issued: 2018
- Authors: Luningo, Mziwonke
- Date: 2018
- Subjects: School based support--Teams Foundation phase--Teachers--Eastern Cape Education support--Primary schools
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1410 , vital:34373
- 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.
- Full Text:
- Date Issued: 2018
Complementary of Curriculum design and development process and Curriculum implementation in the South African education system: Teachers’ experiences in the Libode Education Mega-District
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2016
- Subjects: Curriculum design -- South Africa -- Eastern Cape Curriculum implementation -- South Africa -- Eastern Cape Education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/834 , vital:29935
- Description: The dawn of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of certain learning areas and methods in the school curriculum, especially in South African rural schools. Furthermore, it was needed in order to provide a uniform education system for all South Africans under one Department of Education. The first South African curriculum restructuring innovation resulted in Curriculum 2000 which was later renamed Curriculum 2005 (C2005). The review of C2005, in an attempt to assess progress in its implementation, revealed enormous challenges. Thus, in an attempt to strengthen C2005 the Revised National Curriculum Statement (RNCS): grades R-9 and the National Curriculum Statement (NCS): grades 10-12 were introduced. These two curricula were followed by the National Curriculum Statement (NCS): grades R-12. There is, however, overwhelming evidence that C2005 and the curricula that followed thereafter faced huge problems in their implementation. The purpose of this study, therefore, was to examine the complementarity between curriculum design and development processes, and curriculum implementation in the South African education arena. This study was located within the pragmatic paradigm and used mixed methods research design. In this study complementarity of curriculum design and development and curriculum implementation refers to the ability of curriculum design and development processes to have comprehensive provisions for curriculum implementation. The investigation of this complementarity was conducted through the exploration of the main research question: What complementarity existed between the process of curriculum design and development, and curriculum implementation in South Africa? Other subsidiary questions were also derived from the above main research question.ii Thirty schools from the population of schools in the Libode Mega-District were randomly sampled from which sixty participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were conducted with fifteen participants after the researcher had collected all questionnaires. Data collected through the use of questionnaires were analysed using descriptive statistics obtained through the use of the Statistical Package for Social Science (SPSS). Data collected through interviews were first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between these domains. Challenges that faced curricula implementation, as per the findings of this study, included: inadequate teacher training, ineffective methods used in curricula dissemination, lack of infrastructure, lack of adequate support from other stakeholders, lack of teacher involvement in curricula design processes, and lack of teaching and learning material. The present study concluded that there was no complementarity in the curriculum design and development processes and curriculum implementation. This study recommended, among other things, that the DBE should provide effective programmes on teacher training in preparation for curricula implementation, ensure availability of human and material resources and infrastructure and also teacher involvement in the curricula designing processes.
- Full Text:
- Date Issued: 2016
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2016
- Subjects: Curriculum design -- South Africa -- Eastern Cape Curriculum implementation -- South Africa -- Eastern Cape Education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/834 , vital:29935
- Description: The dawn of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of certain learning areas and methods in the school curriculum, especially in South African rural schools. Furthermore, it was needed in order to provide a uniform education system for all South Africans under one Department of Education. The first South African curriculum restructuring innovation resulted in Curriculum 2000 which was later renamed Curriculum 2005 (C2005). The review of C2005, in an attempt to assess progress in its implementation, revealed enormous challenges. Thus, in an attempt to strengthen C2005 the Revised National Curriculum Statement (RNCS): grades R-9 and the National Curriculum Statement (NCS): grades 10-12 were introduced. These two curricula were followed by the National Curriculum Statement (NCS): grades R-12. There is, however, overwhelming evidence that C2005 and the curricula that followed thereafter faced huge problems in their implementation. The purpose of this study, therefore, was to examine the complementarity between curriculum design and development processes, and curriculum implementation in the South African education arena. This study was located within the pragmatic paradigm and used mixed methods research design. In this study complementarity of curriculum design and development and curriculum implementation refers to the ability of curriculum design and development processes to have comprehensive provisions for curriculum implementation. The investigation of this complementarity was conducted through the exploration of the main research question: What complementarity existed between the process of curriculum design and development, and curriculum implementation in South Africa? Other subsidiary questions were also derived from the above main research question.ii Thirty schools from the population of schools in the Libode Mega-District were randomly sampled from which sixty participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were conducted with fifteen participants after the researcher had collected all questionnaires. Data collected through the use of questionnaires were analysed using descriptive statistics obtained through the use of the Statistical Package for Social Science (SPSS). Data collected through interviews were first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between these domains. Challenges that faced curricula implementation, as per the findings of this study, included: inadequate teacher training, ineffective methods used in curricula dissemination, lack of infrastructure, lack of adequate support from other stakeholders, lack of teacher involvement in curricula design processes, and lack of teaching and learning material. The present study concluded that there was no complementarity in the curriculum design and development processes and curriculum implementation. This study recommended, among other things, that the DBE should provide effective programmes on teacher training in preparation for curricula implementation, ensure availability of human and material resources and infrastructure and also teacher involvement in the curricula designing processes.
- Full Text:
- Date Issued: 2016
An assessment of the management of the quality of Education and its impact on Learners’ academic performance in selected Schools in Mthatha, South Africa
- Authors: Kariyana, Israel
- Date: 2015
- Subjects: Quality education -- Schools -- South Africa Academic performance -- Learners -- South Africa -- Mthatha School management – Teaching and learning School management team (SMT)
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1302 , vital:30800
- Description: The study sought to assess the impact on learners‘ academic performance of the management of the quality of education in South African schools. The study was conducted in ten independent and ten public schools in Mthatha. The study elicited information for quantitative data from 60 school management team (SMT) members, 200 educators and 400 learners who were randomly sampled from the participating purposively sampled schools. Qualitative data and document analysis were used to triangulate quantitative findings. Data collected was coded and analysed thematically. Quantitative data were analysed with the aid of the SPSS version 22 and qualitative data were analysed through content analysis. Quantitative data were presented through a blend of both descriptive and inferential statistics using tables and graphs. The study found that school management teams (SMTs) and educators were more aware than learners that there are national and provincial legislation mandates that guide the management of quality in education. However, stakeholders were of the view that schools did not use relevant national, provincial and school-based policies and procedures to guide the provision and management of quality in education. It also emerged that learners did not conduct themselves in a manner that promoted the provision of quality education. Participants were, nevertheless agreeable on the indicators of high-quality education. SMTs and educators held stronger views than learners about schools having clear vision and mission statements (VMS) in place but neither were displayed for all to see nor were they well known to and supported by the ii SMTs, educators and learners, thus they were not implemented. The study also established that respondents were aware of the educator-centred, SMT-centred as well as learner-centred factors that affected the quality of education and that factors that promote high-quality education were largely absent in schools. Stakeholders also agreed about the effects of factors that affected the quality of education on learner performance such as poor training and development of educators. It emerged that there were positive SMT-centred factors such as promoting professional development of staff; educator-centred factors including maintaining exceptional lesson planning standards and presentation skills; learner-centred factors being geared towards school work while high parental involvement in school activities emerged as the overriding home-based factor noted to have a strong, positive impact on the provision of quality education and learner performance. It also emerged from the study that inter-alia, stakeholders viewed performance measurement and management as important and holding SMTs and educators accountable for poor school performance as an imperative measure for the provision of quality education. Recommendations for practice and for further research were made with a view to improving the management of the quality of education in schools. In light of that, a model for the management of the quality of education and learner performance was proposed.
- Full Text:
- Date Issued: 2015
- Authors: Kariyana, Israel
- Date: 2015
- Subjects: Quality education -- Schools -- South Africa Academic performance -- Learners -- South Africa -- Mthatha School management – Teaching and learning School management team (SMT)
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1302 , vital:30800
- Description: The study sought to assess the impact on learners‘ academic performance of the management of the quality of education in South African schools. The study was conducted in ten independent and ten public schools in Mthatha. The study elicited information for quantitative data from 60 school management team (SMT) members, 200 educators and 400 learners who were randomly sampled from the participating purposively sampled schools. Qualitative data and document analysis were used to triangulate quantitative findings. Data collected was coded and analysed thematically. Quantitative data were analysed with the aid of the SPSS version 22 and qualitative data were analysed through content analysis. Quantitative data were presented through a blend of both descriptive and inferential statistics using tables and graphs. The study found that school management teams (SMTs) and educators were more aware than learners that there are national and provincial legislation mandates that guide the management of quality in education. However, stakeholders were of the view that schools did not use relevant national, provincial and school-based policies and procedures to guide the provision and management of quality in education. It also emerged that learners did not conduct themselves in a manner that promoted the provision of quality education. Participants were, nevertheless agreeable on the indicators of high-quality education. SMTs and educators held stronger views than learners about schools having clear vision and mission statements (VMS) in place but neither were displayed for all to see nor were they well known to and supported by the ii SMTs, educators and learners, thus they were not implemented. The study also established that respondents were aware of the educator-centred, SMT-centred as well as learner-centred factors that affected the quality of education and that factors that promote high-quality education were largely absent in schools. Stakeholders also agreed about the effects of factors that affected the quality of education on learner performance such as poor training and development of educators. It emerged that there were positive SMT-centred factors such as promoting professional development of staff; educator-centred factors including maintaining exceptional lesson planning standards and presentation skills; learner-centred factors being geared towards school work while high parental involvement in school activities emerged as the overriding home-based factor noted to have a strong, positive impact on the provision of quality education and learner performance. It also emerged from the study that inter-alia, stakeholders viewed performance measurement and management as important and holding SMTs and educators accountable for poor school performance as an imperative measure for the provision of quality education. Recommendations for practice and for further research were made with a view to improving the management of the quality of education in schools. In light of that, a model for the management of the quality of education and learner performance was proposed.
- Full Text:
- Date Issued: 2015
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.
- Full Text:
- Date Issued: 2015
- 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.
- Full Text:
- Date Issued: 2015
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.
- Full Text:
- Date Issued: 2015
- 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.
- Full Text:
- Date Issued: 2015
Exploring Teacher Assessment Practices in The General Education and Training Level in Junior Secondary Schools in Mthatha Education District
- Authors: Xolile, Stwebile
- Date: 2014
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2933 , vital:43116
- Description: This dissertation is a report of the study that was conducted in rural and urban periphery schools of Mthatha City within Mthatha Education District in the Eastern Cape, a province of South Africa. The study explored teacher-assessment practices in two selected junior secondary schools. The utmost purpose was to determine the nature of teacher-assessment practices in these junior secondary schools. This study involved mainly a quantitative research design and later supplemented by qualitative research design. The target population was made up of 63 teachers from both schools. Sampling entailed simple random sampling for quantitative approach and purposeful sampling for qualitative. Instrumentation involved questionnaires and focus group interviews to gather data for these two different research paradigms used. The data was analysed by means of SPSS for quantitative and thematically for qualitative. The results of this study from both instruments were crystallized, and indicated that teachers were grappling with difficulty in strategies and procedures of assessment due to an ever changing curriculum and overload of work. The main findings were: assessment based on content knowledge of learners, negative impact of teacher re-deployment on assessment, stress accumulated by various challenges such as overload of work and frequent curriculum changes as well as lack of data organisation and gathering. The recommendations were: workshops and training programmes on assessment to be provided to teachers; teachers should use various information sources for conducting assessment; more teachers need to be recruited for understaffing and overloading problems as well as pragmatic assessment strategies should be used for learners assessment. Teachers should be included in matters of curriculum changes and be exposed to in-service training. , Thesis (MMED) -- Faculty of Educational Sciences, 2014
- Full Text:
- Date Issued: 2014
- Authors: Xolile, Stwebile
- Date: 2014
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2933 , vital:43116
- Description: This dissertation is a report of the study that was conducted in rural and urban periphery schools of Mthatha City within Mthatha Education District in the Eastern Cape, a province of South Africa. The study explored teacher-assessment practices in two selected junior secondary schools. The utmost purpose was to determine the nature of teacher-assessment practices in these junior secondary schools. This study involved mainly a quantitative research design and later supplemented by qualitative research design. The target population was made up of 63 teachers from both schools. Sampling entailed simple random sampling for quantitative approach and purposeful sampling for qualitative. Instrumentation involved questionnaires and focus group interviews to gather data for these two different research paradigms used. The data was analysed by means of SPSS for quantitative and thematically for qualitative. The results of this study from both instruments were crystallized, and indicated that teachers were grappling with difficulty in strategies and procedures of assessment due to an ever changing curriculum and overload of work. The main findings were: assessment based on content knowledge of learners, negative impact of teacher re-deployment on assessment, stress accumulated by various challenges such as overload of work and frequent curriculum changes as well as lack of data organisation and gathering. The recommendations were: workshops and training programmes on assessment to be provided to teachers; teachers should use various information sources for conducting assessment; more teachers need to be recruited for understaffing and overloading problems as well as pragmatic assessment strategies should be used for learners assessment. Teachers should be included in matters of curriculum changes and be exposed to in-service training. , Thesis (MMED) -- Faculty of Educational Sciences, 2014
- Full Text:
- Date Issued: 2014
Factors leading to the high failure rate of grade 12 learners in the Ngqeleni area: A case study of two schools in the Ngqeleni area of the Libode mega district, Eastern Cape.
- Authors: Maqokolo, Gideon Zitobile
- Date: 2014
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3444 , vital:43390
- Description: The study investigated the factors that lead to the high failure rate of grade 12 learners of the two high schools in the Ngqeleni area of Libode Mega District of the Eastern Cape, South Africa. The study was qualitative in nature; therefore interviews were used as the method of collecting data. Seven SMT members, four parents and four learners were, randomly selected from the two schools in the Ngqeleni area of Libode Mega District. The researcher randomly selected the participants then interviewed them. The researcher used a video recoder as an instrument to record the responses from the participants. To analyse data, the researcher transcribed the interview responses and interpreted them. The main findings of the study showed that the high failure rate was caused by the following factors: over-croweded classes, shortage of teaching and learnin~ materials, lack of parental involvement, teachers' low morale, poor learner discipline, teachers experiencing problems in implementing government policies, work-load and as such teaching becoming stressful. The researcher in his study therefore recommends that the Department of Education plans more workshops for schools to capacitate them. There should be provision for more classrooms and incentives for teachers. , Thesis (MMED) -- Faculty of Educational Sciences, 2019
- Full Text:
- Date Issued: 2014
- Authors: Maqokolo, Gideon Zitobile
- Date: 2014
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3444 , vital:43390
- Description: The study investigated the factors that lead to the high failure rate of grade 12 learners of the two high schools in the Ngqeleni area of Libode Mega District of the Eastern Cape, South Africa. The study was qualitative in nature; therefore interviews were used as the method of collecting data. Seven SMT members, four parents and four learners were, randomly selected from the two schools in the Ngqeleni area of Libode Mega District. The researcher randomly selected the participants then interviewed them. The researcher used a video recoder as an instrument to record the responses from the participants. To analyse data, the researcher transcribed the interview responses and interpreted them. The main findings of the study showed that the high failure rate was caused by the following factors: over-croweded classes, shortage of teaching and learnin~ materials, lack of parental involvement, teachers' low morale, poor learner discipline, teachers experiencing problems in implementing government policies, work-load and as such teaching becoming stressful. The researcher in his study therefore recommends that the Department of Education plans more workshops for schools to capacitate them. There should be provision for more classrooms and incentives for teachers. , Thesis (MMED) -- Faculty of Educational Sciences, 2019
- Full Text:
- Date Issued: 2014
Investigating young children’s knowledge and attitudes about HIV/AIDS pandemic in Libode District of Eastern Cape
- Authors: Xhala, Xolelwa
- Date: 2014
- Subjects: HIV/AIDS(Disease) -- Social aspect Learners -- AIDS-- South Africa -- Eastern Cape Children -- AIDS -- Knowledge and attitudes
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1290 , vital:30795
- Description: This case study, which was conducted in the Libode District of the Eastern Cape Province, investigated forty (41)) Grade 3 children’s awareness of and the extent of knowledge about HIV/AIDS disease. The study targeted primary school children aged between 5 and 12 years. This investigation assessed the knowledge levels, attitudes and risky perceptions associated with HIV/AIDS among primary school children in order to achieve one major purpose: to help learners acquire adequate basic knowledge that could help them make informed decisions about how to protect their own health and to promote safe behaviours concerning HIV/AIDS. The study was located within children’s concepts of illness theory and children’s rights theory. The findings of my study suggested the HIV/AIDS awareness and prevention interventions that have been implemented since the outbreak of the epidemic have not their stated objectives aimed at reducing infections and children’s feeling of stigma towards their HIV/AIDS infected peers in schools. More worrying is the fact that the results suggested that primary school children lacked the appropriate knowledge about HIV/AIDS. The outcome of this lack of knowledge is that many primary school children have adopted risky behaviours towards the disease. The study recommended that all stakeholders must shift prevention interventions from media-based programmes focussed on adolescents to school-based programmes focused on primary school learners. The literature reviewed and my findings suggested school-based prevention awareness campaigns and inclusion of HIV/AIDS knowledge into school curriculum for all learners might produce better results.
- Full Text:
- Date Issued: 2014
- Authors: Xhala, Xolelwa
- Date: 2014
- Subjects: HIV/AIDS(Disease) -- Social aspect Learners -- AIDS-- South Africa -- Eastern Cape Children -- AIDS -- Knowledge and attitudes
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1290 , vital:30795
- Description: This case study, which was conducted in the Libode District of the Eastern Cape Province, investigated forty (41)) Grade 3 children’s awareness of and the extent of knowledge about HIV/AIDS disease. The study targeted primary school children aged between 5 and 12 years. This investigation assessed the knowledge levels, attitudes and risky perceptions associated with HIV/AIDS among primary school children in order to achieve one major purpose: to help learners acquire adequate basic knowledge that could help them make informed decisions about how to protect their own health and to promote safe behaviours concerning HIV/AIDS. The study was located within children’s concepts of illness theory and children’s rights theory. The findings of my study suggested the HIV/AIDS awareness and prevention interventions that have been implemented since the outbreak of the epidemic have not their stated objectives aimed at reducing infections and children’s feeling of stigma towards their HIV/AIDS infected peers in schools. More worrying is the fact that the results suggested that primary school children lacked the appropriate knowledge about HIV/AIDS. The outcome of this lack of knowledge is that many primary school children have adopted risky behaviours towards the disease. The study recommended that all stakeholders must shift prevention interventions from media-based programmes focussed on adolescents to school-based programmes focused on primary school learners. The literature reviewed and my findings suggested school-based prevention awareness campaigns and inclusion of HIV/AIDS knowledge into school curriculum for all learners might produce better results.
- Full Text:
- Date Issued: 2014
Educators ‘Perceptions of The Implementation of The National Curriculum Statement in Mt Fletcher District of The Eastern Cape Province
- Authors: Sikhunyana, Philiswa
- Date: 2013
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2957 , vital:43114
- Description: The National Department of Education has undergone drastically changes from 1994. This study is about teacher‘s perceptions of the implementation of NCS. This study seeks to reveal the perception, feelings and the beliefs of teachers towards the implementation of the New Curriculum Statement in Mount Fletcher District of Eastern Cape Province. A mixed mode approach was conducted in this study in a form of quantitative and qualitative methods. Stratified random sampling (schools) and purposive sampling was used to draw the participants (teachers) from different High schools in Mt Fletcher. Data was analyzed following this pattern of organizing, transcribing, coding, establishing themes or categories, structuring, findings which paved way for the recommendations of this study and conclusion. The findings of this study reveals that teachers are just shooting in the dark in the sense that few teachers are implementing NCS successfully using their own methods and strategies of teaching and learning with a very limited clear understanding of the policy documents related to NCS principles while most schools and teachers are implementing through trial and error method, policy documents are just ―blue print to them as they received no clarity of them. And above all, teachers are lamenting on systematic, pedagogical and societal challenges that hindering the process of thorough implementation of NCS. Based on the findings the researcher recommends that the National Department of Education must pay attention for the Systemic challenges e.g. thorough training of teachers on methods of teaching and learning so that they can be able to understand the policies and methods of teaching and learning. She also recommends that whenever the NDoE is introducing new reforms on education, advocacy and awareness must reach the level of implementers not the understanding of the delegates. The NDoE again must pay attention to overcrowded classrooms and classes that are not conducive for teaching and learning (poor infrastructure), lack of basic and appropriate learning materials; Societal challenges e.g. Lack of parental support and Pedagogical challenges e.g. inappropriate teaching methods as well as learning and teacher support material, unqualified and under-qualified teachers, inappropriate assessment procedures, lack of support for teachers. Key words: National Curriculum statement; Teachers; Department of Education; Implementation and Perception. , Thesis (MMED) -- Faculty of Educational Sciences, 2013
- Full Text:
- Date Issued: 2013
- Authors: Sikhunyana, Philiswa
- Date: 2013
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2957 , vital:43114
- Description: The National Department of Education has undergone drastically changes from 1994. This study is about teacher‘s perceptions of the implementation of NCS. This study seeks to reveal the perception, feelings and the beliefs of teachers towards the implementation of the New Curriculum Statement in Mount Fletcher District of Eastern Cape Province. A mixed mode approach was conducted in this study in a form of quantitative and qualitative methods. Stratified random sampling (schools) and purposive sampling was used to draw the participants (teachers) from different High schools in Mt Fletcher. Data was analyzed following this pattern of organizing, transcribing, coding, establishing themes or categories, structuring, findings which paved way for the recommendations of this study and conclusion. The findings of this study reveals that teachers are just shooting in the dark in the sense that few teachers are implementing NCS successfully using their own methods and strategies of teaching and learning with a very limited clear understanding of the policy documents related to NCS principles while most schools and teachers are implementing through trial and error method, policy documents are just ―blue print to them as they received no clarity of them. And above all, teachers are lamenting on systematic, pedagogical and societal challenges that hindering the process of thorough implementation of NCS. Based on the findings the researcher recommends that the National Department of Education must pay attention for the Systemic challenges e.g. thorough training of teachers on methods of teaching and learning so that they can be able to understand the policies and methods of teaching and learning. She also recommends that whenever the NDoE is introducing new reforms on education, advocacy and awareness must reach the level of implementers not the understanding of the delegates. The NDoE again must pay attention to overcrowded classrooms and classes that are not conducive for teaching and learning (poor infrastructure), lack of basic and appropriate learning materials; Societal challenges e.g. Lack of parental support and Pedagogical challenges e.g. inappropriate teaching methods as well as learning and teacher support material, unqualified and under-qualified teachers, inappropriate assessment procedures, lack of support for teachers. Key words: National Curriculum statement; Teachers; Department of Education; Implementation and Perception. , Thesis (MMED) -- Faculty of Educational Sciences, 2013
- Full Text:
- Date Issued: 2013
Factors which Influence English Language Pass Rate at Matric Level in the Engcobo District of The Eastern Cape of South Africa
- Songwaxa, Nokuthula Patience
- Authors: Songwaxa, Nokuthula Patience
- Date: 2013
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3517 , vital:43622
- Description: This study investigates the management of English teaching to improve matriculation pass-rate in selected schools in the Engcobo District of the Eastern Cape of South Africa. The study has been circuits of the Engcobo district. Questionnaires were administered over a group of matriculants, English second language teachers and 8 school principals with a variety of questions and interviews on the causes of this failure problem. Based on the study it has been reared through collect data that some teachers have not been workshopped in the current curriculum (NCS) and this somehow affects the learners. Learners from rural areas have a problem in understanding English language. Lack of educational facilities like libraries also have a negative impact in learner’s progress. Learners who came from Junior Secondary Schools to High schools are not ready and this gives High School teachers a big task to mould them to be ready for matric. It is recommended that parental involvement is vital in their children’s education so as to see their progress and to develop the teacher-parent locomotives learners need to be engaged in Educational activities like debates, public speaking, conducting so as to improve their communication skills. Educators should give more writing and reading exercises to learners so as to minimize the number of learners who are unable to write in Matric. , Thesis (MMED) -- Faculty of Educational Sciences, 2013
- Full Text:
- Date Issued: 2013
- Authors: Songwaxa, Nokuthula Patience
- Date: 2013
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3517 , vital:43622
- Description: This study investigates the management of English teaching to improve matriculation pass-rate in selected schools in the Engcobo District of the Eastern Cape of South Africa. The study has been circuits of the Engcobo district. Questionnaires were administered over a group of matriculants, English second language teachers and 8 school principals with a variety of questions and interviews on the causes of this failure problem. Based on the study it has been reared through collect data that some teachers have not been workshopped in the current curriculum (NCS) and this somehow affects the learners. Learners from rural areas have a problem in understanding English language. Lack of educational facilities like libraries also have a negative impact in learner’s progress. Learners who came from Junior Secondary Schools to High schools are not ready and this gives High School teachers a big task to mould them to be ready for matric. It is recommended that parental involvement is vital in their children’s education so as to see their progress and to develop the teacher-parent locomotives learners need to be engaged in Educational activities like debates, public speaking, conducting so as to improve their communication skills. Educators should give more writing and reading exercises to learners so as to minimize the number of learners who are unable to write in Matric. , Thesis (MMED) -- Faculty of Educational Sciences, 2013
- Full Text:
- Date Issued: 2013
An Investigation into the Management of Efficient Reading of Learners in Nelson Mandela Schools
- Nomajoko, Nothenjana Albertina
- Authors: Nomajoko, Nothenjana Albertina
- Date: 2012
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2952 , vital:43096
- Description: Reading has become centre of debate amongst teachers, principals, parents, departmental officials and the entire community of South Africa who are interested in education. Public concern over the teaching of reading has mounted in response to inflammatory statements and articles in popular media across the world. According to a statement in South African teachers’ newsletter about 35% of the children in public schools of this country were reported to have reading difficulties. Even the South African Minister for Basic Education, Angie Motshega, in her public statement on grade 12 results in 2010, mentioned reading as the major problem leading to high failure rate. Being a language teacher the researcher in this study believes every learner can read and write on completion of Foundation Phase Level in our schools and that every teacher can help learners with reading and writing difficulties. This study aims to identify the strategies that help teachers to be able to teach reading effectively and efficiently. This study will be of great value to the society at large. Teachers will benefit from this study as various teaching strategies to teach reading will be exposed. The main focus of this study was to explore the factors contributing towards efficient, effective and successful reading of learners in a well-resourced classroom and well equipped teacher. Foundation Phase is where learners acquire the most important skills for lifelong learning. The reading program is a necessity for every public school. A qualitative investigation was undertaken with the purpose to expose the strategies that help teachers in Nelson Mandela Schools (NMS). The study was undertaken in two schools that are in the reading program under the Nelson Mandela Institute (NMI) . The schools were conveniently sampled as the researcher is in one of the schools, so as to obtain easy access. The principals of the two schools and the Foundation Phase teachers were identified as the participants since the program is focusing mainly in the phase. Qualitative data were collected through questionnaires and semi-structured interviews. The outcomes pointed out that parental involvement in their children’s learning is seen as a major contributing factor in learners reading and writing efficiency. The well resourced classrooms and well equipped teachers are also contributing. , Thesis (MMED) -- Faculty of Educational Sciences, 2012
- Full Text:
- Date Issued: 2012
- Authors: Nomajoko, Nothenjana Albertina
- Date: 2012
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2952 , vital:43096
- Description: Reading has become centre of debate amongst teachers, principals, parents, departmental officials and the entire community of South Africa who are interested in education. Public concern over the teaching of reading has mounted in response to inflammatory statements and articles in popular media across the world. According to a statement in South African teachers’ newsletter about 35% of the children in public schools of this country were reported to have reading difficulties. Even the South African Minister for Basic Education, Angie Motshega, in her public statement on grade 12 results in 2010, mentioned reading as the major problem leading to high failure rate. Being a language teacher the researcher in this study believes every learner can read and write on completion of Foundation Phase Level in our schools and that every teacher can help learners with reading and writing difficulties. This study aims to identify the strategies that help teachers to be able to teach reading effectively and efficiently. This study will be of great value to the society at large. Teachers will benefit from this study as various teaching strategies to teach reading will be exposed. The main focus of this study was to explore the factors contributing towards efficient, effective and successful reading of learners in a well-resourced classroom and well equipped teacher. Foundation Phase is where learners acquire the most important skills for lifelong learning. The reading program is a necessity for every public school. A qualitative investigation was undertaken with the purpose to expose the strategies that help teachers in Nelson Mandela Schools (NMS). The study was undertaken in two schools that are in the reading program under the Nelson Mandela Institute (NMI) . The schools were conveniently sampled as the researcher is in one of the schools, so as to obtain easy access. The principals of the two schools and the Foundation Phase teachers were identified as the participants since the program is focusing mainly in the phase. Qualitative data were collected through questionnaires and semi-structured interviews. The outcomes pointed out that parental involvement in their children’s learning is seen as a major contributing factor in learners reading and writing efficiency. The well resourced classrooms and well equipped teachers are also contributing. , Thesis (MMED) -- Faculty of Educational Sciences, 2012
- Full Text:
- Date Issued: 2012
A Critical Analysis of the Role of School Governing Bodies in the Recruitment, Selection and Transfer of Educators in the Butterworth District
- Authors: Sifuba, Mpilo
- Date: 2011
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3495 , vital:43616
- Description: Recruitment, selection and transfer of educators were decentralized after South Africa became a democratic state in 1994 and shifted to School Governing Bodies. The legislation promoted a shared governance and participation of parents in issues that are related to recruitment, selection and transfer of educators, but parents are struggling and facing challenges in performing these tasks as School Governing Body members especially in the Butterworth district, as a result of that Butterworth district is experiencing problems with increasing number of disputes resulting from the appointment of educators after they have been recommended by the School Governing Bodies. This study focuses on the recruitment, selection and transfer of educators in the Butterworth district of the Eastern Cape Province of South Africa. The study sought to reveal the thinking behind government insistence on giving the School Governing Bodies a responsibility to recruit, select and transfer educators knowing fully well that they do not perform this responsibility. A qualitative approach was used to explore and challenge this phenomenon. This approach is concerned with understanding social phenomenon from the participant’s perspective. In depth semi – structured interviews with open ended questions were used to bring the researcher more closer to a more plausible perspective of this phenomenon. Moreover, they were used because they are the most appropriate method to capture the data. The findings revealed that School Governing Bodies are faced with challenges such as: high level of illiteracy, manipulation of School Governing Bodies by school management, unions and candidates, the issue of regionalism and kickbacks, capacity building and empowerment and role played by the Departmental Officials. By conducting this study, we hope that the findings might contribute in identifying the disjuncture between the policy and the practice in issues pertaining to educator recruitment, selection and transfers. , Thesis (MMED) -- Faculty of Educational Sciences, 2011
- Full Text:
- Date Issued: 2011
- Authors: Sifuba, Mpilo
- Date: 2011
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3495 , vital:43616
- Description: Recruitment, selection and transfer of educators were decentralized after South Africa became a democratic state in 1994 and shifted to School Governing Bodies. The legislation promoted a shared governance and participation of parents in issues that are related to recruitment, selection and transfer of educators, but parents are struggling and facing challenges in performing these tasks as School Governing Body members especially in the Butterworth district, as a result of that Butterworth district is experiencing problems with increasing number of disputes resulting from the appointment of educators after they have been recommended by the School Governing Bodies. This study focuses on the recruitment, selection and transfer of educators in the Butterworth district of the Eastern Cape Province of South Africa. The study sought to reveal the thinking behind government insistence on giving the School Governing Bodies a responsibility to recruit, select and transfer educators knowing fully well that they do not perform this responsibility. A qualitative approach was used to explore and challenge this phenomenon. This approach is concerned with understanding social phenomenon from the participant’s perspective. In depth semi – structured interviews with open ended questions were used to bring the researcher more closer to a more plausible perspective of this phenomenon. Moreover, they were used because they are the most appropriate method to capture the data. The findings revealed that School Governing Bodies are faced with challenges such as: high level of illiteracy, manipulation of School Governing Bodies by school management, unions and candidates, the issue of regionalism and kickbacks, capacity building and empowerment and role played by the Departmental Officials. By conducting this study, we hope that the findings might contribute in identifying the disjuncture between the policy and the practice in issues pertaining to educator recruitment, selection and transfers. , Thesis (MMED) -- Faculty of Educational Sciences, 2011
- Full Text:
- Date Issued: 2011
An Investigative Study of Parental Involvement in The Governance of Public and Private Schools in The Matatiele District of the Eastern Cape Province of South Africa
- Authors: Mnukwa, Zolile Maxwell
- Date: 2011
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3506 , vital:43617
- Description: This is a comparative study of parental involvement in the governance of public and private schools in the Matatiele District of the Eastern Cape Province of South Africa. Parental involvement can range from occasional attendance of the school functions to partnership through parent teacher organizations and parent management bodies. Education is a national enterprise that requires the co-operation and participation of all the role players who are parents, community, teachers, learners and the Department of Education. The problem to be investigated in this study is: Why is it that parental involvement is more positive in the governance of private schools than that of public schools? Two schools were selected for the study and the researcher administered questionnaires personally by hand and conducted face to face interviews to collect the primary data. The responses of the administered questionnaire were tabulated and recorded in table form so as to give an accurate interpretation of what was revealed in the data. Patterns in the data were considered in order to provide an accurate interpretation of the information. The findings were divided into two, that is: findings from the public school and those from private schools. From the public school it was found that: parents are not involved in the governance of the school; the school does not involve parents on financial matters; parents do not attend meetings when invited; they do not know their roles and responsibilities, for example, according to the South African Schools Act (SASA), parents must be actively involved in the governance of the school in their community and that there is an element of ignorance and negligence on the part of parents towards their children’s education. From the private schools it was found that: parents are more involved in the governance of the school; they attend and participate actively in school meetings; the school involves parents in financial matters and as such the financial support from the parents is very good; parents are much involved in the monitoring of the progress of their learner’s education and are passionate about the school and seem to own the policies and the governance of the whole school system. The conclusion drawn from the study is that private schools allow for parental involvement in the governance of their schools whereas in public schools parental involvement is low. , Thesis (MMED) -- Faculty of Educational Sciences, 2011
- Full Text:
- Date Issued: 2011
- Authors: Mnukwa, Zolile Maxwell
- Date: 2011
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3506 , vital:43617
- Description: This is a comparative study of parental involvement in the governance of public and private schools in the Matatiele District of the Eastern Cape Province of South Africa. Parental involvement can range from occasional attendance of the school functions to partnership through parent teacher organizations and parent management bodies. Education is a national enterprise that requires the co-operation and participation of all the role players who are parents, community, teachers, learners and the Department of Education. The problem to be investigated in this study is: Why is it that parental involvement is more positive in the governance of private schools than that of public schools? Two schools were selected for the study and the researcher administered questionnaires personally by hand and conducted face to face interviews to collect the primary data. The responses of the administered questionnaire were tabulated and recorded in table form so as to give an accurate interpretation of what was revealed in the data. Patterns in the data were considered in order to provide an accurate interpretation of the information. The findings were divided into two, that is: findings from the public school and those from private schools. From the public school it was found that: parents are not involved in the governance of the school; the school does not involve parents on financial matters; parents do not attend meetings when invited; they do not know their roles and responsibilities, for example, according to the South African Schools Act (SASA), parents must be actively involved in the governance of the school in their community and that there is an element of ignorance and negligence on the part of parents towards their children’s education. From the private schools it was found that: parents are more involved in the governance of the school; they attend and participate actively in school meetings; the school involves parents in financial matters and as such the financial support from the parents is very good; parents are much involved in the monitoring of the progress of their learner’s education and are passionate about the school and seem to own the policies and the governance of the whole school system. The conclusion drawn from the study is that private schools allow for parental involvement in the governance of their schools whereas in public schools parental involvement is low. , Thesis (MMED) -- Faculty of Educational Sciences, 2011
- Full Text:
- Date Issued: 2011
Callenges facing school management teams in the general education and training band schools
- Authors: Bafundi,Zealous Mapisa
- Date: 2011
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3538 , vital:43625
- Description: Abstract text The study investigated the factors that lead to the high failure rate of grade 12 learners of the two high schools in the Ngqeleni area of Libode Mega District of the Eastern Cape, South Africa. The study was qualitative in nature; therefore interviews were used as the method of collecting data. Seven SMT members, four parents and four learners were, randomly selected from the two schools in the Ngqeleni area of Libode Mega District. The researcher randomly selected the participants then interviewed them. The researcher used a video recoder as an instrument to record the responses from the participants. To analyse data, the researcher transcribed the interview responses and interpreted them. The main findings of the study showed that the high failure rate was caused by the following factors: over-croweded classes, shortage of teaching and learnin~ materials, lack of parental involvement, teachers' low morale, poor learner discipline, teachers experiencing problems in implementing government policies, work-load and as such teaching becoming stressful. The researcher in his study therefore recommends that the Department of Education plans more workshops for schools to capacitate them. There should be provision for more classrooms and incentives for teachers. Key Words: factors, high failure rate, grade 12, Ngqeleni area, Department of Education. , Thesis (MMED) -- Faculty of Educational Sciences, 2011
- Full Text:
- Date Issued: 2011
- Authors: Bafundi,Zealous Mapisa
- Date: 2011
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3538 , vital:43625
- Description: Abstract text The study investigated the factors that lead to the high failure rate of grade 12 learners of the two high schools in the Ngqeleni area of Libode Mega District of the Eastern Cape, South Africa. The study was qualitative in nature; therefore interviews were used as the method of collecting data. Seven SMT members, four parents and four learners were, randomly selected from the two schools in the Ngqeleni area of Libode Mega District. The researcher randomly selected the participants then interviewed them. The researcher used a video recoder as an instrument to record the responses from the participants. To analyse data, the researcher transcribed the interview responses and interpreted them. The main findings of the study showed that the high failure rate was caused by the following factors: over-croweded classes, shortage of teaching and learnin~ materials, lack of parental involvement, teachers' low morale, poor learner discipline, teachers experiencing problems in implementing government policies, work-load and as such teaching becoming stressful. The researcher in his study therefore recommends that the Department of Education plans more workshops for schools to capacitate them. There should be provision for more classrooms and incentives for teachers. Key Words: factors, high failure rate, grade 12, Ngqeleni area, Department of Education. , Thesis (MMED) -- Faculty of Educational Sciences, 2011
- Full Text:
- Date Issued: 2011
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