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
Inhibiting factors to the role of representative council of learners in participative governance of schools: a case study of selected schools in the Qumbu District in Eastern Cape Province of South Africa
- Authors: Poswa, Sakumzi
- Date: 2016
- Subjects: High school students -- Governance Student representative council -- Secondary education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/484 , vital:27277
- Description: This study was conducted in four Qumbu District schools The literature review enabled the researcher to understand the current discourses in terms of learners’ participation in the governance of schools through the Representative Council of Learners Through the methodological application of triangulation, the study produced data on which findings were based and recommendations made Generally, evidence from the collected data reveals issues worth the attention of the researcher and relevant authorities Some of the evidence in this study was that there is need to involve learners in decision making; that the learners who are elected to be members of the RCL should be provided with orientation and training so that they become aware of the content of policy documentations that govern their roles and responsibilities These RCL members are supposed to be considered as potential decision makers and leaders in their schools It is therefore the responsibility of schools and the Department of Education to provide orientation and training for these learners so as to equip them adequately with leadership information and to develop their skills in order for them to be able to play their roles responsibly In concluding, the researcher believes that solutions to the problems identified can be resolved by considering the recommendations for implementation.
- Full Text:
- Date Issued: 2016
- Authors: Poswa, Sakumzi
- Date: 2016
- Subjects: High school students -- Governance Student representative council -- Secondary education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/484 , vital:27277
- Description: This study was conducted in four Qumbu District schools The literature review enabled the researcher to understand the current discourses in terms of learners’ participation in the governance of schools through the Representative Council of Learners Through the methodological application of triangulation, the study produced data on which findings were based and recommendations made Generally, evidence from the collected data reveals issues worth the attention of the researcher and relevant authorities Some of the evidence in this study was that there is need to involve learners in decision making; that the learners who are elected to be members of the RCL should be provided with orientation and training so that they become aware of the content of policy documentations that govern their roles and responsibilities These RCL members are supposed to be considered as potential decision makers and leaders in their schools It is therefore the responsibility of schools and the Department of Education to provide orientation and training for these learners so as to equip them adequately with leadership information and to develop their skills in order for them to be able to play their roles responsibly In concluding, the researcher believes that solutions to the problems identified can be resolved by considering the recommendations for implementation.
- Full Text:
- Date Issued: 2016
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.
- Full Text:
- Date Issued: 2015
- 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.
- 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
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.
- Full Text:
- Date Issued: 2015
- 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.
- Full Text:
- Date Issued: 2015
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.
- Full Text:
- Date Issued: 2015
- 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.
- Full Text:
- Date Issued: 2015
An investigation into second language Learners’ proficiency in Mathematical language
- Authors: Ngibe, Ntsikelelo Hector
- Date: 2014
- Subjects: Second language acquisition -- Teaching and learning -- Mathematics Mathematics -- Language -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/845 , vital:29936
- Description: The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.
- Full Text:
- Date Issued: 2014
- Authors: Ngibe, Ntsikelelo Hector
- Date: 2014
- Subjects: Second language acquisition -- Teaching and learning -- Mathematics Mathematics -- Language -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/845 , vital:29936
- Description: The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.
- Full Text:
- Date Issued: 2014
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
Challenges encountered by schools in the implementation of inclusive education in the Eastern Cape: a survey study in the Ngcobo District
- Hlatini-Mphomane, Nyameka Winnifred
- Authors: Hlatini-Mphomane, Nyameka Winnifred
- Date: 2013
- Subjects: Inclusive education -- Evaluation , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18441 , http://hdl.handle.net/11260/d1007258
- Description: This study investigated challenges encountered by schools in the implementation of inclusive education in the Eastern Cape. It was a Survey Study carried out in Ngcobo District. School principals of randomly-sampled mainstream schools and special schools participated in this research project. The key research question that the study sought to answer was: What are the challenges encountered by schools in the implementation of Inclusive Education in the Ngcobo District of the Eastern Cape Province? The following were the sub-research questions: (a). How does the lack of specialized or in-service, trained human resource personnel challenge or hinder the implementation of Inclusive Education? (b). How is the implementation of Inclusive Education affected by available infra-structure? (c). How do the attitudes of stake holders such as learners, educators (ILST) and parents (SGB) affect the implementation of inclusive education? The findings of the study revealed that: There is a gross shortage of educators qualified in inclusive education or related streams, and in some schools none at all. Institution Level Support Teams (ILSTs) in some schools have not been established and some of those that are established are not functional. Needed specialists such as psychologists and occupational therapists are not available in special schools. Workshops or in-service training for educators generally are held for to ILSTs only instead of all educators and SMTs. School buildings and toilets have not been adapted for when inclusion is to be implemented and there are no specific, funded departmental projects to rectify this. Assistive devices for learners experiencing barriers to teaching, learning and development are rarely found. There are no clear departmental budgets to ensure the policy is implemented in ordinary schools. Negative attitudes of some parents, teachers and learners toward inclusion still exist. The following recommendations were made for consideration in order to facilitate the smooth implementation of Inclusive Education in the schools. There should be adequate provision of human resource training and development Educators have to further their studies in Inclusive Education. There should be provision of a specific budget for buildings. Maintenance funds ought to be used to renovate school buildings so as to be Inclusive Education friendly. Advocacy and awareness programmes for different stakeholders should be conducted.
- Full Text:
- Date Issued: 2013
- Authors: Hlatini-Mphomane, Nyameka Winnifred
- Date: 2013
- Subjects: Inclusive education -- Evaluation , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18441 , http://hdl.handle.net/11260/d1007258
- Description: This study investigated challenges encountered by schools in the implementation of inclusive education in the Eastern Cape. It was a Survey Study carried out in Ngcobo District. School principals of randomly-sampled mainstream schools and special schools participated in this research project. The key research question that the study sought to answer was: What are the challenges encountered by schools in the implementation of Inclusive Education in the Ngcobo District of the Eastern Cape Province? The following were the sub-research questions: (a). How does the lack of specialized or in-service, trained human resource personnel challenge or hinder the implementation of Inclusive Education? (b). How is the implementation of Inclusive Education affected by available infra-structure? (c). How do the attitudes of stake holders such as learners, educators (ILST) and parents (SGB) affect the implementation of inclusive education? The findings of the study revealed that: There is a gross shortage of educators qualified in inclusive education or related streams, and in some schools none at all. Institution Level Support Teams (ILSTs) in some schools have not been established and some of those that are established are not functional. Needed specialists such as psychologists and occupational therapists are not available in special schools. Workshops or in-service training for educators generally are held for to ILSTs only instead of all educators and SMTs. School buildings and toilets have not been adapted for when inclusion is to be implemented and there are no specific, funded departmental projects to rectify this. Assistive devices for learners experiencing barriers to teaching, learning and development are rarely found. There are no clear departmental budgets to ensure the policy is implemented in ordinary schools. Negative attitudes of some parents, teachers and learners toward inclusion still exist. The following recommendations were made for consideration in order to facilitate the smooth implementation of Inclusive Education in the schools. There should be adequate provision of human resource training and development Educators have to further their studies in Inclusive Education. There should be provision of a specific budget for buildings. Maintenance funds ought to be used to renovate school buildings so as to be Inclusive Education friendly. Advocacy and awareness programmes for different stakeholders should be conducted.
- Full Text:
- Date Issued: 2013
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
Exploring learning and teaching support given by principals to Grade R teachers in Mqanduli Area in the Eastern Cape
- Authors: Pantshwa, Zimasa Prudence
- Date: 2013
- Subjects: Teaching and Learning support -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18438 , http://hdl.handle.net/11260/d1007197
- Description: The study was conducted in the Mthatha District, Mqanduli area, and it sought to enquire about the role of junior secondary school principals in supporting Grade R teachers in order to make teaching and learning in the Grade R classes effective. The researcher has noticed with concern the poor conditions of Grade R classes in the schools and felt a need for proper support. She felt the principal could champion the concept of support better, in his capacity as a manager in the school. Studies in Early Childhood Development have been done, and they pertained to all aspects of child development, parental support etc., but studies that view support from a managerial perspective in Mthatha District are scarce. Under quantitative research design, a survey research method was employed to collect a large portion of the data. A questionnaire consisting of closed and open ended questions was used in order to collect data from the Grade R teachers. Open ended questions were used in order to get a broader view and perceptions. Comprehensive sampling was used in this study because the whole population fell into the sample. All ethical considerations were observes and after receipt of permission to conduct research in the schools, a questionnaire was distributed personally to all the schools in the sample. Data was analyzed by means of the SPSS. Some of the findings identified in the study pertained to: the need for material support including good infrastructure, poor communication between principal and Grade R teacher, scarce meetings specifically for Grade R. The individual findings, together with the implications were discussed in relation to the research questions. The researcher recommended that technical support should be attended to and the principal must communicate frequently with the Grade R teacher. Financial limitations and negative attitudes from some principals were the major limitations the researcher encountered.
- Full Text:
- Date Issued: 2013
- Authors: Pantshwa, Zimasa Prudence
- Date: 2013
- Subjects: Teaching and Learning support -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18438 , http://hdl.handle.net/11260/d1007197
- Description: The study was conducted in the Mthatha District, Mqanduli area, and it sought to enquire about the role of junior secondary school principals in supporting Grade R teachers in order to make teaching and learning in the Grade R classes effective. The researcher has noticed with concern the poor conditions of Grade R classes in the schools and felt a need for proper support. She felt the principal could champion the concept of support better, in his capacity as a manager in the school. Studies in Early Childhood Development have been done, and they pertained to all aspects of child development, parental support etc., but studies that view support from a managerial perspective in Mthatha District are scarce. Under quantitative research design, a survey research method was employed to collect a large portion of the data. A questionnaire consisting of closed and open ended questions was used in order to collect data from the Grade R teachers. Open ended questions were used in order to get a broader view and perceptions. Comprehensive sampling was used in this study because the whole population fell into the sample. All ethical considerations were observes and after receipt of permission to conduct research in the schools, a questionnaire was distributed personally to all the schools in the sample. Data was analyzed by means of the SPSS. Some of the findings identified in the study pertained to: the need for material support including good infrastructure, poor communication between principal and Grade R teacher, scarce meetings specifically for Grade R. The individual findings, together with the implications were discussed in relation to the research questions. The researcher recommended that technical support should be attended to and the principal must communicate frequently with the Grade R teacher. Financial limitations and negative attitudes from some principals were the major limitations the researcher encountered.
- Full Text:
- Date Issued: 2013
Factors causing the decline in English proficiency among learners based on a perception of teachers in the junior secondary schools of the Qumbu Education District
- Authors: Makena, Bulelwa
- Date: 2013
- Subjects: English proficiency -- Learners-- Teachers opinion -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18435 , http://hdl.handle.net/11260/d1007178
- Description: The purpose of this study was to find out whether factors such as the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers and the lack of exposure to relevant resources had an influence on the declining English proficiency among learners. The researcher is currently an English teacher in one of the schools in the Qumbu Education District. The researcher expressed concern about the learners’ declining performance in aspects of English language like reading, writing and speaking. The idea of carrying out this study became necessary as English is a compulsory first additional language for most of the schools. Most of the subjects offered in South African schools are taught in English; moreover, English is an internationally-recognized medium of communication. One therefore, has to master the use of English to a certain extent so as to be a successful scholar. The sample consisted of 20 English senior phase teachers who were randomly selected from 13 schools in various circuits around the Qumbu Education District. Data was collected through the use of questionnaires which focused specifically on the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers, and also the lack of exposure to relevant literature. These questionnaires were administered by the researcher in person. The data were analyzed and interpreted statistically and also presented through tables and discussions. The findings of this study revealed that the geographical locations of the selected schools for the research study, limited exposure to English-related resources, workload of English teachers, teaching and learning approaches, and knowledge acquisition strategies employed by teachers and learners contribute to the decline in English proficiency among the learners. If these could be attended to effectively, English proficiency could improve among learners. In conclusion, recommendations have been made both for action and possible further research.
- Full Text:
- Date Issued: 2013
- Authors: Makena, Bulelwa
- Date: 2013
- Subjects: English proficiency -- Learners-- Teachers opinion -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18435 , http://hdl.handle.net/11260/d1007178
- Description: The purpose of this study was to find out whether factors such as the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers and the lack of exposure to relevant resources had an influence on the declining English proficiency among learners. The researcher is currently an English teacher in one of the schools in the Qumbu Education District. The researcher expressed concern about the learners’ declining performance in aspects of English language like reading, writing and speaking. The idea of carrying out this study became necessary as English is a compulsory first additional language for most of the schools. Most of the subjects offered in South African schools are taught in English; moreover, English is an internationally-recognized medium of communication. One therefore, has to master the use of English to a certain extent so as to be a successful scholar. The sample consisted of 20 English senior phase teachers who were randomly selected from 13 schools in various circuits around the Qumbu Education District. Data was collected through the use of questionnaires which focused specifically on the learners’ learning styles, their cultural backgrounds, instructional approaches and strategies used by teachers, and also the lack of exposure to relevant literature. These questionnaires were administered by the researcher in person. The data were analyzed and interpreted statistically and also presented through tables and discussions. The findings of this study revealed that the geographical locations of the selected schools for the research study, limited exposure to English-related resources, workload of English teachers, teaching and learning approaches, and knowledge acquisition strategies employed by teachers and learners contribute to the decline in English proficiency among the learners. If these could be attended to effectively, English proficiency could improve among learners. In conclusion, recommendations have been made both for action and possible further research.
- Full Text:
- Date Issued: 2013
Factors contributing to scarcity of women principals in Mqanduli junior secondary schools in the Mthatha District in the Eastern Cape Province Republic of South Africa
- Authors: Lolwana, Tembeka
- Date: 2013
- Subjects: Women principals -- Dissertations -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/201 , vital:26579
- Description: The purpose of the study was to investigate the factors contributing to scarcity of women principals in junior secondary schools of Mqanduli in Mthatha Education District in the Eastern Cape Province, South Africa. This region is predominantly rural. The study focused on Secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 72 participants through the use of a questionnaire. 70 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. This study had covered the aspects of culture which prevailed in the education set up in the past and are still prevailing. The findings of the study revealed several factors contributing to the scarcity of women principals in Mqanduli District. These were the findings: the majority of the participants agreed that culture is a stumbling block to the appointment of women principals. Cultural aspects still influence the public opinion on the capability of women to lead. Selection procedures that are discrimatory on gender grounds prevent women from being appointed as principals. Poor implementation of affirmative action policies during selection of principals leads to exclusion of women from holding principals posts. Lack of support from the subordinates prevents women from holding principal posts Although discrimination and prejudice with respect to women ability to lead and manage is worldwide it is evident that the bill of human rights is beginning to impact positively on the stereotypes. Finally, recommendations and suggestions were made stating that the Department of Education needs to provide the necessary workshops on gender equity policies to upgrade SGBs with skills, knowledge and proper understanding of such policies.
- Full Text:
- Date Issued: 2013
- Authors: Lolwana, Tembeka
- Date: 2013
- Subjects: Women principals -- Dissertations -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/201 , vital:26579
- Description: The purpose of the study was to investigate the factors contributing to scarcity of women principals in junior secondary schools of Mqanduli in Mthatha Education District in the Eastern Cape Province, South Africa. This region is predominantly rural. The study focused on Secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 72 participants through the use of a questionnaire. 70 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. This study had covered the aspects of culture which prevailed in the education set up in the past and are still prevailing. The findings of the study revealed several factors contributing to the scarcity of women principals in Mqanduli District. These were the findings: the majority of the participants agreed that culture is a stumbling block to the appointment of women principals. Cultural aspects still influence the public opinion on the capability of women to lead. Selection procedures that are discrimatory on gender grounds prevent women from being appointed as principals. Poor implementation of affirmative action policies during selection of principals leads to exclusion of women from holding principals posts. Lack of support from the subordinates prevents women from holding principal posts Although discrimination and prejudice with respect to women ability to lead and manage is worldwide it is evident that the bill of human rights is beginning to impact positively on the stereotypes. Finally, recommendations and suggestions were made stating that the Department of Education needs to provide the necessary workshops on gender equity policies to upgrade SGBs with skills, knowledge and proper understanding of such policies.
- Full Text:
- Date Issued: 2013
Factors contributing to senior secondary school learners' poor performance in science subjects in the Mount Frere Education District of the Eastern Cape Province, South Africa
- Authors: Dandala, Siyolo Sebastian
- Date: 2013
- Subjects: Poor performance -- Science
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18462 , http://hdl.handle.net/11260/d1008256
- Description: The purpose of this study was to investigate the factors contributing to senior secondary school learners’ poor performance in science subjects in the Mount Frere Education District of the Eastern Cape Province, South Africa. The literature analyses critically the existing knowledge based on factors contributing to poor performance of learners in science subjects and those factors that impact on learners’ positive attitudes towards science subjects. The study also identified literature on the following: motivational levels of science learners, teaching and learning strategies used in teaching science subjects, medium of instruction in the teaching and learning of science subjects, parental involvement in children’s learning, effects of lack of instructional materials on learner performance and learners’ attitudes towards science subjects. The study also examined the views of learners, teachers, Head of Department of sciences, parents and principals on factors contributing to poor performance of senior secondary school learners inscience subjects. The population for the study comprised of all principals, science teachers, science Head of Department, parents and science learners of the twenty six (26) senior secondary schools in the Mount Frere Education District. The principals, science teachers, science Head of Departments, parents of science learners and science learners in seven (7) senior secondary schools that offered science subjects were used as a sample in this study. The study employed the mixed method of quantitative and qualitative approaches. The research designs used were the survey and the case study. The instruments used were the questionnaires in which closed-ended questions were used to secure information and the interviews where open ended questions were used to collect data. The questionnaire as an instrument got tested in the pilot study to investigate the validity and reliability and also to identify possible deficiencies so as to rectify them. The responses were analyzed and presented in percentages using the Statistical Package for Social Science (SPSS) in the quantitative approach method of data analysis and in the qualitative data analysis process the researcher read through the data and became familiar with it and then identified the main themes and the next step was to examine the data in-depth and to provide detail descriptions of the participants’ words. The researcher also categorised and coded the data and then grouped them into themes and finally, interpreted the organised data into conclusion. The findings revealed that there was a lack of parental involvement, shortage of instructional materials, shortage of school laboratories, shortage of qualified science teachers and the learners’ negative attitudes towards science subjects. Recommendations were made concerning the above findings.
- Full Text:
- Date Issued: 2013
- Authors: Dandala, Siyolo Sebastian
- Date: 2013
- Subjects: Poor performance -- Science
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18462 , http://hdl.handle.net/11260/d1008256
- Description: The purpose of this study was to investigate the factors contributing to senior secondary school learners’ poor performance in science subjects in the Mount Frere Education District of the Eastern Cape Province, South Africa. The literature analyses critically the existing knowledge based on factors contributing to poor performance of learners in science subjects and those factors that impact on learners’ positive attitudes towards science subjects. The study also identified literature on the following: motivational levels of science learners, teaching and learning strategies used in teaching science subjects, medium of instruction in the teaching and learning of science subjects, parental involvement in children’s learning, effects of lack of instructional materials on learner performance and learners’ attitudes towards science subjects. The study also examined the views of learners, teachers, Head of Department of sciences, parents and principals on factors contributing to poor performance of senior secondary school learners inscience subjects. The population for the study comprised of all principals, science teachers, science Head of Department, parents and science learners of the twenty six (26) senior secondary schools in the Mount Frere Education District. The principals, science teachers, science Head of Departments, parents of science learners and science learners in seven (7) senior secondary schools that offered science subjects were used as a sample in this study. The study employed the mixed method of quantitative and qualitative approaches. The research designs used were the survey and the case study. The instruments used were the questionnaires in which closed-ended questions were used to secure information and the interviews where open ended questions were used to collect data. The questionnaire as an instrument got tested in the pilot study to investigate the validity and reliability and also to identify possible deficiencies so as to rectify them. The responses were analyzed and presented in percentages using the Statistical Package for Social Science (SPSS) in the quantitative approach method of data analysis and in the qualitative data analysis process the researcher read through the data and became familiar with it and then identified the main themes and the next step was to examine the data in-depth and to provide detail descriptions of the participants’ words. The researcher also categorised and coded the data and then grouped them into themes and finally, interpreted the organised data into conclusion. The findings revealed that there was a lack of parental involvement, shortage of instructional materials, shortage of school laboratories, shortage of qualified science teachers and the learners’ negative attitudes towards science subjects. Recommendations were made concerning the above findings.
- Full Text:
- Date Issued: 2013
Teachers' experiences regarding the national curriculum statement implementation in the Mthatha District, Eastern Cape, South Africa
- Ngibe, Nondwe Cynthia Phelokazi
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2013
- Subjects: National curriculum statement -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18436 , http://hdl.handle.net/11260/d1007191
- Description: This is a study that was conducted in order to explore Mthatha teachers’ experiences in relation to the implementation of the New Curriculum Statement (NCS). The new curriculum, having been introduced in 1997, presented some challenges that were encountered by the Junior Secondary School teachers, who were required to implement it. The challenges experienced by teachers included too much paperwork, confusion and stress, widespread learner underperformance in international and local assessments, teacher workload and the administrative burden. Ten schools from the population of schools in the Mthatha District were purposely sampled and data were collected. Quantitative and qualitative research methodologies were used to collect data from the participants who were teachers of Mthatha junior secondary schools. Questionnaires were used to collect data from teachers and structured interviews were given to school managers. The data were analyzed manually and by using SPSS Windows version 19.0 (SPSS Inc, Chicago, IL, USA). It emerged from the study that the workload was excessive as to the paperwork and confusion and stress are there due to continuous changes in the curriculum. Regular workshops conducted by experts need to be arranged timeously. Administrative equipment in schools, such as computers, are sorely needed together with clerical staff that could help with administrative tasks.
- Full Text:
- Date Issued: 2013
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2013
- Subjects: National curriculum statement -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18436 , http://hdl.handle.net/11260/d1007191
- Description: This is a study that was conducted in order to explore Mthatha teachers’ experiences in relation to the implementation of the New Curriculum Statement (NCS). The new curriculum, having been introduced in 1997, presented some challenges that were encountered by the Junior Secondary School teachers, who were required to implement it. The challenges experienced by teachers included too much paperwork, confusion and stress, widespread learner underperformance in international and local assessments, teacher workload and the administrative burden. Ten schools from the population of schools in the Mthatha District were purposely sampled and data were collected. Quantitative and qualitative research methodologies were used to collect data from the participants who were teachers of Mthatha junior secondary schools. Questionnaires were used to collect data from teachers and structured interviews were given to school managers. The data were analyzed manually and by using SPSS Windows version 19.0 (SPSS Inc, Chicago, IL, USA). It emerged from the study that the workload was excessive as to the paperwork and confusion and stress are there due to continuous changes in the curriculum. Regular workshops conducted by experts need to be arranged timeously. Administrative equipment in schools, such as computers, are sorely needed together with clerical staff that could help with administrative tasks.
- Full Text:
- Date Issued: 2013
Utilisation of print and electronic media by students at zamukulungisa campus of the Walter Sisulu University
- Authors: Nkaule, Nomnqweno Princess
- Date: 2013
- Subjects: Print resources -- Electronic media , Print and online resources -- Library
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:18431 , http://hdl.handle.net/11260/d1007152
- Description: The study looks at how the library users at Zamukulungisa Campus of the Walter Sisulu University (WSU) in the Eastern Cape in South Africa perceive the print media versus electronic media as sources of information for their requirements. The study is aimed at investigating the extent of use of these media by the users of the institution under study and their reaction to print versus electronic media. It is understood that the Zamukulungisa Campus of the WSU users come from different backgrounds. Some come from underdeveloped rural areas where there are no basic amenities available such as running water, toilets, telephones or even electricity and libraries. These types of users depended on information from text books and from their teachers only. The rationale for the study is to examine the students‟ use of print and electronic materials available in the library of the institution under study with the view to identifying the gaps that need to be addressed in order to make recommendations to enhance the effectiveness of the service provision of information to the users by the librarians. With this purpose in mind, the study looks at: the frequency of library use; the nature of the media available in the library; the tools utilized by the users to access the media in the library; the preference of the library users for media usage; the users‟ perceptions and reactions to print and electronic media; the effects on users and; the background to the use of print and electronic media. A questionnaire was used to collect data for this research study from sampled students at Zamukulungisa Campus of the WSU. The findings may lead to potential solutions based on the users‟ reactions to the recommendations of their use of the print and electronic media. The references used are shown in the bibliography. Keywords: print media, electronic media, library users, different backgrounds, underdeveloped rural areas, basic needs, recommendation of the use of print and electronic media, service provision, provision of information, media usage, users‟ perceptions, users‟ reactions, study operations, presentation of findings, analysis of data, discussion of results, levels of study.
- Full Text:
- Date Issued: 2013
- Authors: Nkaule, Nomnqweno Princess
- Date: 2013
- Subjects: Print resources -- Electronic media , Print and online resources -- Library
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:18431 , http://hdl.handle.net/11260/d1007152
- Description: The study looks at how the library users at Zamukulungisa Campus of the Walter Sisulu University (WSU) in the Eastern Cape in South Africa perceive the print media versus electronic media as sources of information for their requirements. The study is aimed at investigating the extent of use of these media by the users of the institution under study and their reaction to print versus electronic media. It is understood that the Zamukulungisa Campus of the WSU users come from different backgrounds. Some come from underdeveloped rural areas where there are no basic amenities available such as running water, toilets, telephones or even electricity and libraries. These types of users depended on information from text books and from their teachers only. The rationale for the study is to examine the students‟ use of print and electronic materials available in the library of the institution under study with the view to identifying the gaps that need to be addressed in order to make recommendations to enhance the effectiveness of the service provision of information to the users by the librarians. With this purpose in mind, the study looks at: the frequency of library use; the nature of the media available in the library; the tools utilized by the users to access the media in the library; the preference of the library users for media usage; the users‟ perceptions and reactions to print and electronic media; the effects on users and; the background to the use of print and electronic media. A questionnaire was used to collect data for this research study from sampled students at Zamukulungisa Campus of the WSU. The findings may lead to potential solutions based on the users‟ reactions to the recommendations of their use of the print and electronic media. The references used are shown in the bibliography. Keywords: print media, electronic media, library users, different backgrounds, underdeveloped rural areas, basic needs, recommendation of the use of print and electronic media, service provision, provision of information, media usage, users‟ perceptions, users‟ reactions, study operations, presentation of findings, analysis of data, discussion of results, levels of study.
- Full Text:
- Date Issued: 2013
An investigation into the nature of relationships among SGB components: A case study of a rural school in Libode Mega District in the Eastern Cape Province of South Africa
- Authors: Mnakaniso, Mlamli Hendrick
- Date: 2012
- Subjects: School government board -- Rural schools , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18468 , http://hdl.handle.net/11260/d1009471
- Description: The government established school Governing Bodies through the South African Schools ACTS NO 84 OF 1996. The aim of this Act was to inter alia ensure greater parental involvement in school management. The good relationship between the school and the community at large is important for the growth and development of a child. It was for that reason that the national department of education introduced a three legged body called SGB, which is composed of Parents, Teachers and Learners to govern the schools. In this study the researcher investigated the nature of relationship among the SGB components in rural schools. A case study was conducted at rural senior secondary school in the Libode Mega District‟. The purpose of this study was to investigate the relationship among SGB components that are parents, teachers and learners in research school. This study would help in creating an understanding of the importance of good relationship among SGB components. The one broad research question was: What is the nature of relationships among the SGB components (parents, learners, and teachers) of the research school towards attainment of school goals? This was a case study using interviews, documents such as SGB minutes, notices of SGB meetings as an instrument for research. The sample represented all parents, learners and teachers who were SGB members in the research school. For purposes of validation the questionnaire was piloted to different schools with a similar situation to the research school. The data gathered were analysed qualitatively and findings and recommendations formed the most vital component of the dissertation. Findings were as follows: The SGB of the research school knew about their roles and responsibilities. SGB meetings were Organized and run properly. There were good Relationships among SGB components. Management of school finances was good and transparent. There were standing meetings for reporting to constituency.
- Full Text:
- Date Issued: 2012
- Authors: Mnakaniso, Mlamli Hendrick
- Date: 2012
- Subjects: School government board -- Rural schools , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18468 , http://hdl.handle.net/11260/d1009471
- Description: The government established school Governing Bodies through the South African Schools ACTS NO 84 OF 1996. The aim of this Act was to inter alia ensure greater parental involvement in school management. The good relationship between the school and the community at large is important for the growth and development of a child. It was for that reason that the national department of education introduced a three legged body called SGB, which is composed of Parents, Teachers and Learners to govern the schools. In this study the researcher investigated the nature of relationship among the SGB components in rural schools. A case study was conducted at rural senior secondary school in the Libode Mega District‟. The purpose of this study was to investigate the relationship among SGB components that are parents, teachers and learners in research school. This study would help in creating an understanding of the importance of good relationship among SGB components. The one broad research question was: What is the nature of relationships among the SGB components (parents, learners, and teachers) of the research school towards attainment of school goals? This was a case study using interviews, documents such as SGB minutes, notices of SGB meetings as an instrument for research. The sample represented all parents, learners and teachers who were SGB members in the research school. For purposes of validation the questionnaire was piloted to different schools with a similar situation to the research school. The data gathered were analysed qualitatively and findings and recommendations formed the most vital component of the dissertation. Findings were as follows: The SGB of the research school knew about their roles and responsibilities. SGB meetings were Organized and run properly. There were good Relationships among SGB components. Management of school finances was good and transparent. There were standing meetings for reporting to constituency.
- Full Text:
- Date Issued: 2012
Causes and effects of teachers' job satisfaction or dissatisfaction and their impact on leaner performance: a case study of two schools in the Ngqeleni Area of the Libode Mega-District, Eastern Cape Province of South Africa
- Authors: Dukwana, Mzamo Jeffrey
- Date: 2012
- Subjects: Teachers -- Job satisfaction -- Teaching and learning , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18433 , http://hdl.handle.net/11260/d1007159
- Description: The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher used the video/sound/audio recorder as the research instrument to collect data. To analyze data, the researcher transcribed the recorded interview responses, presented the responses without editing them, interpreted the responses and themes. The findings were derived from the themes. The main findings of the study revealed that there was low morale and job dissatisfaction among teachers. The study`s finding of “low morale and job dissatisfaction among teachers” could be regarded as the reference of the general situation ('picture') of the relationship between teachers` job dissatisfaction and learner performance in the schools of the Libode Mega Education District. The findings have also revealed that there is a proportional relationship between teachers` job satisfaction and learner performance, i.e. the more satisfied teachers are with their jobs the more likely they perform better on their tasks, this results in good leaner performance, while low the levels of job satisfaction among teachers result in poor learner performance. The study recommends that the website- based, electronic information systems should be developed by the National Department of Education in order to grant teachers, or any school stakeholder, absolute anonymity to log or report complaints, dissatisfaction, suggestions, disapproval, appraisals and opinions on matters that concern the education system in South Africa. The study recommends that pupil-teacher ratio policy, and policies on working conditions in schools should be constantly reviewed. The introduction of change- management workshops for teachers to adapt to innovations in the education curriculum is also recommended.
- Full Text:
- Date Issued: 2012
- Authors: Dukwana, Mzamo Jeffrey
- Date: 2012
- Subjects: Teachers -- Job satisfaction -- Teaching and learning , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18433 , http://hdl.handle.net/11260/d1007159
- Description: The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher used the video/sound/audio recorder as the research instrument to collect data. To analyze data, the researcher transcribed the recorded interview responses, presented the responses without editing them, interpreted the responses and themes. The findings were derived from the themes. The main findings of the study revealed that there was low morale and job dissatisfaction among teachers. The study`s finding of “low morale and job dissatisfaction among teachers” could be regarded as the reference of the general situation ('picture') of the relationship between teachers` job dissatisfaction and learner performance in the schools of the Libode Mega Education District. The findings have also revealed that there is a proportional relationship between teachers` job satisfaction and learner performance, i.e. the more satisfied teachers are with their jobs the more likely they perform better on their tasks, this results in good leaner performance, while low the levels of job satisfaction among teachers result in poor learner performance. The study recommends that the website- based, electronic information systems should be developed by the National Department of Education in order to grant teachers, or any school stakeholder, absolute anonymity to log or report complaints, dissatisfaction, suggestions, disapproval, appraisals and opinions on matters that concern the education system in South Africa. The study recommends that pupil-teacher ratio policy, and policies on working conditions in schools should be constantly reviewed. The introduction of change- management workshops for teachers to adapt to innovations in the education curriculum is also recommended.
- Full Text:
- Date Issued: 2012