1,721,028 research outputs found
Identifying and meeting the development needs of novice teachers : experiences at one school in Durban.
Full text linkThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.This study explored the experiences in identifying and meeting the developmental needs of novice teachers at one primary school in Durban. The researcher’s assumption was that mentoring and teacher development are a norm at schools. It is argued that in order to keep in touch with current educational trends and to maintain a sense of renewal and inspiration teacher development is an important issue within the changing context of education in South Africa. This is evident in the new policy developments such as the National Policy Framework for Teacher Education in South Africa and Occupation Specific Dispensation (OSD). The process of mentoring may be regarded as a form of teacher development, hence mentoring and teacher development cannot be regarded as two separate processes, they occur in relation to each other. Furthermore, novice teachers enter the profession with certain expectations and often experience a gap between the reality of teaching practice and their ideals. In the context of this background and within a qualitative interpretive paradigm this study drew on the experiences of novice teachers and educational managers in one school. For the purpose of data collection, semistructured interviews were used which allowed participants to discuss their experiences and interpretations of mentoring and teacher developmental needs and to express how they regarded situations from their own point of view. Data collected from the document analysis was merged with the data collected from the interviews. The findings indicated that the developmental needs of novice teachers were multifaceted such as: mentoring and induction must take place initially; a yearning to be socially accepted by the serving staff; a need to be heard regarding their experiences and developmental needs; to be informed on how to construct learning area work schedules, lesson plans and assessment tasks to suit the requirements at this school, especially in the initial days of there employment and the management of diversity and strategies to implement inclusive education. The study concluded that although the management and leadership of the school played a meaningful and supportive role in the professional and personal competence of the novice teachers, led by the principal who was encouraging and supportive, there was still room for improvement in the practices of leadership and management in attempting to identify and meet the developmental needs of novice teachers
Exploring coping strategies employed by teachers to manage daily workload.
Full text linkM. Ed. University of KwaZulu-Natal, Durban 2015.Teacher workload has been the subject of interest for both local and international researchers alike. These studies have sought to investigate: how teachers perceive their workload, actual teacher working hours, possible solutions to work overload and coping resources used by teachers to manage their workload. The findings have consistently shown that teachers are faced with heavy workloads. As a teacher who once exited the profession due to burn out, I sought to conduct an investigation into how other teachers were managing to cope with workload. The majority of the previous studies employed quantitative research designs and made use of questionnaires and surveys as data generation methods. I identified a gap and saw the need to conduct a qualitative study on how teachers cope with workload. A teacher’s workload is divided into teaching duties, extra and co-curricular duties, administrative duties, interaction with stakeholders and communication. The focus of this study is on teacher workload as it relates to the teaching duties. These duties include planning, preparation, assessment, recording and reporting. The study has adopted a qualitative research design and in-depth interviews were conducted with seven teachers from two high schools. Domain analysis and open-coding were used to categorise data into themes during the data analysis stage.
Apple (1986)’s theory of work intensification and Gronn’s concept of distributed leadership formed the framework underpinning this research. The findings revealed that work intensification may yield both negative and positive results. The study reported that the participants faced heavy workloads in the form of administrative and co-curricular duties, working in one-man departments, and working long hours. It was, however, found that teachers were finding ways of managing this overloading. The report of a heavy workload was therefore found not to be synonymous with the inability to cope. Some of the coping strategies reported in the study included collaborative teaching, the use of archived assessment tools, planning in the holidays, the use of written feedback and archived report comments.
It is a recommendation of this study that school leaders actively research ways of promoting teacher collaboration as well as creating platforms through which teachers can freely share their experiences in non-threatening environments. I also recommend as an area for further research that studies be conducted with the aim of establishing compatibility between teaching time and the syllabi for various teaching subjects
School-community partnership in education in a South African rural context : possibilities for an asset-based approach.
Full text linkThesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.This case study sought to investigate the possibilities of asset-based approach in school-community partnership. A specific partnership between a secondary school from Vulindlela District, some academic staff members and student teachers from the University of KwaZulu-Natal was studied. To fulfil the purpose of this study, the critical questions such as what assets do partners in the „Nothing for us without us‟ project regard as central in their partnership and to what extent do these partners utilised these assets were used as the basis for data collection in this study. The responses to these critical questions were then used to provide answers to the major inquiry of this study, which was to investigate whether and asset-based approach can be utilised in school-community partnership. The study was conducted within the confines of interpretive paradigm and qualitative case study was adopted as a research approach. To abide by some hallmarks of the case study, multiple data collection methods were utilised. Data were collected using semi-structured individual interviews and documentary analysis. Five teachers (Principal, Deputy Principal, HoD and two post level one teachers) from the case school and two project leaders from the University team participated in the individuals‟ interviews. The proposal document for the current project „Nothing for us without‟, 2007; 2009 and 2010 reports on the previous projects were analysed. The findings of the study revealed that teachers, the school principal, community individuals, organisations and learners, the experience of the school in partnership were regarded as crucial assets in the current partnership. The findings further indicated that physical resources such as the computers available in the school and the buildings were among the assets that were available but they were not regarded as crucial for the partnership. While the assets are identified, the findings also revealed that their utilisation was to a minimum extent. Teachers were reported to be overwhelmed by academic work and also reluctant to participate because of unclear communication of goals of the partnership. The findings further revealed that community assets are not mapped because of the failure to invite community members in the activities of the partnership. I conclude in the study that asset-based approach can be utilised in school-community partnership. However, to enhance the level of asset utilisation, there is a need to re-evaluate the role of the school principal in the partnership. I further recommend coordinated efforts to invite community members in the activities of the partnership
Parent's understanding of their school governance roles : perceptions of the school management teams (SMTs) and parents.
Full text linkThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.The study investigated perceptions of the School Management Teams (SMTs) and
parents in the School Governing Bodies (SGBs) regarding the parents understanding
of their roles. The South African Schools Act, 84 of 1996, provided all public schools
with powers to run the schools through the SGBs. As an educator and the member of
the SMT, I have observed that most governance roles are performed by the Principal
and staff in the schools, hence conducted this study. The study was a multi-site case
study of three primary schools of Ndwedwe circuit. To collect data the study used
three instruments, namely interviews, observation and document analysis.
The findings of the study revealed that parents in the School Governing Bodies are
not coping with their many roles as they are stipulated by SASA due to their low
levels of literacy. Besides illiteracy it seems parents in the SGBs lack information
regarding their roles. The study recommends that parents in the SGBs must kept
informed, trained and encouraged to upgrade their literacy levels to cope in their
governance role
The role of teachers in managing vulnerable children in school : evidence from one school.
Full text linkMaster of Education in Educational Leadership, Management and Policy. University of KwaZulu-Natal, Edgewood 2015.This study sought to investigate the role of teachers in managing vulnerable children in school.
The dawn of democracy in 1994 in South Africa meant that schools became multi- cultural and political, social and economic factors affected schools became. My experiences as a teacher for thirty- three years, together with observations made of challenges experienced by teachers in managing children with physical, emotional, psycho- social problems as well as forms of child- abuse and neglect inspired me to undertake this study. A further challenge for teachers were big class- sizes, lack of resources, lack of parental involvement and discipline in schools. In their quest to provide quality teaching and learning as stipulated by the South African School’s Act and Education White Paper 6, together with stipulations in the National Education Policy Act (76 of 1996) the role of teachers became more complex.
It appears that in schools often the management team is “held responsible” for maintaining discipline and attending to children who present challenges as a result of various forms of vulnerability. It also emerged that Institution Level Support Teams were not as effective as they ought to be. In addition, managing vulnerable children was seen to be the role of the Life- Orientation teacher, in the absence of guidance counsellors, rather than the joint task of all teachers and stake- holders; this is the gap this study sought to make a contribution to.
In this study, the experiences of teachers and the role of teachers in managing vulnerable children were explored. A Qualitative approach was adopted and the study was located in the interpretive paradigm. Individual and focus- group interviews were conducted. Findings suggest that teachers need to engage all stake-holders in a collegial way to assist in managing vulnerable children. Department of Education Guidelines in terms of screening, identification, assessment and support must be adhered to. Catering for needs of vulnerable children will improve quality of teaching and learning
Exploring the role of leadership and management in school-based teacher-professional development.
No full textPh. D. University of KwaZulu-Natal, Durban 2014.This study explored the role of leadership and management in school-based teacher
professional development (SBTPD) in one primary school in KwaZulu-Natal, South Africa.
The rationale for doing this research was that generic teacher development initiatives in
South Africa do not seem to have yielded the intended results. Greater emphasis on SBTPD
seems to be the way forward. However, while all South African public schools are expected
to run SBTPD, most of them do not seem to succeed in this regard. This study proposed that
the quality of leadership and management in a school has a strong influence on the success or
failure of SBTPD. However, there is currently lack of knowledge as to what leadership and
management practices are associated with successful SBTPD.
The literature reviewed revealed a gap in the leadership and management practices that
enable SBTPD. In light of these gaps in literature, a detailed case study of one school with a
focus on the role of leadership and management in SBTPD was conducted. The theory of the
school as a learning organisation was employed as the guiding theoretical lens through which
this study was undertaken. As such, this study explored how a school expands its capacity to
create its future. The theoretical framework illuminated that creating a learning organisation
requires a deep rethinking of the leader’s role in order for schools develop the capacity to
carry out their mission.
In the context of this background and within a qualitative interpretive paradigm, the study
drew on the experiences of teachers, the School Management Team and the Staff
Development Team in one school. For the purpose of data generation, semi-structured
interviews, were conducted which allowed participants to discuss their experiences and
interpretations of the role of leadership and management in SBTPD and to express how they
interpreted situations from their own point of view. Data generated from the documents
reviewed and observations conducted were scrutinised alongside the data generated from the
interviews.
The study shows that teachers in being prepared for development opportunities were
enthusiastic about either receiving or leading SBTPD. The provisions of such school-based
teacher professional development opportunities are largely dependent on the creativity and
efficiency of the leadership at the school. Such creativity and efficiency of leadership
emerged as SBTPD hallmarks that are associated with Malachi Primary School, the research
site. Fostering collegial relationships and communication, individual learning, enabling
teamwork and collaboration, celebrating and utilising teachers' excellence, 'aha' moments in
leadership, a focus on learning, non-positional leadership and an emerging professional
learning community through the provision of varied forms of teacher professional
development emerged as the hallmarks of SBTPD. The hallmarks revealed that leadership in practising the five learning disciplines: Systems
Thinking; Personal Mastery; Mental Models; Building Shared Vision and Team Learning in
concert (Senge, 2006) were able to tap into the commitment, proficiencies, initiative and
willingness of teachers to learn and develop holistically with the focus on ongoing
improvement in learner achievement
Educational managers' understanding and experiences of the implementation of inclusive education : evidence from selected urban primary schools in Zimbabwe.
Full text linkM. Ed. University of KwaZulu-Natal, Pietermaritzburg 2016.This study focused on the school heads‟ understanding and experiences of the implementation of Inclusive Education in selected urban primary schools in Zimbabwe. The apparent absence of a tentative policy statement that informs the understanding and implementation of Inclusive Education in Zimbabwe results in different understandings and experiences. Using the multiple site case study design, I interviewed four primary school heads. I used observation and document analysis as supplementary data generation instruments. The theoretical framework identified the Social Ecological Model and the Transformational Leadership theory as the lens through which inclusion maybe understood and successfully implemented and managed in the schools. Findings show that inclusion and integration characterised by special classes and Resource Units have been implemented in the schools. A pull-out programme was being used for language and learners who needed individualised instruction. Issues such as lack of knowledge and experience among the school heads, government mandating the implementation of inclusion in the schools, lack of resources, issues of assessment and absence of inclusive curriculum, large classes and negative attitudes by teachers have been cited as issues that affect the school heads‟ understanding and experiences of Inclusion. The study concludes that the school heads‟ understanding and experiences of Inclusive Education bear great significance towards its effective implementation in the schools. With better understandings and experiences, there are indications that the school heads can enhance the implementation of I.E. in the participant schools leading to improved inclusive practices
The role of public education in addressing corruption in Zimbabwe: experiences and perspectives of of multiple stakeholders.
Full text linkDoctoral Degree. University of KwaZulu-Natal, Durban.This study examined the people’s experiences and perspective on the role of public
education in addressing corruption in selected two government, two parastatals and
two civil society institutions in Zimbabwe. The study used the mixed method design
in which qualitative and quantitative data were generated through structured
questionnaires and interviews. The study chose ten participants by simple
convenience in each of the six institutions and these were better placed to share
their experiences and perspectives on the role of public education in addressing
corruption in Zimbabwe. Their willingness to participate in the study gave me the
confidence that they would do their best to add value to the study by contributing
their honest opinions on the topic.
The study was guided by two theories, namely the Structural Functionalist and the
Marxist. These theories provided a framework on class struggles and how those in
positions of authority related with the general public particularly in the distribution of
goods and services. Public education on anti-corruption was one social service in
which the ruling class puts control measures through crafting laws and making
policies to safeguard their interests never mind the extent to which the public
education content would meet the public’s expectations.
The study came up with the following substantive issues; The Commission should
• cast its net wider when hiring experts to review its curriculum on anticorruption
education.
• increase the number of languages used in public education on anti-corruption
with the aim to incorporate all the approved sixteen national languages.
• spearhead the development of a National Anti-Corruption Policy.
• advance the issues of mainstreaming anti-corruption education in formal
curriculum and all work processes.
• work with stakeholders to establish integrity committees in all institutions.
• lobby the government to increase funding on anti-corruption education and
also invite development partners who could assist with project funding.
The study put to the fore the need for the people of Zimbabwe to speak with one
voice on the type and quality of public education on anti-corruption they wanted. The
Commission had a tall order to bring together a Zimbabwean society which was
seriously fractured and highly polarised due to a poor legacy of politics of patronage
which had engulfed the government for the past thirty-seven years which had
characterised Mr Mugabe’s rule. Finally, the public is required to actively participate
in all anti-corruption education fora and contribute freely without fear or prejudice
Factors influencing educator morale in the former KwaMashu circuit high schools : research report.
Full text linkThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.This study sought to investigate factors influencing educator morale in the former KwaMashu Circuit in the Pinetown District. After realising that the educator morale is a national crisis, the study aimed to examine factors that influence low educator morale of high school educators. The study used interviews, questionnaires, document analysis and participant observation to collect data for the research. Having subjected sourced data to rigorous processing and analysis, the researcher concluded that the problems pertaining to low educator morale, include lack of resources, insecurity of educators because of many transformational processes, lack of discipline and cooperation from learners, lack of safety and security due to high crime rate such as theft, vandalism, violence, and killing of educators in school premises. The other salient factors contributing to low educator morale are low salaries, which are not commensurate with educator's educational qualifications and experience, lack of parental involvement in school matters, involvement of educatorunion politics in school management and promotional posts, overcrowded classrooms and heavy work loads, lack of support from District Officials and lack of transparency in decision-making and management of school finances. The study recommends that the Education Department must redress these issues by revisiting the existing policies, fast tracking infrastructure programme especially to previously disadvantaged schools, provide retraining programme, workshops to empower managers with democratic leadership styles, providing schools with security guards as well as fencing the school premises and expedite the process of appointing more subject advisors to support educators in the implementation of new curriculum.
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