School governance : a case study investigating the governance capacity of the farm school governing body
- Authors: Ramgathi, Pitamber
- Date: 2012
- Subjects: School boards , School board members
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9454 , http://hdl.handle.net/10948/d1018617
- Description: School governance at South African schools is now almost twelve years old. In these twelve years some schools have made great strides whilst others are still facing various challenges. This research article is a qualitative, empirical and a descriptive case study, based on two farm schools in Kwa-Zulu Natal Province. It has investigated the governance capacity of both farm school governing bodies (SGB) in the execution of their roles and responsibilities together with the challenges that they faced using a documentary study and with structured interviews in a focus group. The structure for writing this article used the four principles as designed by Yin (1994) which are; Conceptualization, Contextual details, Data collection and Analytical strategies. Evidence from this Research indicate that the Farm School Governing Body face many contextual challenges and that a tailor-made Governance capacity building programme be made available to farm schools so that they (SGB) are able to carry out their roles and responsibilities effectively.
- Full Text:
- Date Issued: 2012
- Authors: Ramgathi, Pitamber
- Date: 2012
- Subjects: School boards , School board members
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9454 , http://hdl.handle.net/10948/d1018617
- Description: School governance at South African schools is now almost twelve years old. In these twelve years some schools have made great strides whilst others are still facing various challenges. This research article is a qualitative, empirical and a descriptive case study, based on two farm schools in Kwa-Zulu Natal Province. It has investigated the governance capacity of both farm school governing bodies (SGB) in the execution of their roles and responsibilities together with the challenges that they faced using a documentary study and with structured interviews in a focus group. The structure for writing this article used the four principles as designed by Yin (1994) which are; Conceptualization, Contextual details, Data collection and Analytical strategies. Evidence from this Research indicate that the Farm School Governing Body face many contextual challenges and that a tailor-made Governance capacity building programme be made available to farm schools so that they (SGB) are able to carry out their roles and responsibilities effectively.
- Full Text:
- Date Issued: 2012
Teachers' leadership roles at a public rural school in the Ohangwena Region, Namibia
- Nauyoma-Hamupembe, Ladipaleni Ndadiinina
- Authors: Nauyoma-Hamupembe, Ladipaleni Ndadiinina
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Ohangwena Rural schools -- Namibia -- Ohangwena School management and organization -- Namibia -- Ohangwena Teachers -- Namibia -- Ohangwena Teacher-principal relationships -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1794 , http://hdl.handle.net/10962/d1003679
- Description: The changing global and local circumstances and shift for democracy posed particular problems for school administration and leadership and made it difficult for principals to fulfil leadership responsibilities in schools alone. Hence principals require the assistance of all stakeholders in the school, and teachers in particular, to work together as a team and share the diverse leadership load for the improvement of schools. Thus, leadership in schools needs to be shared and distributed in a collaborative manner among teachers and principals working as a group to accomplish the primary objective of their schools, which is to improve learners’ achievement. For this idea to be embraced, I suggest it may require an urgent need for advanced knowledge and understanding of teacher leadership in schools, among teachers and principals, if schools are to thrive. This research studied the phenomenon of teacher leadership at a public rural school in the Ohangwena region of Namibia. It explored the teachers’ experiences of their leadership roles, and specifically the challenges inherent within the practice of teacher leadership in a school. A qualitative interpretive case study was conducted, employing document analysis, semi‐structured interviews and observations to produce data with regard to teachers’ experiences of their leadership roles, challenges inherent within its practice and possible strategies to promote teacher leadership. The analysis and the triangulation across the data sets suggested that teacher leadership existed in the case study school where it appeared in four different areas of leadership practice. These areas of leadership practices (Grant, 2008, p. 93) were, for example, in the classroom, outside the classroom in curricular and extra‐curricular activities, in school‐wide leadership development and between other neighbouring schools in the community. The school had a view of teacher leadership which was strongly located within the classroom and outside the classroom in curricular and extra‐curricular activities where teachers worked and interacted with their colleagues and learners. Teacher leadership was severely limited in the area of whole school development and almost non‐existent in the area outside the school between teachers across neighbouring schools, at circuit or district level and in the community. The study suggested that the nature of teacher leadership in the case study school was a restricted form of teacher leadership (Harris and Muijs, 2005) due to a range of factors which impeded its practice. The factors were, for example, a lack of involvement of all teachers in whole school leadership and school‐wide decision‐making. Other factors were limited time for teachers in the school, a lack of leadership development amongst the principal and teachers as well as resistance for teachers to leadership in the case study school.
- Full Text:
- Date Issued: 2012
- Authors: Nauyoma-Hamupembe, Ladipaleni Ndadiinina
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Ohangwena Rural schools -- Namibia -- Ohangwena School management and organization -- Namibia -- Ohangwena Teachers -- Namibia -- Ohangwena Teacher-principal relationships -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1794 , http://hdl.handle.net/10962/d1003679
- Description: The changing global and local circumstances and shift for democracy posed particular problems for school administration and leadership and made it difficult for principals to fulfil leadership responsibilities in schools alone. Hence principals require the assistance of all stakeholders in the school, and teachers in particular, to work together as a team and share the diverse leadership load for the improvement of schools. Thus, leadership in schools needs to be shared and distributed in a collaborative manner among teachers and principals working as a group to accomplish the primary objective of their schools, which is to improve learners’ achievement. For this idea to be embraced, I suggest it may require an urgent need for advanced knowledge and understanding of teacher leadership in schools, among teachers and principals, if schools are to thrive. This research studied the phenomenon of teacher leadership at a public rural school in the Ohangwena region of Namibia. It explored the teachers’ experiences of their leadership roles, and specifically the challenges inherent within the practice of teacher leadership in a school. A qualitative interpretive case study was conducted, employing document analysis, semi‐structured interviews and observations to produce data with regard to teachers’ experiences of their leadership roles, challenges inherent within its practice and possible strategies to promote teacher leadership. The analysis and the triangulation across the data sets suggested that teacher leadership existed in the case study school where it appeared in four different areas of leadership practice. These areas of leadership practices (Grant, 2008, p. 93) were, for example, in the classroom, outside the classroom in curricular and extra‐curricular activities, in school‐wide leadership development and between other neighbouring schools in the community. The school had a view of teacher leadership which was strongly located within the classroom and outside the classroom in curricular and extra‐curricular activities where teachers worked and interacted with their colleagues and learners. Teacher leadership was severely limited in the area of whole school development and almost non‐existent in the area outside the school between teachers across neighbouring schools, at circuit or district level and in the community. The study suggested that the nature of teacher leadership in the case study school was a restricted form of teacher leadership (Harris and Muijs, 2005) due to a range of factors which impeded its practice. The factors were, for example, a lack of involvement of all teachers in whole school leadership and school‐wide decision‐making. Other factors were limited time for teachers in the school, a lack of leadership development amongst the principal and teachers as well as resistance for teachers to leadership in the case study school.
- Full Text:
- Date Issued: 2012
Teaching and learning electrostatics using everyday knowledge, indigenous knowledge and scientific argumentation
- Authors: Loggenberg, Ernest Wilfred
- Date: 2012
- Subjects: Electrostatics , Ethnoscience
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9505 , http://hdl.handle.net/10948/d1008412 , Electrostatics , Ethnoscience
- Description: South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impact focused on the teachers’ ability to implement the strategy, the electrostatics knowledge gained by learners, the learners’ argumentation ability, and the motivational and confidence levels of both teachers and learners. The sample comprised eight schools (the science teachers and their Grade Ten Physical Science learners) in the Uitenhage District of Education of the Eastern Cape Province of South Africa. Qualitative data were generated via interviews, classroom observations, pre- and post test questionnaires with open-ended questions to evoke meaningful responses that could not be anticipated by the research, and argumentation writing frames for both teachers and learners. Limited quantitative data were generated via the argumentation writing frames and the more close-ended questionnaire questions. The findings of the teacher and learner argumentation frames and the teacher checklists which revealed that the intervention impacted positively on the teachers’ ability to integrate IKS into their teaching practice. The use indigenous knowledge as the context for argumentation appears to have been a more effective way of introducing the concept than doing so within a scientific context (which the learners found difficult). The intervention facilitated an enhanced level of understanding on lightning, and assisted with the creation of the “third space” and border crossing between IKS and western science. The individual interviews disclosed the teachers’ improved ability to integrate IKS, IKS improving the facilitation of the argumentation strategy, and their improved motivation and confidence.
- Full Text:
- Date Issued: 2012
- Authors: Loggenberg, Ernest Wilfred
- Date: 2012
- Subjects: Electrostatics , Ethnoscience
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9505 , http://hdl.handle.net/10948/d1008412 , Electrostatics , Ethnoscience
- Description: South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impact focused on the teachers’ ability to implement the strategy, the electrostatics knowledge gained by learners, the learners’ argumentation ability, and the motivational and confidence levels of both teachers and learners. The sample comprised eight schools (the science teachers and their Grade Ten Physical Science learners) in the Uitenhage District of Education of the Eastern Cape Province of South Africa. Qualitative data were generated via interviews, classroom observations, pre- and post test questionnaires with open-ended questions to evoke meaningful responses that could not be anticipated by the research, and argumentation writing frames for both teachers and learners. Limited quantitative data were generated via the argumentation writing frames and the more close-ended questionnaire questions. The findings of the teacher and learner argumentation frames and the teacher checklists which revealed that the intervention impacted positively on the teachers’ ability to integrate IKS into their teaching practice. The use indigenous knowledge as the context for argumentation appears to have been a more effective way of introducing the concept than doing so within a scientific context (which the learners found difficult). The intervention facilitated an enhanced level of understanding on lightning, and assisted with the creation of the “third space” and border crossing between IKS and western science. The individual interviews disclosed the teachers’ improved ability to integrate IKS, IKS improving the facilitation of the argumentation strategy, and their improved motivation and confidence.
- Full Text:
- Date Issued: 2012
The effectiveness of the integrated quality management system to improve the performance of educators in the East London District
- Authors: Blayi, Mcebisi
- Date: 2012
- Subjects: Total quality management in education , Total quality management -- South Africa -- Eastern Cape , Teachers -- Quality -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9452 , http://hdl.handle.net/10948/d1014634
- Description: This study aimed to evaluate the effectiveness of the Integrated Quality Management System (IQMS) in improving the performance of educators. While literature exists on IQMS as a performance management system for educators in South Africa, no research examines it as a Performance Improvement (PI) system. Given the gap in the literature, this study aimed to answer the question: How effective is the IQMS in improving the performance of educators? The IQMS policy mandates the District Office to design and implement Performance Improvement interventions. This study investigated the effectiveness of the IQMS as a PI system with specific reference to the interventions designed and implemented by the East London District of Education. The introduction of the IQMS marked a paradigm shift from the inspectorate system. It introduced a democratic system of teacher evaluation. It put consultative structures in place and allowed educators to make their voices heard during the evaluation process through pre-evaluation meetings and feedback. The IQMS is a standards based system of evaluation. As such it is morphed with the use of rating scores and rubrics to identify the performance gap, which is followed by the development and implementation of intervention strategies to close the gap. The concept of Performance Improvement (PI) which is the process of identifying and analyzing individual performance gaps, planning for future performance improvement, designing and implementing interventions to close performance gaps, comes into play. This study was conducted using qualitative research methods. Data from questionnaires and the interviews were triangulated with information from a review of policy documents from the Department of Basic Education, pertinent documents from the East London District of Education and sampled high schools in Mdantsane. The Post Level 1 Educators are primary stakeholders in this study, and the School Principals and Education Specialists are secondary stakeholders. In this qualitative study, forty-two high school Post Level 1 (PL1) educators provided responses to an open-ended questionnaire. Six PL1 educators were interviewed. Three high school principals and three education specialists provided responses to open-ended questionnaires. Pertinent documents were surveyed. Qualitative responses were categorized and analyzed into themes and sub-themes. The findings of the current study indicate that the IQMS in its current form did not impact positively on the Performance Improvement of educators. Five specific findings emerged from this study: Educators have not embraced IQMS as a Performance Improvement system; The twofold purpose of the IQMS: development and salary progression renders it ineffective in improving the performance of educators; The logical framework for the implementation of the IQMS is not adhered to; The implementation of the IQMS is not monitored; The IQMS has no impact on learner attainment. This study also documents other positive areas in the implementation of the IQMS. This study has implications and recommendations for further research, practice and provides valuable information to the Department of Basic Education and the teacher unions in the Education Labour Relations Council as they review the IQMS and in implementing future teacher performance evaluation policies.
- Full Text:
- Date Issued: 2012
- Authors: Blayi, Mcebisi
- Date: 2012
- Subjects: Total quality management in education , Total quality management -- South Africa -- Eastern Cape , Teachers -- Quality -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9452 , http://hdl.handle.net/10948/d1014634
- Description: This study aimed to evaluate the effectiveness of the Integrated Quality Management System (IQMS) in improving the performance of educators. While literature exists on IQMS as a performance management system for educators in South Africa, no research examines it as a Performance Improvement (PI) system. Given the gap in the literature, this study aimed to answer the question: How effective is the IQMS in improving the performance of educators? The IQMS policy mandates the District Office to design and implement Performance Improvement interventions. This study investigated the effectiveness of the IQMS as a PI system with specific reference to the interventions designed and implemented by the East London District of Education. The introduction of the IQMS marked a paradigm shift from the inspectorate system. It introduced a democratic system of teacher evaluation. It put consultative structures in place and allowed educators to make their voices heard during the evaluation process through pre-evaluation meetings and feedback. The IQMS is a standards based system of evaluation. As such it is morphed with the use of rating scores and rubrics to identify the performance gap, which is followed by the development and implementation of intervention strategies to close the gap. The concept of Performance Improvement (PI) which is the process of identifying and analyzing individual performance gaps, planning for future performance improvement, designing and implementing interventions to close performance gaps, comes into play. This study was conducted using qualitative research methods. Data from questionnaires and the interviews were triangulated with information from a review of policy documents from the Department of Basic Education, pertinent documents from the East London District of Education and sampled high schools in Mdantsane. The Post Level 1 Educators are primary stakeholders in this study, and the School Principals and Education Specialists are secondary stakeholders. In this qualitative study, forty-two high school Post Level 1 (PL1) educators provided responses to an open-ended questionnaire. Six PL1 educators were interviewed. Three high school principals and three education specialists provided responses to open-ended questionnaires. Pertinent documents were surveyed. Qualitative responses were categorized and analyzed into themes and sub-themes. The findings of the current study indicate that the IQMS in its current form did not impact positively on the Performance Improvement of educators. Five specific findings emerged from this study: Educators have not embraced IQMS as a Performance Improvement system; The twofold purpose of the IQMS: development and salary progression renders it ineffective in improving the performance of educators; The logical framework for the implementation of the IQMS is not adhered to; The implementation of the IQMS is not monitored; The IQMS has no impact on learner attainment. This study also documents other positive areas in the implementation of the IQMS. This study has implications and recommendations for further research, practice and provides valuable information to the Department of Basic Education and the teacher unions in the Education Labour Relations Council as they review the IQMS and in implementing future teacher performance evaluation policies.
- Full Text:
- Date Issued: 2012
The experiences of school leaders regarding action research as a tool to enhance school functioning
- Authors: Govender, Bernadette
- Date: 2012
- Subjects: Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9494 , http://hdl.handle.net/10948/1623 , Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Description: South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.
- Full Text:
- Date Issued: 2012
- Authors: Govender, Bernadette
- Date: 2012
- Subjects: Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9494 , http://hdl.handle.net/10948/1623 , Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Description: South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.
- Full Text:
- Date Issued: 2012
The integration of mapwork and environmental issues using local context in FET Geography: an investigation of current pedagogic practices to inform professional development
- Authors: Batyi, Kekeletso Rejoyce
- Date: 2012
- Subjects: Geography -- South Africa -- Grahamstown -- Study and teaching (Secondary) Maps -- Study and teaching (Secondary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Secondary) -- South Africa -- Grahamstown Teachers -- Training of -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1580 , http://hdl.handle.net/10962/d1003462
- Description: This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.
- Full Text:
- Date Issued: 2012
- Authors: Batyi, Kekeletso Rejoyce
- Date: 2012
- Subjects: Geography -- South Africa -- Grahamstown -- Study and teaching (Secondary) Maps -- Study and teaching (Secondary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Secondary) -- South Africa -- Grahamstown Teachers -- Training of -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1580 , http://hdl.handle.net/10962/d1003462
- Description: This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.
- Full Text:
- Date Issued: 2012
The participation of teachers in the management and decision-making of three schools in the Kavango region of Namibia: a case study
- Authors: Muronga, Michael Muduva
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Kavango School management and organization -- Namibia -- Kavango Teachers -- Namibia -- Kavango Teacher participation in administration -- Namibia -- Kavango Teachers -- Training of -- Namibia -- Kavango
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1688 , http://hdl.handle.net/10962/d1003571
- Description: The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structured interviews and observation to collect data for validity purposes and to counter subjectivity. The findings revealed at least a significant progress in terms of the Education Act, no 16 of 2001 requirement, of teachers’ participation in management and decision-making in schools, which has been an issue in the past. The study revealed that decisions are taken after consultation through consensus. The study revealed that the participation approach promotes ownership and commitment of staff to higher performance and common goals. The findings emerged that participative management has advantages for achieving higher performance through collaboration, consultation, and broader participation. The foremost findings include school principals’ roles in enhancing a collegial management approach by delegating, sharing leadership and responsibilities, and establishing organisation structures and committees involving teachers. Meetings serve as a platform for communication and sharing of information with stakeholders. However, there were also signs of tensions amid school management teams (SMTs) and teachers on participation in school matters in all aspects. Furthermore, its time-consuming nature, authoritarianism and accountability emerged as major challenges affecting the implementation of the participative approach. In addition to that, the study revealed that lack of knowledge and skills, unwillingness to involve others and to participate affects the implementation of the theory. As a result, the study recommends to the policies makers and the Ministry of Education to organize training for all stakeholders on participative management to empower them. Moreover, the study recommends to regional managers, inspectors, and advisory teachers (AT) to provide information to institutions responsible for teacher training to accommodate the theory into their curriculum. School principals should undergo training programmes or in-service training for participative leadership purposes to enhance their leadership capacity and to carry out their responsibilities effectively.
- Full Text:
- Date Issued: 2012
- Authors: Muronga, Michael Muduva
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Kavango School management and organization -- Namibia -- Kavango Teachers -- Namibia -- Kavango Teacher participation in administration -- Namibia -- Kavango Teachers -- Training of -- Namibia -- Kavango
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1688 , http://hdl.handle.net/10962/d1003571
- Description: The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structured interviews and observation to collect data for validity purposes and to counter subjectivity. The findings revealed at least a significant progress in terms of the Education Act, no 16 of 2001 requirement, of teachers’ participation in management and decision-making in schools, which has been an issue in the past. The study revealed that decisions are taken after consultation through consensus. The study revealed that the participation approach promotes ownership and commitment of staff to higher performance and common goals. The findings emerged that participative management has advantages for achieving higher performance through collaboration, consultation, and broader participation. The foremost findings include school principals’ roles in enhancing a collegial management approach by delegating, sharing leadership and responsibilities, and establishing organisation structures and committees involving teachers. Meetings serve as a platform for communication and sharing of information with stakeholders. However, there were also signs of tensions amid school management teams (SMTs) and teachers on participation in school matters in all aspects. Furthermore, its time-consuming nature, authoritarianism and accountability emerged as major challenges affecting the implementation of the participative approach. In addition to that, the study revealed that lack of knowledge and skills, unwillingness to involve others and to participate affects the implementation of the theory. As a result, the study recommends to the policies makers and the Ministry of Education to organize training for all stakeholders on participative management to empower them. Moreover, the study recommends to regional managers, inspectors, and advisory teachers (AT) to provide information to institutions responsible for teacher training to accommodate the theory into their curriculum. School principals should undergo training programmes or in-service training for participative leadership purposes to enhance their leadership capacity and to carry out their responsibilities effectively.
- Full Text:
- Date Issued: 2012
Using language as a resource: strategies to teach mathematics in multilingual classes
- Authors: Whale, Susan Gaye
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9469 , http://hdl.handle.net/10948/1669 , Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Description: South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language in their lives. They also reflected on their practices and submitted pieces of contemplative writing. Quantitative data were collected from participating teachers who administered a pre-test to their learners as well as a post- test approximately nine months later after conducting an intervention. The results showed that where strategies, such as the implementation of exploratory talk and code switching which used language as a resource, had been introduced mathematical reasoning improved and classroom climate became more positive. The learners’ lack of confidence in being able to express their reasoning in English was prevalent throughout the reflective writing. By enabling learners to use isiXhosa in discussions the teachers felt that the learners gained in both confidence and mathematical understanding. This study has demonstrated that using the learners’ and teachers’ home language unlocks doors to communication and spotlights mathematical reasoning, but there is still an urgency to encourage learners to become fluent in Mathematical English. It is important to note that a positive classroom climate is essential for learners to build confidence and to encourage them to attempt to formulate sentences in English - to start on the journey from informal to formal usage of language as advocated by Setati and Adler (2001:250). My main conclusion is that an intervention that develops exploratory talk by using language as a resource can improve learners’ mathematical reasoning. I wish to emphasise that I am not advocating teaching mathematics in isiXhosa only, but the research has shown the advantages of using the home language as a resource together with English in Eastern Cape multilingual mathematics classes. Learners need to be able to express themselves in English, written and spoken, in order to achieve mathematically. This study therefore shows that teachers can gauge their learners’ improvement in mathematical reasoning after an intervention that develops exploratory talk in class by using the home language as a resource.
- Full Text:
- Date Issued: 2012
- Authors: Whale, Susan Gaye
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9469 , http://hdl.handle.net/10948/1669 , Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Description: South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language in their lives. They also reflected on their practices and submitted pieces of contemplative writing. Quantitative data were collected from participating teachers who administered a pre-test to their learners as well as a post- test approximately nine months later after conducting an intervention. The results showed that where strategies, such as the implementation of exploratory talk and code switching which used language as a resource, had been introduced mathematical reasoning improved and classroom climate became more positive. The learners’ lack of confidence in being able to express their reasoning in English was prevalent throughout the reflective writing. By enabling learners to use isiXhosa in discussions the teachers felt that the learners gained in both confidence and mathematical understanding. This study has demonstrated that using the learners’ and teachers’ home language unlocks doors to communication and spotlights mathematical reasoning, but there is still an urgency to encourage learners to become fluent in Mathematical English. It is important to note that a positive classroom climate is essential for learners to build confidence and to encourage them to attempt to formulate sentences in English - to start on the journey from informal to formal usage of language as advocated by Setati and Adler (2001:250). My main conclusion is that an intervention that develops exploratory talk by using language as a resource can improve learners’ mathematical reasoning. I wish to emphasise that I am not advocating teaching mathematics in isiXhosa only, but the research has shown the advantages of using the home language as a resource together with English in Eastern Cape multilingual mathematics classes. Learners need to be able to express themselves in English, written and spoken, in order to achieve mathematically. This study therefore shows that teachers can gauge their learners’ improvement in mathematical reasoning after an intervention that develops exploratory talk in class by using the home language as a resource.
- Full Text:
- Date Issued: 2012
Why do learners and teachers experience problems with the concept of zero?
- Authors: Jooste, Zonia
- Date: 2012
- Subjects: Numbers, Divisibility of -- Study and teaching (Primary) -- South Africa Numbers, Divisibility of -- Study and teaching (Secondary) -- South Africa Mathematics teachers -- Training of -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Western Cape Education, Primary -- Curricula -- South Africa Education, Secondary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1906 , http://hdl.handle.net/10962/d1006764
- Description: The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
- Full Text:
- Date Issued: 2012
- Authors: Jooste, Zonia
- Date: 2012
- Subjects: Numbers, Divisibility of -- Study and teaching (Primary) -- South Africa Numbers, Divisibility of -- Study and teaching (Secondary) -- South Africa Mathematics teachers -- Training of -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Western Cape Education, Primary -- Curricula -- South Africa Education, Secondary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1906 , http://hdl.handle.net/10962/d1006764
- Description: The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
- Full Text:
- Date Issued: 2012
Women leadership: a case study in the Otjozondjupa Region, Namibia
- Authors: Araes, Cornelia
- Date: 2012
- Subjects: Women -- Education (Primary) -- Namibia Leadership in women -- Education (Primary) -- Namibia Management -- Education (Primary) -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1825 , http://hdl.handle.net/10962/d1003711
- Description: Empowerment of women in leadership and in particular, school leadership has been the focus of the Namibian government and the country since independence in 1990. Different policies and laws, post‐independence, make provision for women empowerment and leadership in a range of organisations and institutions throughout the country. However, reports on gender equity in leadership positions suggest that Namibia is not really moving towards these policy goals at a sufficiently quick pace. A lot still needs to be achieved in terms of transforming the gender stereotyping in Namibia, which still suffers from the legacy of gender discrimination of the apartheid era. Modern‐day academic authors and journalists portray an increasing interest in an awareness of the advantages of women leadership. Women are increasingly perceived to have leadership styles more suitable for contemporary conditions than men. It is against this backdrop that this study sought to investigate women leadership in the Otjiwarongo circuit in the Otjozondjupa educational region in Namibia. The study used a qualitative, interpretive research paradigm. It adopted a case study approach. The primary participants consisted of four women principals in the Otjiwarongo circuit and the secondary participants included four women education officers from the same circuit. Semi‐structured interviews, a focus group interview and observation were applied as methods for collecting data and the data collection period was just over six weeks. Data analysis was done through coding and identification of categories. The findings revealed that women principals possessed the qualities of commitment, good communication and are passionate about their work, which are qualities normally associated with effective leadership. In terms of their role in their schools, they emerged as democratic leaders who involved all stakeholders in the decision making process through consensus. In addition, they demonstrated distributive and servant leadership in their interactions with stakeholders. The main challenge to the leadership position of these women principals seemed to be the stereotypical view held, that as women, they had to work twice as hard as men at leading schools. The study recommended that people oriented leadership styles, such as the ones enacted by the women principals in this study, are highly recommended for effective leadership in the 21st century.
- Full Text:
- Date Issued: 2012
- Authors: Araes, Cornelia
- Date: 2012
- Subjects: Women -- Education (Primary) -- Namibia Leadership in women -- Education (Primary) -- Namibia Management -- Education (Primary) -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1825 , http://hdl.handle.net/10962/d1003711
- Description: Empowerment of women in leadership and in particular, school leadership has been the focus of the Namibian government and the country since independence in 1990. Different policies and laws, post‐independence, make provision for women empowerment and leadership in a range of organisations and institutions throughout the country. However, reports on gender equity in leadership positions suggest that Namibia is not really moving towards these policy goals at a sufficiently quick pace. A lot still needs to be achieved in terms of transforming the gender stereotyping in Namibia, which still suffers from the legacy of gender discrimination of the apartheid era. Modern‐day academic authors and journalists portray an increasing interest in an awareness of the advantages of women leadership. Women are increasingly perceived to have leadership styles more suitable for contemporary conditions than men. It is against this backdrop that this study sought to investigate women leadership in the Otjiwarongo circuit in the Otjozondjupa educational region in Namibia. The study used a qualitative, interpretive research paradigm. It adopted a case study approach. The primary participants consisted of four women principals in the Otjiwarongo circuit and the secondary participants included four women education officers from the same circuit. Semi‐structured interviews, a focus group interview and observation were applied as methods for collecting data and the data collection period was just over six weeks. Data analysis was done through coding and identification of categories. The findings revealed that women principals possessed the qualities of commitment, good communication and are passionate about their work, which are qualities normally associated with effective leadership. In terms of their role in their schools, they emerged as democratic leaders who involved all stakeholders in the decision making process through consensus. In addition, they demonstrated distributive and servant leadership in their interactions with stakeholders. The main challenge to the leadership position of these women principals seemed to be the stereotypical view held, that as women, they had to work twice as hard as men at leading schools. The study recommended that people oriented leadership styles, such as the ones enacted by the women principals in this study, are highly recommended for effective leadership in the 21st century.
- Full Text:
- Date Issued: 2012