The impact of organizational culture of employees' behaviour within tertiary institutions in the Eastern Cape region
- Authors: Ntontela, Zintle Asiyena
- Date: 2009
- Subjects: Universities and colleges -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Employees -- Attitudes , Corporate culture -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom (Industrial Psychology)
- Identifier: vital:11546 , http://hdl.handle.net/10353/219 , Universities and colleges -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Employees -- Attitudes , Corporate culture -- South Africa -- Eastern Cape
- Description: According to Nel, van Dyk, Haasbroek, Schultz, Sono and Werner (2004:19), organizational culture is simply the manner in which things are done in an organization. It is also known as the personality of the organization. Irrespective of what is called, the culture of the organization develops overtime, and employees are often not even aware of its existence. Organizational culture is, however, of particular importance to management because it helps them understand how employees feel about their work. Culture involves general assumptions about the manner in which work should be done, appropriate goals for the organization as a whole and for departments within the organization, and personal goals for employees. It is particularly the latter that makes the nature of the psychological contract of special importance in the pursuit of organizational success. It is represented by formal goals, structures, policy and communication. Shaw (1997:15) agrees with Nel et al (2004) that organizational culture composes of the shared values which are important concerns and goals shared by people in the organization that tend to influence the behaviour of the employees. These values persist overtime even with changes in group membership. In the light of the above literature, I’m conducting a research for a masters’ degree in Industrial Psychology at the University of Fort Hare, the topic being “The impact of organizational culture on employees’ behaviour within tertiary institutions in the Eastern Cape Region”. This study seeks to investigate: 1) Determine the extent of influence of organizational culture on employees’ behaviour. 2) Identify how management enforces such a culture into the workplace. 3) Determine the significance of creating organizational culture and its implementation. This questionnaire was designed, in this regard, by the researcher to assess the above mentioned objectives. This questionnaire was distributed to the Nelson Mandela Metropolitan University and the University of Fort Hare.
- Full Text:
- Date Issued: 2009
- Authors: Ntontela, Zintle Asiyena
- Date: 2009
- Subjects: Universities and colleges -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Employees -- Attitudes , Corporate culture -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCom (Industrial Psychology)
- Identifier: vital:11546 , http://hdl.handle.net/10353/219 , Universities and colleges -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Employees -- Attitudes , Corporate culture -- South Africa -- Eastern Cape
- Description: According to Nel, van Dyk, Haasbroek, Schultz, Sono and Werner (2004:19), organizational culture is simply the manner in which things are done in an organization. It is also known as the personality of the organization. Irrespective of what is called, the culture of the organization develops overtime, and employees are often not even aware of its existence. Organizational culture is, however, of particular importance to management because it helps them understand how employees feel about their work. Culture involves general assumptions about the manner in which work should be done, appropriate goals for the organization as a whole and for departments within the organization, and personal goals for employees. It is particularly the latter that makes the nature of the psychological contract of special importance in the pursuit of organizational success. It is represented by formal goals, structures, policy and communication. Shaw (1997:15) agrees with Nel et al (2004) that organizational culture composes of the shared values which are important concerns and goals shared by people in the organization that tend to influence the behaviour of the employees. These values persist overtime even with changes in group membership. In the light of the above literature, I’m conducting a research for a masters’ degree in Industrial Psychology at the University of Fort Hare, the topic being “The impact of organizational culture on employees’ behaviour within tertiary institutions in the Eastern Cape Region”. This study seeks to investigate: 1) Determine the extent of influence of organizational culture on employees’ behaviour. 2) Identify how management enforces such a culture into the workplace. 3) Determine the significance of creating organizational culture and its implementation. This questionnaire was designed, in this regard, by the researcher to assess the above mentioned objectives. This questionnaire was distributed to the Nelson Mandela Metropolitan University and the University of Fort Hare.
- Full Text:
- Date Issued: 2009
The relationship between leadership style and employee commitment: an exploratory study in an electricity utility of South Africa
- Authors: Nyengane, Mongezi Hutton
- Date: 2007
- Subjects: Eskom (Firm) -- Management Leadership -- South Africa -- Eastern Cape Management -- Employee participation -- South Africa -- Eastern Cape Organizational behavior -- South Africa -- Eastern Cape Employee motivation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:759 , http://hdl.handle.net/10962/d1003880
- Description: This research investigates the relationship between leadership styles and different types of organisational commitment in Eskom Eastern Region. The literature provided discusses the leadership and organisational commitment. Information was gathered, using two instruments, from a sample of 86 leaders and 334 raters. The Multifactor Leadership Questionnaire, which was formulated from Bass and Avolio’s (1997) Full Range Leadership Development Theory, was used to determine leadership style within the organisation. Employee commitment was captured using Bagraim’s (2004) Organisational Commitment, a South African adaptation of Meyer and Allen’s (1997) Three-Component Model of employee commitment. Leadership was identified as the independent variable and organisational commitment as the dependent variable. Data obtained from each of the research instruments was then statistically analysed. Two-tailed correlation analysis showed that although the relationship is not strong, there is a positive relationship between the transformational leadership behaviours and commitment (affective commitment, continuance commitment and normative commitment). The correlation analysis also indicates a weak, but significant, positive relationship between transactional leadership behaviours and continuance commitment. However, no statistically significant correlation was found between transactional leadership behaviours and affective commitment as well as between transactional leadership behaviours and normative commitment. The correlation results showed a weak, but significant, negative correlation between laissez-faire leadership behaviours and affective commitment. There was no statistically significant correlation between laissez-faire leadership behaviours and continuance commitment as well as between laissez-faire leadership behaviours and normative commitment. Overall findings from this study suggest that transformational and transactional leadership behaviours do play important roles in determining levels of affective commitment, continuance commitment and normative commitment. These findings also reveal that the laissez-faire leadership behaviour had a negative relationship with affective commitment. This research therefore adds a new dimension to the body of literature that will help researchers’ efforts to understand the relationship between leadership style and organisational commitment. As this research takes place in the South African context, it contributes to the bank of findings relating to the development of organisational commitment.
- Full Text:
- Date Issued: 2007
- Authors: Nyengane, Mongezi Hutton
- Date: 2007
- Subjects: Eskom (Firm) -- Management Leadership -- South Africa -- Eastern Cape Management -- Employee participation -- South Africa -- Eastern Cape Organizational behavior -- South Africa -- Eastern Cape Employee motivation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:759 , http://hdl.handle.net/10962/d1003880
- Description: This research investigates the relationship between leadership styles and different types of organisational commitment in Eskom Eastern Region. The literature provided discusses the leadership and organisational commitment. Information was gathered, using two instruments, from a sample of 86 leaders and 334 raters. The Multifactor Leadership Questionnaire, which was formulated from Bass and Avolio’s (1997) Full Range Leadership Development Theory, was used to determine leadership style within the organisation. Employee commitment was captured using Bagraim’s (2004) Organisational Commitment, a South African adaptation of Meyer and Allen’s (1997) Three-Component Model of employee commitment. Leadership was identified as the independent variable and organisational commitment as the dependent variable. Data obtained from each of the research instruments was then statistically analysed. Two-tailed correlation analysis showed that although the relationship is not strong, there is a positive relationship between the transformational leadership behaviours and commitment (affective commitment, continuance commitment and normative commitment). The correlation analysis also indicates a weak, but significant, positive relationship between transactional leadership behaviours and continuance commitment. However, no statistically significant correlation was found between transactional leadership behaviours and affective commitment as well as between transactional leadership behaviours and normative commitment. The correlation results showed a weak, but significant, negative correlation between laissez-faire leadership behaviours and affective commitment. There was no statistically significant correlation between laissez-faire leadership behaviours and continuance commitment as well as between laissez-faire leadership behaviours and normative commitment. Overall findings from this study suggest that transformational and transactional leadership behaviours do play important roles in determining levels of affective commitment, continuance commitment and normative commitment. These findings also reveal that the laissez-faire leadership behaviour had a negative relationship with affective commitment. This research therefore adds a new dimension to the body of literature that will help researchers’ efforts to understand the relationship between leadership style and organisational commitment. As this research takes place in the South African context, it contributes to the bank of findings relating to the development of organisational commitment.
- Full Text:
- Date Issued: 2007
A conceptual object-oriented model to support educators in an outcomes-based environment
- Authors: Harmse, Rudi Gerhard
- Date: 2001
- Subjects: Competency-based education -- South Africa , Curriculum-based assessment -- South Africa , Object-oriented databases
- Language: English
- Type: Thesis , Masters , MTech (Information Technology)
- Identifier: vital:10794 , http://hdl.handle.net/10948/47 , Competency-based education -- South Africa , Curriculum-based assessment -- South Africa , Object-oriented databases
- Description: The introduction of outcomes-based education (OBE) in South Africa has led to a new learner-centred approach with an emphasis on the outcomes that the learners need to achieve. With this learner-centred focus has come a greater need for record keeping. It is now necessary to track each learner’s progress towards the attainment of the learning outcomes. This progress is tracked in relation to assessment standards that are defined for every learning outcome. These assessment standards define the results expected of learners at certain stages in their development. The new OBE system has emphasised accountability and this is expressed in a requirement to keep evidence to justify the assessment results given. The large numbers of learners and the increased managerial demand of OBE cause problems to educators who may find themselves unable to keep track of the learners’ progress under such conditions. This dissertation investigates the structure of the new OBE system as well as its assessment and evidence requirements. From this the features required from a support system for educators in an OBE environment are determined. The supporting processes needed to enable these features to be implemented, as well as the storage requirements of such a system are identified. In addition to OBE, the field of Computer Integrated Learning Environments (CILEs) and Intelligent Tutoring Systems (ITSs) are investigated and useful details identified are added to the requirements for an OBE support system. The dissertation then presents an object-oriented conceptual model of the items that need to be stored in order to allow the features of an OBE support system to be implemented. The relationships between these items are also indicated in this model.
- Full Text:
- Date Issued: 2001
- Authors: Harmse, Rudi Gerhard
- Date: 2001
- Subjects: Competency-based education -- South Africa , Curriculum-based assessment -- South Africa , Object-oriented databases
- Language: English
- Type: Thesis , Masters , MTech (Information Technology)
- Identifier: vital:10794 , http://hdl.handle.net/10948/47 , Competency-based education -- South Africa , Curriculum-based assessment -- South Africa , Object-oriented databases
- Description: The introduction of outcomes-based education (OBE) in South Africa has led to a new learner-centred approach with an emphasis on the outcomes that the learners need to achieve. With this learner-centred focus has come a greater need for record keeping. It is now necessary to track each learner’s progress towards the attainment of the learning outcomes. This progress is tracked in relation to assessment standards that are defined for every learning outcome. These assessment standards define the results expected of learners at certain stages in their development. The new OBE system has emphasised accountability and this is expressed in a requirement to keep evidence to justify the assessment results given. The large numbers of learners and the increased managerial demand of OBE cause problems to educators who may find themselves unable to keep track of the learners’ progress under such conditions. This dissertation investigates the structure of the new OBE system as well as its assessment and evidence requirements. From this the features required from a support system for educators in an OBE environment are determined. The supporting processes needed to enable these features to be implemented, as well as the storage requirements of such a system are identified. In addition to OBE, the field of Computer Integrated Learning Environments (CILEs) and Intelligent Tutoring Systems (ITSs) are investigated and useful details identified are added to the requirements for an OBE support system. The dissertation then presents an object-oriented conceptual model of the items that need to be stored in order to allow the features of an OBE support system to be implemented. The relationships between these items are also indicated in this model.
- Full Text:
- Date Issued: 2001
An investigation of parental non-involvement in the governance of a Duncan Village school and its implications for the management of the school : a case study
- Authors: Ndlazi, Sibongile Mandisa
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape Education -- Parent participation -- South Africa Education -- Parent participation -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1639 , http://hdl.handle.net/10962/d1003521
- Description: This study explores the perceptions that parents have about their non-involvement in the governance of a Duncan Village High School, and considers the implications of such perceptions for the management of the school. Recent discussions on Radio Talk Shows and articles written in local newspapers indicate that Black parents have generally not been involved in the education of their children at the traditionally Black schools. Parental non-involvement also emerges as a strong theme in recent research. However, most of the research and media coverage focuses on school management's perceptions of the reasons and consequences of such non-involvement. The parents' voices have rarely been heard. Against this background, as well as the fact that the South African Schools Act presents a strong case for the involvement of parents in school governance and management, a phenomenological investigation was conducted at a traditionally Black Duncan Village High School. I chose phenomenology because I believed this approach has the potential for revealing my respondents' attitudes and perceptions. The sample consisted of four parent members of the school governing body who were key informants. The respondents were subjected to unstructured interviews which were held at their homes. The interviews probed the background and reasons for their lack of involvement, and the possible implications ofthis non-involvement for school management. The most significant of the wealth of findings is that parental non-involvement is linked to the historical background of the culture of non-participation of Black people which was created and encouraged by the successive White Governments in South Africa.
- Full Text:
- Date Issued: 2000
- Authors: Ndlazi, Sibongile Mandisa
- Date: 2000
- Subjects: School management and organization -- South Africa -- Eastern Cape Education -- Parent participation -- South Africa Education -- Parent participation -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1639 , http://hdl.handle.net/10962/d1003521
- Description: This study explores the perceptions that parents have about their non-involvement in the governance of a Duncan Village High School, and considers the implications of such perceptions for the management of the school. Recent discussions on Radio Talk Shows and articles written in local newspapers indicate that Black parents have generally not been involved in the education of their children at the traditionally Black schools. Parental non-involvement also emerges as a strong theme in recent research. However, most of the research and media coverage focuses on school management's perceptions of the reasons and consequences of such non-involvement. The parents' voices have rarely been heard. Against this background, as well as the fact that the South African Schools Act presents a strong case for the involvement of parents in school governance and management, a phenomenological investigation was conducted at a traditionally Black Duncan Village High School. I chose phenomenology because I believed this approach has the potential for revealing my respondents' attitudes and perceptions. The sample consisted of four parent members of the school governing body who were key informants. The respondents were subjected to unstructured interviews which were held at their homes. The interviews probed the background and reasons for their lack of involvement, and the possible implications ofthis non-involvement for school management. The most significant of the wealth of findings is that parental non-involvement is linked to the historical background of the culture of non-participation of Black people which was created and encouraged by the successive White Governments in South Africa.
- Full Text:
- Date Issued: 2000
Materials in flexible learning teacher education courses in environmental education : an evaluative case study
- Authors: Molose, Vivian Innotantia
- Date: 2000
- Subjects: Environmental education -- Study and teaching Environmental education -- Study and teaching -- Evaluation Environmental education -- South Africa -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1672 , http://hdl.handle.net/10962/d1003555
- Description: The study aimed at researching the role of materials in flexible learning teacher education courses, specifically looking at the Eastern Cape Teacher Course as a case study. The research aimed at exploring how courses and materials were developed, selected, used and adapted or redeveloped so as to support the course orientation and the intended outcomes. I did this with the hope that my research might inform the process of improving the role of course materials in flexible learning teacher education courses. I did a naturalistic enquiry within which I interviewed 39 participants (teachers and teacher educators) and two course co-ordinators. I also analysed documents such as the course materials, nine participants' journals and seven of their assignments. The observation notes compiled during the early days of the course were not used as a main source of data but as support to data sources mentioned above. Questionnaires were handed out to all the course participants, i.e. course co-ordinators, tutors and student participants. The questionnaires were intended as a means for pre interview and post interview reflection for interviewees. Through this research, I have learnt a lot about the role of materials in professional development courses, including the importance of mediation of materials and their overt use during course sessions, the importance of providing and encouraging a culture of reading through time allocation during contact sessions, through discussions on materials, and also through providing orientating comm~nts on materials rather than just handing them out to participants. Readings that are more focussed do better to motivate participants to interact with them.
- Full Text:
- Date Issued: 2000
- Authors: Molose, Vivian Innotantia
- Date: 2000
- Subjects: Environmental education -- Study and teaching Environmental education -- Study and teaching -- Evaluation Environmental education -- South Africa -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1672 , http://hdl.handle.net/10962/d1003555
- Description: The study aimed at researching the role of materials in flexible learning teacher education courses, specifically looking at the Eastern Cape Teacher Course as a case study. The research aimed at exploring how courses and materials were developed, selected, used and adapted or redeveloped so as to support the course orientation and the intended outcomes. I did this with the hope that my research might inform the process of improving the role of course materials in flexible learning teacher education courses. I did a naturalistic enquiry within which I interviewed 39 participants (teachers and teacher educators) and two course co-ordinators. I also analysed documents such as the course materials, nine participants' journals and seven of their assignments. The observation notes compiled during the early days of the course were not used as a main source of data but as support to data sources mentioned above. Questionnaires were handed out to all the course participants, i.e. course co-ordinators, tutors and student participants. The questionnaires were intended as a means for pre interview and post interview reflection for interviewees. Through this research, I have learnt a lot about the role of materials in professional development courses, including the importance of mediation of materials and their overt use during course sessions, the importance of providing and encouraging a culture of reading through time allocation during contact sessions, through discussions on materials, and also through providing orientating comm~nts on materials rather than just handing them out to participants. Readings that are more focussed do better to motivate participants to interact with them.
- Full Text:
- Date Issued: 2000
Environmental perceptions and knowledge among political leaders in the Eastern Cape Province and some implications for environmental policy
- Authors: Mbengashe, Pauline Maria
- Date: 1997
- Subjects: Environmental policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1517 , http://hdl.handle.net/10962/d1003399
- Description: The environmental and development challenges facing South Africa are closely linked with the political and economic inequalities of the past. The achievement of sustainable. development will require social and political change. Protection and conservation of the environment, improving environmental knowledge and understanding, the participation of all citizens, effective environmental management, inclusive and implementable policies and legislation, are all necessary components of sustainable development. These requirements are in line with the Rio Declaration on Environment and Development and Agenda 21, a programme of action coming out of the United Nations Conference on Environment and Development (UNCED 1992) This study explores the environmental perceptions and knowledge of some representative Eastern Cape political leaders. The aim of the study was to share views on environmental issues, concerns and strategies that might lead to improved environmental understanding, informed policy change and effective environmental management. Different environmental ideologies were also explored because of the political and ideological nature of the concepts 'environment' and 'education'. Data was collected from semi-structured interviews undertaken with ten political leaders in the Eastern Cape Province Legislature. The study revealed a general awareness and understanding of environmental issues with unsupported indepth knowledge and detailed information. The political, development, social and economic dimensions of the environment were emphasised more than the ecological and physical aspects. The need for environmental information, policies and legislation was recognised. Both formal and non-formal environmental education were emphasised. The need to redefine environmental education and make it more relevant, problem solving and action oriented was also emphasised. The challenge is to improve environmental understanding and making environmental information available to political leaders, government officials and citizens in general.
- Full Text:
- Date Issued: 1997
- Authors: Mbengashe, Pauline Maria
- Date: 1997
- Subjects: Environmental policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1517 , http://hdl.handle.net/10962/d1003399
- Description: The environmental and development challenges facing South Africa are closely linked with the political and economic inequalities of the past. The achievement of sustainable. development will require social and political change. Protection and conservation of the environment, improving environmental knowledge and understanding, the participation of all citizens, effective environmental management, inclusive and implementable policies and legislation, are all necessary components of sustainable development. These requirements are in line with the Rio Declaration on Environment and Development and Agenda 21, a programme of action coming out of the United Nations Conference on Environment and Development (UNCED 1992) This study explores the environmental perceptions and knowledge of some representative Eastern Cape political leaders. The aim of the study was to share views on environmental issues, concerns and strategies that might lead to improved environmental understanding, informed policy change and effective environmental management. Different environmental ideologies were also explored because of the political and ideological nature of the concepts 'environment' and 'education'. Data was collected from semi-structured interviews undertaken with ten political leaders in the Eastern Cape Province Legislature. The study revealed a general awareness and understanding of environmental issues with unsupported indepth knowledge and detailed information. The political, development, social and economic dimensions of the environment were emphasised more than the ecological and physical aspects. The need for environmental information, policies and legislation was recognised. Both formal and non-formal environmental education were emphasised. The need to redefine environmental education and make it more relevant, problem solving and action oriented was also emphasised. The challenge is to improve environmental understanding and making environmental information available to political leaders, government officials and citizens in general.
- Full Text:
- Date Issued: 1997
A case study of a teacher's oral error treatment strategies in an English language classroom
- Authors: Dlangamandla, F N N
- Date: 1996
- Subjects: Language and languages -- Study and teaching -- Error analysis English language -- Study and teaching -- Foreign speakers English language -- Study and teaching -- Foreign speakers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1434 , http://hdl.handle.net/10962/d1003315
- Description: Theoretical perspectives on error treatment in second language acquisition research are divided on the effect and desirability of corrective feedback on the learner's output. Theorists like Krashen (1982), believe that correction hampers acquisition because it encourages the learners to avoid difficult structures and to focus on form rather than on meaning, while Long (1977) contends that error treatment possibly speeds up interlanguage development although errors disappear slowly. Edmondson (1985) asserts that bringing errors to the learner's attention helps learning and that error - treatment contributes to consciousness-raising which is important for language acquisition. Research findings present conflicting evidence on the effects of corrective feedback on those for whom correction is meant. Some researchers report no concrete findings on the relationship between corrective feedback and learning outcomes (Hendrickson (1978) and Brock, Day and Long (1986)). Others, for example, Chaudron (1977) and Crookes and Rulon (1985) report differential effects of corrective treatments. Salica, Ramirez and Stromquist and Wren (cited in Chaudron 1988) report some evidence of feedback on error resulting in the learner's ability to self-correct. However, Hendrickson (1978) reports that some direct types of corrective procedures have been found to be ineffective. This research investigated a teacher's oral error treatment policy in different types of English lessons in a situation where L2 pupils study English as a subject according to an LI syllabus. The findings of this case study reveal that the teacher's manner of correction, when he decides to correct, is subtle and indirect. Rarely does he correct overtly and explicitly as his concern is to avoid hurting the error maker's feelings. He defers treatment and ignores most of the oral errors that learners make during classroom interaction. Pupil perceptions of their teacher's corrective treatments were positive although some of the pupils reported that they found his corrections confusing and intimidating at times. Most of them expressed , a wish to have their speech errors attended to explicitly, preferably by their teacher as his treatments were found to be motivational and unabrasive. Some of the pupils were opposed to peer correction for fear of ridicule. They also felt that fellow pupils did not always provide correct treatments. All the pupils in this study were of the opinion that oral error treatment is desirable because they believe that it improves their performance in English.
- Full Text:
- Date Issued: 1996
- Authors: Dlangamandla, F N N
- Date: 1996
- Subjects: Language and languages -- Study and teaching -- Error analysis English language -- Study and teaching -- Foreign speakers English language -- Study and teaching -- Foreign speakers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1434 , http://hdl.handle.net/10962/d1003315
- Description: Theoretical perspectives on error treatment in second language acquisition research are divided on the effect and desirability of corrective feedback on the learner's output. Theorists like Krashen (1982), believe that correction hampers acquisition because it encourages the learners to avoid difficult structures and to focus on form rather than on meaning, while Long (1977) contends that error treatment possibly speeds up interlanguage development although errors disappear slowly. Edmondson (1985) asserts that bringing errors to the learner's attention helps learning and that error - treatment contributes to consciousness-raising which is important for language acquisition. Research findings present conflicting evidence on the effects of corrective feedback on those for whom correction is meant. Some researchers report no concrete findings on the relationship between corrective feedback and learning outcomes (Hendrickson (1978) and Brock, Day and Long (1986)). Others, for example, Chaudron (1977) and Crookes and Rulon (1985) report differential effects of corrective treatments. Salica, Ramirez and Stromquist and Wren (cited in Chaudron 1988) report some evidence of feedback on error resulting in the learner's ability to self-correct. However, Hendrickson (1978) reports that some direct types of corrective procedures have been found to be ineffective. This research investigated a teacher's oral error treatment policy in different types of English lessons in a situation where L2 pupils study English as a subject according to an LI syllabus. The findings of this case study reveal that the teacher's manner of correction, when he decides to correct, is subtle and indirect. Rarely does he correct overtly and explicitly as his concern is to avoid hurting the error maker's feelings. He defers treatment and ignores most of the oral errors that learners make during classroom interaction. Pupil perceptions of their teacher's corrective treatments were positive although some of the pupils reported that they found his corrections confusing and intimidating at times. Most of them expressed , a wish to have their speech errors attended to explicitly, preferably by their teacher as his treatments were found to be motivational and unabrasive. Some of the pupils were opposed to peer correction for fear of ridicule. They also felt that fellow pupils did not always provide correct treatments. All the pupils in this study were of the opinion that oral error treatment is desirable because they believe that it improves their performance in English.
- Full Text:
- Date Issued: 1996
An investigation of the potential role of students in decision making in the management and administration of secondary schools : a case study
- Authors: Chinsamy, Dhanasagren
- Date: 1995
- Subjects: Student participation in administration -- South Africa Student-administrator relationships -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1655 , http://hdl.handle.net/10962/d1003538
- Description: As South Africa prepares to reconstruct its education system for a post-apartheid, democratic society, many facets of educational life will of necessity come under re-examination. One such area is that of school governance which traditionally was the domain of principals, teachers and more recently parents, with little, if any, input by students. After 1985, however, with the formation of the Congress of South African Students (CaSAS), backed by the National Education Co-ordinating Committee (NECC), the demand for student participation in the management of schools began to gain momentum. Parent-Teacher -Student Associations (PTSA's), although not recognised by the education authorities, were established in many black schools throughout the country. They afforded students the opportunity to become involved, as equal partners with teachers and parents, in decision-making in the management of secondary schools. During the past decade, however, the question of student participation in decision-making in the management of schools has become a point of controversy. The aim of this study was to investigate the potential role of students in decision-making in the administration and management of secondary schools. For this purpose case studies were conducted in two schools with active student participation in joint decision-making. The schools were selected after a preliminary investigation of the state of PTSA's in schools in the greater Durban area. Questionnaires and semi-structured interviews with teacher, parent and student representatives and principals and non-participant observation of PTSA meetings, workshops and social functions were used to survey attitudes and opinions pertinent to this study. The results of the study indicate that student participation in the management of schools is crucial for the creation of a climate of learning and teaching and that it is seen in itself as an integral part of the process of students' development. The study also points to the dilemma that students face in participating jointly with parents and teachers in decision-making while maintaining their autonomy. The recommendations that emerge from the study include the involvement of students as equal partners in decision-making in secondary schools, the establishment of Internal Disciplinary Committees in which students participate, the appointment of a member of staff as a liaison officer for student affairs with the task of establishing a Students' Representative Council (SRC) and the implementation of training programmes that would assist students in joint decision-making. The study acknowledges the existence of conflict between the participants but proposes that such conflict can be constructively addressed tbrough "creative consensus" that would benefit both the participants and the school. The researcher recommends that for the present, students should not be involved in any discussions of teacher misconduct and that students should not be entrusted with handling the finances of the school without teacher or parent supervision. However, in keeping with the developmental approach adopted in the study, it is envisaged that when the element of trust is developed between students and teachers, students would be allowed to participate in these sensitive areas of decision-making.
- Full Text:
- Date Issued: 1995
- Authors: Chinsamy, Dhanasagren
- Date: 1995
- Subjects: Student participation in administration -- South Africa Student-administrator relationships -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1655 , http://hdl.handle.net/10962/d1003538
- Description: As South Africa prepares to reconstruct its education system for a post-apartheid, democratic society, many facets of educational life will of necessity come under re-examination. One such area is that of school governance which traditionally was the domain of principals, teachers and more recently parents, with little, if any, input by students. After 1985, however, with the formation of the Congress of South African Students (CaSAS), backed by the National Education Co-ordinating Committee (NECC), the demand for student participation in the management of schools began to gain momentum. Parent-Teacher -Student Associations (PTSA's), although not recognised by the education authorities, were established in many black schools throughout the country. They afforded students the opportunity to become involved, as equal partners with teachers and parents, in decision-making in the management of secondary schools. During the past decade, however, the question of student participation in decision-making in the management of schools has become a point of controversy. The aim of this study was to investigate the potential role of students in decision-making in the administration and management of secondary schools. For this purpose case studies were conducted in two schools with active student participation in joint decision-making. The schools were selected after a preliminary investigation of the state of PTSA's in schools in the greater Durban area. Questionnaires and semi-structured interviews with teacher, parent and student representatives and principals and non-participant observation of PTSA meetings, workshops and social functions were used to survey attitudes and opinions pertinent to this study. The results of the study indicate that student participation in the management of schools is crucial for the creation of a climate of learning and teaching and that it is seen in itself as an integral part of the process of students' development. The study also points to the dilemma that students face in participating jointly with parents and teachers in decision-making while maintaining their autonomy. The recommendations that emerge from the study include the involvement of students as equal partners in decision-making in secondary schools, the establishment of Internal Disciplinary Committees in which students participate, the appointment of a member of staff as a liaison officer for student affairs with the task of establishing a Students' Representative Council (SRC) and the implementation of training programmes that would assist students in joint decision-making. The study acknowledges the existence of conflict between the participants but proposes that such conflict can be constructively addressed tbrough "creative consensus" that would benefit both the participants and the school. The researcher recommends that for the present, students should not be involved in any discussions of teacher misconduct and that students should not be entrusted with handling the finances of the school without teacher or parent supervision. However, in keeping with the developmental approach adopted in the study, it is envisaged that when the element of trust is developed between students and teachers, students would be allowed to participate in these sensitive areas of decision-making.
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- Date Issued: 1995
Conceptual difficulties in children's understanding of secondary school algebra in standards 6, 7, and 8 : (the application of the CSMS algebra test to a sample of South African school children)
- Authors: McMaster, David Jocelyn
- Date: 1986
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1355 , http://hdl.handle.net/10962/d1001421
- Description: The application of mathematical ways of thinking to nearly all the major fields of knowledge in recent times has increased the value of mathematics in society ... schools, therefore, are increasingly confronted with the task of developing to the maximum the mathematical abilities and interests of all its pupils with the view of meeting the needs of society. This includes an appreciation and understanding of the aesthetic and abstract qualities of mathematics as well as a knowledge of its utilitarian value in society. The question arises whether schools are achieving this? (Chapter 1, p. 3)
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- Date Issued: 1986
- Authors: McMaster, David Jocelyn
- Date: 1986
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1355 , http://hdl.handle.net/10962/d1001421
- Description: The application of mathematical ways of thinking to nearly all the major fields of knowledge in recent times has increased the value of mathematics in society ... schools, therefore, are increasingly confronted with the task of developing to the maximum the mathematical abilities and interests of all its pupils with the view of meeting the needs of society. This includes an appreciation and understanding of the aesthetic and abstract qualities of mathematics as well as a knowledge of its utilitarian value in society. The question arises whether schools are achieving this? (Chapter 1, p. 3)
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- Date Issued: 1986
'n Ondersoek na die funksie van die verteller ten opsigte van die aktualiteit en romanwêreld in sommige Afrikaanse romans
- Authors: Goosen, Ella Johanna
- Date: 1983
- Subjects: Afrikaans fiction -- History and criticism , First person narrative , Point of view (Literature)
- Language: Afrikaans
- Type: Thesis , Masters , MA
- Identifier: vital:3620 , http://hdl.handle.net/10962/d1007176
- Description: Een van die fundamenteelste en belangrikste aspekte van 'n roman is die verteller. Die verhouding waarin die verteller tot die verhaalstof staan, die verteller se perspektief op die gebeure, die soort verteller en die manier waarop die verteller sy implisiete leser deur die organisasie van die verhaal definieer en betrek is almal bepalende faktore vir die struktuur, die styl en die ontwikkelingsgang van die roman. Joseph T. Shipley (1966:144) stel die saak so: "In die analysis of a speech or literary composition, nothing is more important than to determine precisely the voice or voices presented as speaking and the precise nature of the address (i.e. specific direction to a hearer, an addressee); for in every speech reference to a voice or voices and implication of address (i.e. reference to a process of speech, actual or imagined) is a part of the meaning, for the interpretation of which it supplies an indispensable control ".
- Full Text:
- Date Issued: 1983
- Authors: Goosen, Ella Johanna
- Date: 1983
- Subjects: Afrikaans fiction -- History and criticism , First person narrative , Point of view (Literature)
- Language: Afrikaans
- Type: Thesis , Masters , MA
- Identifier: vital:3620 , http://hdl.handle.net/10962/d1007176
- Description: Een van die fundamenteelste en belangrikste aspekte van 'n roman is die verteller. Die verhouding waarin die verteller tot die verhaalstof staan, die verteller se perspektief op die gebeure, die soort verteller en die manier waarop die verteller sy implisiete leser deur die organisasie van die verhaal definieer en betrek is almal bepalende faktore vir die struktuur, die styl en die ontwikkelingsgang van die roman. Joseph T. Shipley (1966:144) stel die saak so: "In die analysis of a speech or literary composition, nothing is more important than to determine precisely the voice or voices presented as speaking and the precise nature of the address (i.e. specific direction to a hearer, an addressee); for in every speech reference to a voice or voices and implication of address (i.e. reference to a process of speech, actual or imagined) is a part of the meaning, for the interpretation of which it supplies an indispensable control ".
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- Date Issued: 1983