Addressing the barriers to learning in the Helenvale area of Port Elizabeth : a school management perspective
- Authors: Van Heerden, Edward Thomas
- Date: 2008
- Subjects: Students -- South Africa -- Port Alizabeth -- Social conditions , Children with social disabilities -- Education -- South Africa -- Port Elizabeth , Learning disabilities -- South Africa , School management and organization -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9544 , http://hdl.handle.net/10948/676 , Students -- South Africa -- Port Alizabeth -- Social conditions , Children with social disabilities -- Education -- South Africa -- Port Elizabeth , Learning disabilities -- South Africa , School management and organization -- South Africa -- Port Elizabeth
- Description: Educational underachievement is a big problem in all schools, but it is especially prevalent in poverty stricken areas. The main objective of this research was to investigate the possible reasons for, consequences of and strategies to address the problem of educational underachievement in poverty stricken areas. The research conducted was based on the interpretive paradigm and a qualitative approach was used to gather data. A case study approach was used as a research design. The data collection methods were questionnaires, interviews and observations. The study found that the home conditions, individual factors, family and psychological factors are the main reasons for academic underachievement. The main consequences of academic underachievement were found to be unemployment, behavioural problems, a negative self-perception, high failure rates, high drop-out rates and teenage pregnancies. The main strategies to address the problem which the study revealed are: teachers familiarising themselves with the home conditions of the child, addressing the problem of overcrowding, and poverty, involving the parents in the education of their children, enhancing the self-esteem of learners, improving teaching, implementing cooperative learning and providing study facilities for these learners at the school after hours.
- Full Text:
- Date Issued: 2008
- Authors: Van Heerden, Edward Thomas
- Date: 2008
- Subjects: Students -- South Africa -- Port Alizabeth -- Social conditions , Children with social disabilities -- Education -- South Africa -- Port Elizabeth , Learning disabilities -- South Africa , School management and organization -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9544 , http://hdl.handle.net/10948/676 , Students -- South Africa -- Port Alizabeth -- Social conditions , Children with social disabilities -- Education -- South Africa -- Port Elizabeth , Learning disabilities -- South Africa , School management and organization -- South Africa -- Port Elizabeth
- Description: Educational underachievement is a big problem in all schools, but it is especially prevalent in poverty stricken areas. The main objective of this research was to investigate the possible reasons for, consequences of and strategies to address the problem of educational underachievement in poverty stricken areas. The research conducted was based on the interpretive paradigm and a qualitative approach was used to gather data. A case study approach was used as a research design. The data collection methods were questionnaires, interviews and observations. The study found that the home conditions, individual factors, family and psychological factors are the main reasons for academic underachievement. The main consequences of academic underachievement were found to be unemployment, behavioural problems, a negative self-perception, high failure rates, high drop-out rates and teenage pregnancies. The main strategies to address the problem which the study revealed are: teachers familiarising themselves with the home conditions of the child, addressing the problem of overcrowding, and poverty, involving the parents in the education of their children, enhancing the self-esteem of learners, improving teaching, implementing cooperative learning and providing study facilities for these learners at the school after hours.
- Full Text:
- Date Issued: 2008
An evaluation of the implementation of the new history curriculum
- Authors: Mgandela, Luthando Loveth
- Date: 2008
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , History -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9516 , http://hdl.handle.net/10948/1031 , Curriculum planning -- South Africa -- Eastern Cape , History -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Description: The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band in the Qumbu district of the Eastern Cape Province. The focus of the study was on evaluating: (a) the extent to which the new History curriculum was implemented as intended; (b) concerns harboured by History educators in relation to the new History curriculum; and the (c) degree of support undertaken by principals in the implementation of the new History curriculum. A review of literature related to the implementation, evaluation and support in curriculum implementation was done. It was the basis for establishing a theoretical framework. The approach used in the study was the survey method. Data was gathered by means of a Stages of Concern (SoC) questionnaire and principal intervention questionnaire. The sample was made up of 15 educators from 15 high schools. The findings indicate that History educators have intense concerns about the new History curriculum. Also, the data shows that principals provide support during the implementation of the new History curriculum. However, the data indicates an occurrence of a disjuncture. It seems that there is no correlation between the intensity of educator concerns and the degree of support undertaken by the principals. It is acknowledged that due to the limitations of this study, further studies on curriculum implementation should be done. It should encapsulate the use of an interview schedule and observation method of data gathering. It is recommended that principals should be trained by the Eastern Cape Department of Education by using stages of concern as the diagnostic tool of evaluating the degree of curriculum implementation. Principals should undertake to provide relevant and effective support to educators during curriculum implementation. Support should be provided according to the findings of the study.
- Full Text:
- Date Issued: 2008
- Authors: Mgandela, Luthando Loveth
- Date: 2008
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , History -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9516 , http://hdl.handle.net/10948/1031 , Curriculum planning -- South Africa -- Eastern Cape , History -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Description: The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band in the Qumbu district of the Eastern Cape Province. The focus of the study was on evaluating: (a) the extent to which the new History curriculum was implemented as intended; (b) concerns harboured by History educators in relation to the new History curriculum; and the (c) degree of support undertaken by principals in the implementation of the new History curriculum. A review of literature related to the implementation, evaluation and support in curriculum implementation was done. It was the basis for establishing a theoretical framework. The approach used in the study was the survey method. Data was gathered by means of a Stages of Concern (SoC) questionnaire and principal intervention questionnaire. The sample was made up of 15 educators from 15 high schools. The findings indicate that History educators have intense concerns about the new History curriculum. Also, the data shows that principals provide support during the implementation of the new History curriculum. However, the data indicates an occurrence of a disjuncture. It seems that there is no correlation between the intensity of educator concerns and the degree of support undertaken by the principals. It is acknowledged that due to the limitations of this study, further studies on curriculum implementation should be done. It should encapsulate the use of an interview schedule and observation method of data gathering. It is recommended that principals should be trained by the Eastern Cape Department of Education by using stages of concern as the diagnostic tool of evaluating the degree of curriculum implementation. Principals should undertake to provide relevant and effective support to educators during curriculum implementation. Support should be provided according to the findings of the study.
- Full Text:
- Date Issued: 2008
Educators perceived challenges in dealing with HIV and AIDS orphans and vulnerable children
- Authors: Goba, Linda
- Date: 2008
- Subjects: Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9526 , http://hdl.handle.net/10948/963 , Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Description: The HIV and AIDS pandemic in South Africa has increased the number of orphans and vulnerable children in the school system. Given the prominent role that teachers can play in ensuring that these children receive a quality education so as to maximise their life opportunities, it is important for teachers to be empowered and equipped to enable them to deal with issues surrounding orphans and vulnerable children (OVC) at schools. This study focuses on how teachers are experiencing the impact of HIV and AIDS in schools as a result of having OVC in their classes. The Department of Education has developed training courses to help teachers cope with the impact of HIV and AIDS, but the effectiveness of these programmes has not yet been evaluated. This study aims to establish how teachers who have attended these programmes feel about the assistance rendered to them to deal with OVC related issues. In order to meet this aim, a qualitative enquiry was conducted among a sample of selected teachers from the Eastern Cape. The findings suggest that, while the training has helped to improve the knowledge and attitudes of the teachers, it has not equipped them with the necessary skills to overcome barriers to implement the training programmes at school level. The findings also suggest that there is a need for ongoing support from the Department of Education and the trainers it contracts to ensure that learning from the training is implemented in the schools. Based on the research findings, the study concludes with recommendations that will help teachers to better cope with OVC related issues at school.
- Full Text:
- Date Issued: 2008
- Authors: Goba, Linda
- Date: 2008
- Subjects: Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9526 , http://hdl.handle.net/10948/963 , Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Description: The HIV and AIDS pandemic in South Africa has increased the number of orphans and vulnerable children in the school system. Given the prominent role that teachers can play in ensuring that these children receive a quality education so as to maximise their life opportunities, it is important for teachers to be empowered and equipped to enable them to deal with issues surrounding orphans and vulnerable children (OVC) at schools. This study focuses on how teachers are experiencing the impact of HIV and AIDS in schools as a result of having OVC in their classes. The Department of Education has developed training courses to help teachers cope with the impact of HIV and AIDS, but the effectiveness of these programmes has not yet been evaluated. This study aims to establish how teachers who have attended these programmes feel about the assistance rendered to them to deal with OVC related issues. In order to meet this aim, a qualitative enquiry was conducted among a sample of selected teachers from the Eastern Cape. The findings suggest that, while the training has helped to improve the knowledge and attitudes of the teachers, it has not equipped them with the necessary skills to overcome barriers to implement the training programmes at school level. The findings also suggest that there is a need for ongoing support from the Department of Education and the trainers it contracts to ensure that learning from the training is implemented in the schools. Based on the research findings, the study concludes with recommendations that will help teachers to better cope with OVC related issues at school.
- Full Text:
- Date Issued: 2008
Improving academic literacy at higher education
- Authors: Free, Loretta Dianna
- Date: 2008
- Subjects: Literacy -- Study and teaching (Higher) , Information literacy -- Study and teaching (Higher) , Academic writing -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9531 , http://hdl.handle.net/10948/839 , Literacy -- Study and teaching (Higher) , Information literacy -- Study and teaching (Higher) , Academic writing -- Study and teaching (Higher)
- Description: This study is a deliberation on students who advance from high school to a higher education institution, without demonstrating the attributes required on admission. They are granted formal access, despite being underprepared for tertiary studies. One of the qualities that they noticible lack is academic literacy. In the course of this investigation, academics had to relate what their perceptions were of the academic literacy of their students at higher education level. Initially, being literate meant the ability to read and write, but the term literacy has assumed a more varied form. The term multi-literacies is employed now, as there are several forms of literacy. These include, Information Technology, Technology, pictorial and numerical literacies, to name a few. Academic literacy constitutes more than one literacy, namely, operational or functional literacy, cultural literacy and critical literacy. These literacies are elaborated on and the role of language proficiency, together with the inter-relatedness between students' linguistic competence and their cognitive ability are discussed in depth. Alternatives are examined to assess how this problem of the lack of academic literacy can be circumvented and what mechanisms can be put in place in order that students can be assisted in their pursuit of academic literacy.
- Full Text:
- Date Issued: 2008
- Authors: Free, Loretta Dianna
- Date: 2008
- Subjects: Literacy -- Study and teaching (Higher) , Information literacy -- Study and teaching (Higher) , Academic writing -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9531 , http://hdl.handle.net/10948/839 , Literacy -- Study and teaching (Higher) , Information literacy -- Study and teaching (Higher) , Academic writing -- Study and teaching (Higher)
- Description: This study is a deliberation on students who advance from high school to a higher education institution, without demonstrating the attributes required on admission. They are granted formal access, despite being underprepared for tertiary studies. One of the qualities that they noticible lack is academic literacy. In the course of this investigation, academics had to relate what their perceptions were of the academic literacy of their students at higher education level. Initially, being literate meant the ability to read and write, but the term literacy has assumed a more varied form. The term multi-literacies is employed now, as there are several forms of literacy. These include, Information Technology, Technology, pictorial and numerical literacies, to name a few. Academic literacy constitutes more than one literacy, namely, operational or functional literacy, cultural literacy and critical literacy. These literacies are elaborated on and the role of language proficiency, together with the inter-relatedness between students' linguistic competence and their cognitive ability are discussed in depth. Alternatives are examined to assess how this problem of the lack of academic literacy can be circumvented and what mechanisms can be put in place in order that students can be assisted in their pursuit of academic literacy.
- Full Text:
- Date Issued: 2008
Improving the reading abililties of grade 9 learners: a classroom-based inquiry: how do I facilitate improvement in the reading abilities of my Grade 9 learners?
- Authors: Didloft, Virginia Charmaine
- Date: 2008
- Subjects: Reading disability -- South Africa , Reading -- Ability testing -- South Africa , Reading -- Remedial teaching -- South Africa -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9553 , http://hdl.handle.net/10948/942 , Reading disability -- South Africa , Reading -- Ability testing -- South Africa , Reading -- Remedial teaching -- South Africa -- Aids and devices
- Description: This thesis is a narrative account of how I have transformed my learning and teaching strategies for Grade 9 learners, generating my own living theory of teaching within a social context with the aim of enabling my learners to construct their own knowledge. My value-embedded practice is reflected in the values I attach to equality, inclusivity, social justice and basic human rights. These embodied values are also a reflection of my commitment to my Christian values which encompass my entire existence and have become the living standards by which I judge the quality of my research. My classroom-based action research methodology is a living transformational process which heralds a change for a more just practice and the inclusion and recognition of the individual. My findings about my learners’ and my own learning offer new conceptualisations about the capacity of my learners to learn in their own unique ways and according to their own potential. I am claiming that the significance of my research is grounded in my ability to demonstrate how I can unleash the untapped potential of learners failing to attain the desired outcomes. I show them how to learn confidently and successfully within a social context using prior knowledge, scaffolding and motivation as teaching and learning tools. This has potential inspiration for new forms of practice and theory in aiming to improve learners’ potential. A significant feature of my account is how my Christian values have been translated into my critical epistemological standards of judgement, and the development of a living theory of practice that enables me to account for educational influences in my learners’ and my own learning.
- Full Text:
- Date Issued: 2008
- Authors: Didloft, Virginia Charmaine
- Date: 2008
- Subjects: Reading disability -- South Africa , Reading -- Ability testing -- South Africa , Reading -- Remedial teaching -- South Africa -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9553 , http://hdl.handle.net/10948/942 , Reading disability -- South Africa , Reading -- Ability testing -- South Africa , Reading -- Remedial teaching -- South Africa -- Aids and devices
- Description: This thesis is a narrative account of how I have transformed my learning and teaching strategies for Grade 9 learners, generating my own living theory of teaching within a social context with the aim of enabling my learners to construct their own knowledge. My value-embedded practice is reflected in the values I attach to equality, inclusivity, social justice and basic human rights. These embodied values are also a reflection of my commitment to my Christian values which encompass my entire existence and have become the living standards by which I judge the quality of my research. My classroom-based action research methodology is a living transformational process which heralds a change for a more just practice and the inclusion and recognition of the individual. My findings about my learners’ and my own learning offer new conceptualisations about the capacity of my learners to learn in their own unique ways and according to their own potential. I am claiming that the significance of my research is grounded in my ability to demonstrate how I can unleash the untapped potential of learners failing to attain the desired outcomes. I show them how to learn confidently and successfully within a social context using prior knowledge, scaffolding and motivation as teaching and learning tools. This has potential inspiration for new forms of practice and theory in aiming to improve learners’ potential. A significant feature of my account is how my Christian values have been translated into my critical epistemological standards of judgement, and the development of a living theory of practice that enables me to account for educational influences in my learners’ and my own learning.
- Full Text:
- Date Issued: 2008
Perceptions on future fulfilment of visually impaired adolescent learners at the Khanyisa Special School
- Authors: Ciyana, Nontobeko Minica
- Date: 2008
- Subjects: Blind children -- Education -- South Africa -- Port Elizabeth , Children with visual disabilities -- Education -- South Africa -- Port Elizabeth , Special education -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9538 , http://hdl.handle.net/10948/683 , Blind children -- Education -- South Africa -- Port Elizabeth , Children with visual disabilities -- Education -- South Africa -- Port Elizabeth , Special education -- South Africa -- Port Elizabeth
- Description: This research focuses on the perceptions of future fulfilment of visually impaired adolescent learners at the Khanyisa Special School. The qualitative research was undertaken at the selected special school, which is situated in Nelson Mandela Bay in the western region of the Eastern Cape Province of South Africa, with ten learners, ten parents and five teachers as participants. The concluding chapter suggests ways and recommendations to assist the visually impaired adolescent learners at the Khanyisa Special School financially and academically.
- Full Text:
- Date Issued: 2008
- Authors: Ciyana, Nontobeko Minica
- Date: 2008
- Subjects: Blind children -- Education -- South Africa -- Port Elizabeth , Children with visual disabilities -- Education -- South Africa -- Port Elizabeth , Special education -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9538 , http://hdl.handle.net/10948/683 , Blind children -- Education -- South Africa -- Port Elizabeth , Children with visual disabilities -- Education -- South Africa -- Port Elizabeth , Special education -- South Africa -- Port Elizabeth
- Description: This research focuses on the perceptions of future fulfilment of visually impaired adolescent learners at the Khanyisa Special School. The qualitative research was undertaken at the selected special school, which is situated in Nelson Mandela Bay in the western region of the Eastern Cape Province of South Africa, with ten learners, ten parents and five teachers as participants. The concluding chapter suggests ways and recommendations to assist the visually impaired adolescent learners at the Khanyisa Special School financially and academically.
- Full Text:
- Date Issued: 2008
Perspectives of teachers on the problem of child sexual abuse in a squatter camp
- Authors: Bashman, Lindelwa Edna
- Date: 2008
- Subjects: Child sexual abuse -- South Africa -- Port Elizabeth , Sexually abused children -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9537 , http://hdl.handle.net/10948/684 , Child sexual abuse -- South Africa -- Port Elizabeth , Sexually abused children -- South Africa -- Port Elizabeth
- Description: Child sexual abuse is a worldwide phenomenon that takes a major toll in squatter camps in South Africa. The conditions under which the squatters live promote and aggravate the abuse. Sadly, the victims hit hardest by the abuse are the children. The negative effects caused by the abuse lead to problems in the educational tasks of these children. This study proposes that teachers can play a significant role in assisting them to overcome their problem. The aim of this study was to: • investigate the perceptions of teachers of the problem of the sexual abuse of children coming from squatter camps; • empower teachers with strategies that will help to alleviate the problem; and • formulate some recommendations on dealing with the situation in the classroom. The literature was reviewed with the aim of substantiating a compact theoretical basis for the study. Various aspects were discussed, such as • the different definitions of child sexual abuse; • short- and long-term effects of the abuse; and • contributory factors of child sexual abuse. This study followed a qualitative design, which is interpretive, naturalistic, descriptive, holistic and exploratory in nature. The participants, chosen purposefully for this study, were ten teachers, teaching children coming from a squatter camp in the Motherwell Township of Nelson Mandela Bay. Themes that emerged from the transcripts of the interviews were: • Sexual abuse has a negative effect on children and causes them to develop problems. • Teachers can play a significant role in assisting learners who are sexually abused. • There are various reasons why sexual abuse is prevalent in squatter camps. The recommendations made are based on the findings of this study and propose to empower teachers so that they will be able to make a difference in the lives of their abused learners.
- Full Text:
- Date Issued: 2008
- Authors: Bashman, Lindelwa Edna
- Date: 2008
- Subjects: Child sexual abuse -- South Africa -- Port Elizabeth , Sexually abused children -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9537 , http://hdl.handle.net/10948/684 , Child sexual abuse -- South Africa -- Port Elizabeth , Sexually abused children -- South Africa -- Port Elizabeth
- Description: Child sexual abuse is a worldwide phenomenon that takes a major toll in squatter camps in South Africa. The conditions under which the squatters live promote and aggravate the abuse. Sadly, the victims hit hardest by the abuse are the children. The negative effects caused by the abuse lead to problems in the educational tasks of these children. This study proposes that teachers can play a significant role in assisting them to overcome their problem. The aim of this study was to: • investigate the perceptions of teachers of the problem of the sexual abuse of children coming from squatter camps; • empower teachers with strategies that will help to alleviate the problem; and • formulate some recommendations on dealing with the situation in the classroom. The literature was reviewed with the aim of substantiating a compact theoretical basis for the study. Various aspects were discussed, such as • the different definitions of child sexual abuse; • short- and long-term effects of the abuse; and • contributory factors of child sexual abuse. This study followed a qualitative design, which is interpretive, naturalistic, descriptive, holistic and exploratory in nature. The participants, chosen purposefully for this study, were ten teachers, teaching children coming from a squatter camp in the Motherwell Township of Nelson Mandela Bay. Themes that emerged from the transcripts of the interviews were: • Sexual abuse has a negative effect on children and causes them to develop problems. • Teachers can play a significant role in assisting learners who are sexually abused. • There are various reasons why sexual abuse is prevalent in squatter camps. The recommendations made are based on the findings of this study and propose to empower teachers so that they will be able to make a difference in the lives of their abused learners.
- Full Text:
- Date Issued: 2008
School principals' perceptions and responses to the HIV and AIDS pandemic in schools in the Eastern Cape
- Authors: Mahabeer, Pryah
- Date: 2008
- Subjects: AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , HIV (Viruses) -- Study and teaching (Secondary) -- South Africa , School principals -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9532 , http://hdl.handle.net/10948/738 , AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , HIV (Viruses) -- Study and teaching (Secondary) -- South Africa , School principals -- South Africa -- Attitudes
- Description: HIV and AIDS are casting a dark shadow over the future of many developing countries in the world. Since the first diagnosis of AIDS cases, South Africa has become one of the countries most infected with the HIV and AIDS pandemic, with about five million people living with HIV and AIDS. HIV prevalence is high in the age group 15 to 49 years, attacking people in the most productive years of their lives, Africans are the most significant racial group, affected and the Eastern Cape rates sixth in terms of HIV prevalence in the country. Demographically, HIV and AIDS affects the structure of the population, including learner and educator populations, as HIV and AIDS impact on the demand and supply of education. Schools are negatively and diversely impacted by the new challenges of the pandemic, preventing schools from achieving their goals. South Africa is struggling with a shortage of educators in the school system, especially the key areas of science and mathematics. The number of potential learners is expected to decline as AIDS orphans and other vulnerable children drop out of school, relocate, do not enrol, or are forced to withdraw from the school system. These factors lead to a poor morale and unproductivity among educators and learners, causing management problems in education for school principals and a decline in the quality and efficiency of education. While there is still no known cure for HIV and AIDS, the only solution in curbing the spread of the pandemic is through education and changing the social behaviours and mindset of people. However, HIV and AIDS prevention interventions have clearly been ineffective, as infection rates are soaring. As HIV and AIDS infection rates escalates, a more urgent response by school principals is needed to address the unique demands of the pandemic and establish where HIV and AIDS interventions will be most successful. The current study had three major aims. The aims were to explore how school principals in the Eastern Cape perceive the HIV and AIDS pandemic; describe in detail how school principals in the Eastern Cape respond to the HIV and AIDS pandemic; and to formulate recommendations based on the findings of the research that will assist school principals in effectively managing the pandemic at school level. The sample consisted of twelve school principals from different schools in the urban areas of Nelson Mandela Bay and the rural Keiskammahoek area. A qualitative method was selected to capture the unique experiences of school principals. In-depth, unstructured interviews were conducted to gather information. Thereafter, the interviews were transcribed verbatim, analysed and interpreted to gain a deeper understanding of the research phenomenon. The findings of the study revealed that the majority of school principals had limited knowledge only of the HIV and AIDS pandemic, and perceived the pandemic in a non-constructive manner, as an imminent future problem. In fact, many school principals were ambiguous, contradictory and discriminatory in their discussion in their responses to the pandemic, first denying the presence of AIDS cases in their schools, then shifting the blame for the spread of HIV and AIDS in their schools to others. These school principals were clearly unaware that they were being discriminatory and secretive about the pandemic through denial and blaming others and that their attitudes were fuelling stigmatization and discrimination. The school principals acknowledged that much more still needed to be done in terms of management and leadership to effectively mitigate the effects of the pandemic in their schools. While school principals did their best in dealing with HIV and AIDS related problems at their schools, they clearly lacked the necessary skills, training and knowledge to devise long-term strategies to deal effectively and pro-actively with the problems related to the pandemic. Therefore a more transformational leadership and management approach is required by school principals in dealing with the pandemic in their schools, in order to render them effective leaders.
- Full Text:
- Date Issued: 2008
- Authors: Mahabeer, Pryah
- Date: 2008
- Subjects: AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , HIV (Viruses) -- Study and teaching (Secondary) -- South Africa , School principals -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9532 , http://hdl.handle.net/10948/738 , AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , HIV (Viruses) -- Study and teaching (Secondary) -- South Africa , School principals -- South Africa -- Attitudes
- Description: HIV and AIDS are casting a dark shadow over the future of many developing countries in the world. Since the first diagnosis of AIDS cases, South Africa has become one of the countries most infected with the HIV and AIDS pandemic, with about five million people living with HIV and AIDS. HIV prevalence is high in the age group 15 to 49 years, attacking people in the most productive years of their lives, Africans are the most significant racial group, affected and the Eastern Cape rates sixth in terms of HIV prevalence in the country. Demographically, HIV and AIDS affects the structure of the population, including learner and educator populations, as HIV and AIDS impact on the demand and supply of education. Schools are negatively and diversely impacted by the new challenges of the pandemic, preventing schools from achieving their goals. South Africa is struggling with a shortage of educators in the school system, especially the key areas of science and mathematics. The number of potential learners is expected to decline as AIDS orphans and other vulnerable children drop out of school, relocate, do not enrol, or are forced to withdraw from the school system. These factors lead to a poor morale and unproductivity among educators and learners, causing management problems in education for school principals and a decline in the quality and efficiency of education. While there is still no known cure for HIV and AIDS, the only solution in curbing the spread of the pandemic is through education and changing the social behaviours and mindset of people. However, HIV and AIDS prevention interventions have clearly been ineffective, as infection rates are soaring. As HIV and AIDS infection rates escalates, a more urgent response by school principals is needed to address the unique demands of the pandemic and establish where HIV and AIDS interventions will be most successful. The current study had three major aims. The aims were to explore how school principals in the Eastern Cape perceive the HIV and AIDS pandemic; describe in detail how school principals in the Eastern Cape respond to the HIV and AIDS pandemic; and to formulate recommendations based on the findings of the research that will assist school principals in effectively managing the pandemic at school level. The sample consisted of twelve school principals from different schools in the urban areas of Nelson Mandela Bay and the rural Keiskammahoek area. A qualitative method was selected to capture the unique experiences of school principals. In-depth, unstructured interviews were conducted to gather information. Thereafter, the interviews were transcribed verbatim, analysed and interpreted to gain a deeper understanding of the research phenomenon. The findings of the study revealed that the majority of school principals had limited knowledge only of the HIV and AIDS pandemic, and perceived the pandemic in a non-constructive manner, as an imminent future problem. In fact, many school principals were ambiguous, contradictory and discriminatory in their discussion in their responses to the pandemic, first denying the presence of AIDS cases in their schools, then shifting the blame for the spread of HIV and AIDS in their schools to others. These school principals were clearly unaware that they were being discriminatory and secretive about the pandemic through denial and blaming others and that their attitudes were fuelling stigmatization and discrimination. The school principals acknowledged that much more still needed to be done in terms of management and leadership to effectively mitigate the effects of the pandemic in their schools. While school principals did their best in dealing with HIV and AIDS related problems at their schools, they clearly lacked the necessary skills, training and knowledge to devise long-term strategies to deal effectively and pro-actively with the problems related to the pandemic. Therefore a more transformational leadership and management approach is required by school principals in dealing with the pandemic in their schools, in order to render them effective leaders.
- Full Text:
- Date Issued: 2008
The impact of an HIV/AIDS module on the self-efficacy of teachers
- Gripper, Antoinette Bernadette
- Authors: Gripper, Antoinette Bernadette
- Date: 2008
- Subjects: AIDS (Disease) -- Education , AIDS (Disease) -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9533 , http://hdl.handle.net/10948/737 , AIDS (Disease) -- Education , AIDS (Disease) -- Study and teaching
- Description: In response to the crisis created by the HIV and AIDS pandemic in this country, South African education departments are demanding that educators play a significant role in creating awareness amongst children and adults alike. This task is challenging for teachers who are already working under the pressure of demanding workloads. In order to achieve the intended outcome of AIDS awareness, training of highly efficacious teachers is required. The education module, PSED201, Issues in School and Society, offered as part of a BEd degree for in-service mathematics and science teachers at the Nelson Mandela Metropolitan University, provides one such training opportunity. This study investigates the impact of this module on the self-efficacy of 128 teachers with respect to their role as HIV and AIDS educators. Both quantitative and qualitative methods were used and data were collected by means of questionnaires and interviews. The results suggest that there has been an improvement in all four areas of teacher self-efficacy examined in this research. As such, it may be concluded that an important outcome of this intervention has been achieved. As highly efficacious teachers are more likely to influence the behaviour of their learners, the findings of this research should make a meaningful contribution to the debate around AIDS education in South African schools.
- Full Text:
- Date Issued: 2008
- Authors: Gripper, Antoinette Bernadette
- Date: 2008
- Subjects: AIDS (Disease) -- Education , AIDS (Disease) -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9533 , http://hdl.handle.net/10948/737 , AIDS (Disease) -- Education , AIDS (Disease) -- Study and teaching
- Description: In response to the crisis created by the HIV and AIDS pandemic in this country, South African education departments are demanding that educators play a significant role in creating awareness amongst children and adults alike. This task is challenging for teachers who are already working under the pressure of demanding workloads. In order to achieve the intended outcome of AIDS awareness, training of highly efficacious teachers is required. The education module, PSED201, Issues in School and Society, offered as part of a BEd degree for in-service mathematics and science teachers at the Nelson Mandela Metropolitan University, provides one such training opportunity. This study investigates the impact of this module on the self-efficacy of 128 teachers with respect to their role as HIV and AIDS educators. Both quantitative and qualitative methods were used and data were collected by means of questionnaires and interviews. The results suggest that there has been an improvement in all four areas of teacher self-efficacy examined in this research. As such, it may be concluded that an important outcome of this intervention has been achieved. As highly efficacious teachers are more likely to influence the behaviour of their learners, the findings of this research should make a meaningful contribution to the debate around AIDS education in South African schools.
- Full Text:
- Date Issued: 2008
The role of the school management in addressing the problem of drug abuse in the northern areas of Port Elizabeth
- Authors: Jacobs, Lee-Ann
- Date: 2008
- Subjects: High school students -- Substance use -- South Africa -- Port Elizabeth , School management and organization -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9545 , http://hdl.handle.net/10948/675 , High school students -- Substance use -- South Africa -- Port Elizabeth , School management and organization -- South Africa -- Port Elizabeth
- Description: Drug abuse by teenagers is a problem encountered by educators in South African schools. This study focuses on the reasons for, and the consequences of teenage drug abuse in one school in the Northern Areas of Port Elizabeth. The main aim of this study was to formulate strategies which school managers can use to alleviate the problem of drug abuse among learners. A naturalistic approach was followed to conduct qualitative research. The research design used is a case study. Data-collection techniques consisted of semi-structured and unstructured interviews, observations and questionnaires. Respondents consisted of 150 learners, 5 parents, 10 educators from the school, 2 social workers and 1 auxiliary social worker, 2 priests involved in Youth Ministry, 1 adult involved in running a drug rehabilitation centre, and 1 ex-addict who is involved in arranging drug awareness campaigns and rehabilitation programs. This study found family aspects and family dynamics, personal aspects and the self-concept of the teenager, and societal or environmental aspects to be the main reasons for teenage drug abuse. Drugs have an adverse effect on the community within which the abuse is occurring. It also has a negative effect on the health, psychological state, behaviour and the family of the teenager. Strategies to alleviate the problem emphasise the role which the school can play in terms of drug education for educators, learners and parents; the role of the Government in allocating additional funds for drug education; the role which the church can play in terms of drug education and providing opportunities for positive interactions with peers; and the role which the media can play in influencing the decisions of teenagers.
- Full Text:
- Date Issued: 2008
- Authors: Jacobs, Lee-Ann
- Date: 2008
- Subjects: High school students -- Substance use -- South Africa -- Port Elizabeth , School management and organization -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9545 , http://hdl.handle.net/10948/675 , High school students -- Substance use -- South Africa -- Port Elizabeth , School management and organization -- South Africa -- Port Elizabeth
- Description: Drug abuse by teenagers is a problem encountered by educators in South African schools. This study focuses on the reasons for, and the consequences of teenage drug abuse in one school in the Northern Areas of Port Elizabeth. The main aim of this study was to formulate strategies which school managers can use to alleviate the problem of drug abuse among learners. A naturalistic approach was followed to conduct qualitative research. The research design used is a case study. Data-collection techniques consisted of semi-structured and unstructured interviews, observations and questionnaires. Respondents consisted of 150 learners, 5 parents, 10 educators from the school, 2 social workers and 1 auxiliary social worker, 2 priests involved in Youth Ministry, 1 adult involved in running a drug rehabilitation centre, and 1 ex-addict who is involved in arranging drug awareness campaigns and rehabilitation programs. This study found family aspects and family dynamics, personal aspects and the self-concept of the teenager, and societal or environmental aspects to be the main reasons for teenage drug abuse. Drugs have an adverse effect on the community within which the abuse is occurring. It also has a negative effect on the health, psychological state, behaviour and the family of the teenager. Strategies to alleviate the problem emphasise the role which the school can play in terms of drug education for educators, learners and parents; the role of the Government in allocating additional funds for drug education; the role which the church can play in terms of drug education and providing opportunities for positive interactions with peers; and the role which the media can play in influencing the decisions of teenagers.
- Full Text:
- Date Issued: 2008
The role of the school management in the promotion of parental involvement in township schools in George
- Authors: Majola, Joyce Themba
- Date: 2008
- Subjects: Education -- Parent participation -- South Africa -- George , School management and organization -- Parent participation -- South Africa -- George , Parent-teacher relationships -- South Africa -- George
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9541 , http://hdl.handle.net/10948/680 , Education -- Parent participation -- South Africa -- George , School management and organization -- Parent participation -- South Africa -- George , Parent-teacher relationships -- South Africa -- George
- Description: The law relating to, and having an impact on, parental involvement has increased in quantity and complexity in the last couple of decades. It is therefore overwhelming to find out that parents are still taking a back seat as far as parental involvement is concerned in schools. Parents and educators have to work together towards one common goal, to assist learners in their journey through adulthood. The focus of the research was the role of the school management team in promoting parental involvement in the education of their children; how the school’s climate can be changed and be made accessible to parents. Educators must be taught how to invite and involve parents in the school’s activities. Parents have to be empowered as effective participants in school activities. Parents and educators should work together in solving their own problems and to overcome numerous challenges in their schools. Parents and educators have to develop trust and be able to remove the obstacles, various elements and factors that prevent them from working together to develop the schools as powerful working organisations. Parents and educators have to collaborate in building their educational objectives. The research attempted to determine all the possible causes of the non-involvement of parents in the education of their children. The researcher also believed that if the problem of non-involvement of parents can be solved, the learner’s academic achievements can improve drastically. The findings and recommendations indicate that parental involvement remains a crucial point in all the efforts to enhance school effectiveness. The researcher in the study also investigated the assumption that parents from the townships do not take part in their children’s activities because they don’t care.
- Full Text:
- Date Issued: 2008
- Authors: Majola, Joyce Themba
- Date: 2008
- Subjects: Education -- Parent participation -- South Africa -- George , School management and organization -- Parent participation -- South Africa -- George , Parent-teacher relationships -- South Africa -- George
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9541 , http://hdl.handle.net/10948/680 , Education -- Parent participation -- South Africa -- George , School management and organization -- Parent participation -- South Africa -- George , Parent-teacher relationships -- South Africa -- George
- Description: The law relating to, and having an impact on, parental involvement has increased in quantity and complexity in the last couple of decades. It is therefore overwhelming to find out that parents are still taking a back seat as far as parental involvement is concerned in schools. Parents and educators have to work together towards one common goal, to assist learners in their journey through adulthood. The focus of the research was the role of the school management team in promoting parental involvement in the education of their children; how the school’s climate can be changed and be made accessible to parents. Educators must be taught how to invite and involve parents in the school’s activities. Parents have to be empowered as effective participants in school activities. Parents and educators should work together in solving their own problems and to overcome numerous challenges in their schools. Parents and educators have to develop trust and be able to remove the obstacles, various elements and factors that prevent them from working together to develop the schools as powerful working organisations. Parents and educators have to collaborate in building their educational objectives. The research attempted to determine all the possible causes of the non-involvement of parents in the education of their children. The researcher also believed that if the problem of non-involvement of parents can be solved, the learner’s academic achievements can improve drastically. The findings and recommendations indicate that parental involvement remains a crucial point in all the efforts to enhance school effectiveness. The researcher in the study also investigated the assumption that parents from the townships do not take part in their children’s activities because they don’t care.
- Full Text:
- Date Issued: 2008
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