Implications of financial poverty on schooling and management in the Centane Unit
- Authors: Mvenene Nongcwalisa
- Date: 2012
- Subjects: Poverty -- Economical aspects -- Schooling and management
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18467 , http://hdl.handle.net/11260/d1009454
- Description: This study sought to find out the implications of poverty on schooling and management in the Centane Educational Unit. Centane Educational Unit is part of the Mnquma Local Municipality. The other Educational units that constitute the Mnquma are Butterworth and Ngqamakhwe. The Mnquma is one of the 7 local municipalities that form Amathole District Municipality. The other areMbhashe, Amahlathi, Great Kei, Ngqushwa, Nkonkobe and Nxuba. Quantitative and qualitative and research designs were used. Questionnaires and interviews were used to collect data from the principals, the school governing bodies parent members, educators and learners of 5 selected section 20 junior secondary schools. Participants were selected using a random sampling technique. The sample was made up of 5 principals, 20 SGB parent members (4 from each school), 10 educators (2 from each school) and 10 learners (2 from each school). Learners were selected from the senior phase. The total number of the sample was 45. The researcher analysed the data collected by means of Statistical Package for Social Sciences. The findings were that poverty- whether absolute or relative- had an adverse impact on schooling and management in the Centane Educational Unit. Its impact relates to parents’ inability to meet financial school requirements. This impact ranges from learners’ poor attendance to school, learners’ lack of concentration on studies, poor participation on extra-mural activities and parents’ failure to pay for school needs. On the basis of the negative effects of poverty on schooling and management recommendations were made in order to conscientise stakeholders on how best they could push back the frontiers of poverty and obviate its detrimental effects on our education system. The researcher encountered such limitations as the geographical location of schools which are scattered and far apart, working responsibilities and pressures, bad and impassable roads, financial commitments, negative attitudes of certain educators, principals and parent components of the School Governing Bodies (SGB) and officials of the Department of Education towards the researcher’s aims of undertaking this study. However, the researcher managed to work with the interviewees as she tried to address these challenges through interactions with her informants.
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- Date Issued: 2012
Inclusive education: a phenomenological study of the experiences of teachers in a mainstream primary school in East London
- Authors: Naidoo, Allan Quinton
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16179 , http://hdl.handle.net/10353/531
- Description: In 2001 the Department of Education formulated policy that makes provision for learners with mild to moderate barriers to learning to be taught in mainstream primary schools. This policy became known as White Paper 6: Special needs education. The premise of this policy is to eventually convert all mainstream primary schools into full service schools that will cater for the full range of educational needs. The policy however created a dilemma for mainstream primary schools as the majority of them never received any training in special needs education. Most teachers therefore do not have the required knowledge and skills to adapt the national curriculum (NCS) and assessment methods so that it will accommodate the learning needs of all learners. Teachers thus experience the policy regulations as complex. This is a phenomenological study located within the interpretive research paradigm. Qualitative research methods namely phenomenological interviews were employed to gather data that could expound on and give an in-depth understanding of the experiences of teachers who are confronted with a diversity of educational needs. The investigation took place at a mainstream primary school that has a substantial history of catering to the educational needs of learners who experience problems with their learning and addressing physical disabilities such as hearing problems, autism and ADHD. The fact that the study focused only on one school served as a major limitation. The findings of the study can therefore not be generalized to other educational settings. WP6 is however national policy therefore the findings of the study could be valuable for gaining understanding of the intricacies of inclusive education. The data revealed that teachers are finding it difficult to implement inclusive education. This complexity is caused by a myriad of factors which impact negatively on the experiences of teachers such as high learner numbers, diversity of learning abilities and styles, a heavy workload, behavioural problems, language problems, challenges related to the curriculum and assessment and inefficient support services. However, despite lacking the prerequisite knowledge and skills for effective inclusive education, teachers tried their utmost to reach all the learners.
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- Date Issued: 2012
Investigating the challenges faced by educators in implementing arts and culture in the RNCS in Libode schools
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2012
- Subjects: Arts and culture -- Teachers -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18460 , http://hdl.handle.net/11260/d1008211
- Description: The dawning of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of other learning areas in the school curriculum especially in South African rural schools. One of the learning areas that were neglected was Arts and Culture mostly in the rural schools. There is, however, overwhelming evidence that the inclusion of Arts and Culture learning area in the school curriculum lacks proper planning and preparation. Educators responsible for this learning area, therefore, experience enormous challenges in the implementation of Arts and Culture, especially in rural schools. This study endeavoured to investigate the prevailing challenges faced by educators in the implementation of Arts and Culture in the rural schools of the Libode Mega-District in the Eastern Cape Province of South Africa. The investigation of these challenges was conducted through the exploration of this main research question: What challenges do educators face in implementing Arts and Culture as a learning area in the new curriculum? Other subsidiary questions were also derived from the above main research question. Ten schools from the population of schools in the Libode Mega-District were randomly sampled from which participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were done on the day I collected the questionnaires on all participants. Data collected through the use of questionnaires was analysed using the Statistical Package for Social Science (SPSS). Data collected through interviews was first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between domains. Challenges faced by educators, as per the findings of this study, were; inadequate teacher training, lack of infrastructure, lack of adequate support from other stakeholders and lack of teaching and learning material relating, mostly, to the practical side of this learning area.
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- Date Issued: 2012
Investigating the existance of HIV/AIDS health advisory committee in selected senior secondary schools in the Amathole District Municipality schools in the Eastern Cape, South Africa
- Authors: Mbayeka, Sizwe Michael
- Date: 2012
- Subjects: HIV/AIDS -- Health advisory committee -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18466 , http://hdl.handle.net/11260/d1009449
- Description: This study investigated the question: Have the Amathole District Municipality Schools and higher education institutions established and successfully run Health Advisory Committees (HACs) in accordance with stipulations of the National Policy on HIV/AIDS for Learners and Educators in Public Schools Act No.27 0f 1996 (DoE, 1996). The main focus of the study was to determine the existence and the performance of HIV/AIDS Health Advisory Committees in 16 senior secondary schools selected from the Amathole District Municipality in the Eastern Cape Province of South Africa. The two main research questions which the study seeks to interrogate are: Does any of the selected 16 secondary schools have HIV/AIDS Health Advisory Committees? And if HIV/AIDS Health Advisory Committees had been established in any of the schools, are they managed in accordance with the stipulated guidelines of the national education policy? The decision to investigate this phenomenon stemmed from the researcher’s observation that schools might have failed to establish and to effectively manage the HAC. This assumption was based upon the fact that in rural schools located among the less educated and illiterate rural masses, semi-educated and illiterate parent members of the school governing bodies are more likely to be poorly informed about HIV/AIDS and might not be aware of the importance setting up committees and running them efficiently. The study used a survey as its research design. Surveys typically rely on large scale data, e.g. from questionnaires ,test scores, attendance rates results of public examinations etc., all of which would be enable comparisons to be made over time or between groups. Data was collected by means of questionnaires which were analysed using SPSS. The findings produced evidence that backed the above assumption. The study revealed that Data and the findings indicated that some schools in the Amathole District do not have HAC. Instead of HACs, they have other health advisory structures. However, parents believed that there was the need for HIV/AIDS HACs in their school communities as they were considered capable of addressing health related challenges/ problems such as teenage pregnancy HIV/AIDS diseases, hygiene and healthy living style among the school stakeholders. The study concluded that the existence of the HIV/AIDS HAC is essential and necessary in all schools as it ensures a healthy living in the school communities as suggest by the findings of this study.
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- Date Issued: 2012
Investigation into the factors militating against the performance of grade 12 business studies learners in the Mthatha District of the Eastern Cape Province of South Africa
- Authors: Boadzo, Robert Mawuli Kwasi
- Date: 2012
- Subjects: Performance contracts in education -- Dissertations , Performance contracts in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18469 , http://hdl.handle.net/11260/d1011276
- Description: The problem of education in South Africa is neither specialization nor broad education. It is adopting the most suitable curriculum for the improvement of educational provision and increasing the ability to adjust to a constantly changing and evolving economic environment. The curriculum of commercial subjects is appropriate for the overall transformation of the South African society because it holds the progressive development of business and entrepreneurial advancement, thereby pepping up industrial and economic development. The intensity and expectations from schools in terms of good results had been so high that since the advent of the new democratic dispensation in 1994, massive budgetary allocations had been committed to the development of education. This study sampled six high schools from circuit one of the Mthatha District of the Eastern Cape Province of South Africa for the investigation into the performance Grade 12 Business Studies learners. The Study revealed that prior knowledge was the most significant factor in determining a good performance in Business Studies. The conclusion is that on the basis of the research findings the overall development of teaching and learning towards good performance in Business Studies by Grade 12 students can be possible if teachers and students are provided with the required resources.
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- Date Issued: 2012
Investigation on effectiveness of strategies applied to control drug abuse at secondary schools in Libode -Mega District
- Authors: Pahlane-Ntloko, Nolitha Frances
- Date: 2012
- Subjects: Drug abuse -- Prevention -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18473 , http://hdl.handle.net/11260/d1011522
- Description: In this study, the researcher investigated the effectiveness of the strategies put in place by both the school and the community to control drug abuse by secondary school learners. The purpose of the study was to evaluate the strategies and identify whether there were any successes in controlling drug abuse by learners. This study was conducted during school time when learners were expected to be fully engaged with school work in the Libode-Mega district of education. The researcher had decided on the study with the feeling that there are strategies put in place by the relevant stakeholders but it might happen that the abusers were not cautioned on the seriousness of such measures. The researcher involved the schools, the community representatives and the health representatives in the study so that the information obtained would give a clear picture of what is happening in the area. The researcher used both qualitative and quantitative research designs whereby the questionnaires were distributed to learner respondents to answer while there were interview schedules drawn up for the teachers, the ward representative and health officials to respond to. The findings showed that there were strategies put in place at school and by the community and also the learner respondents who were the focal point in the study seemed to understand the bad behavior by abusers but it was noticed by the researcher that there was not unity in implementation of the strategies which might lead to little achievement. The researcher also noted that drug was prevalent in a number of communities especially in social gatherings. It is through that drug prevalence that both old and young people carelessly misused drugs while enjoying themselves in public places. A further research was suggested in order to improve relationships between the school and the communities in an attempt to control substance abuse.
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- Date Issued: 2012
Misconceptions in electrostatics among learners at university entry point: a South African case study
- Authors: Muthiraparampil, Susamma Thomas
- Date: 2012
- Subjects: Electrostatics -- Learners -- Education (Tertiary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18450 , http://hdl.handle.net/11260/d1007755
- Description: The study explored misconceptions in electrostatics and their origins amongst learners at entry point in a South African University. Available literature showed misconceptions in electrostatics amongst High School learners and confirmed textbooks as one of the sources of misconceptions. It was therefore important to look for misconceptions in electrostatics amongst first year Bachelor of Science (B.Sc 1) learners in physics courses and their origins at the start of the academic year. The study also explored educators' misconceptions in the topic to check whether they could also be a source of learners' misconceptions. The results were intended to give guidance on how to eliminate learners' misconceptions at school rather than carrying them to higher education institutions. The study used the ex-post facto research design and was a case-study. The ex-post facto research design enabled the researcher to investigate whether one or more pre-existing conditions have possibly caused the existing problem of misconceptions. The sample consisted of 198 learners from B.Sc 1 physics course and 28 educators from 15 High Schools in one education district in the Eastern Cape Province of South Africa. The data were collected through questionnaires, analysis of textbooks, and interviews. The Statistical Package for Social Sciences (SPSS) version 17 was used for quantitative analysis whereas categorization and coding were used for qualitative analysis. The study revealed that learners had misconceptions in electrostatics. The origins of misconceptions were traced to educators, textbooks, intuition, daily language and lack of hands-on activities. It emerged from the study that educators also had misconceptions and the cause of their misconceptions were textbooks, websites and gaps in content knowledge. The recommendations from the study were the following: identify preliminary knowledge of learners during introduction of the lesson; introduce the iii constructivist approach to teaching in the teacher training curriculum so that learners at school can be taught using the same approach; frequent upgrading of educators through inservice workshops to reduce educators' misconceptions which, in turn, will help to reduce the misconceptions among learners; introduction of conceptual change textbooks.
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- Date Issued: 2012
Nature of spelling errors of grade three isiXhosa background learners in English first additional language
- Authors: Mpiti, Thandiswa
- Date: 2012
- Subjects: Language and languages -- Orthography and spelling , Spelling errors -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16175 , http://hdl.handle.net/10353/472 , Language and languages -- Orthography and spelling , Spelling errors -- South Africa -- Eastern Cape
- Description: A central concern of education internationally and in South Africa is to develop children's literacy skill. However a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue of literacy focusing on second language learners‟ spelling in English as Additional Language. There is, however, insufficient literature that looks into spelling experiences of isiXhosa background learners in English First Additional Language. Hence this study investigated the nature of spelling errors of Grade three isiXhosa background learners in English First Additional Language. In understanding the nature of spelling errors of Grade three isiXhosa background learners, the features of words that learners find difficult to spell and the features of words that learners find easy to spell were investigated. Moreover, learners' barriers in acquiring spelling skills in English First Additional Language and teacher practices for teaching spelling were examined. In exploring these issues the study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering process was in the form of semi-structured interviews, classroom observations and document analysis. One isiXhosa medium primary school in a Black Township in Buffalo City Municipality in the East London District was purposively selected to form the context of the study. In this school English is taught as a subject in grade three. Participants were eight grade three learners and one Grade three class teacher who teaches these learners. The findings of the study revealed that learners with an isiXhosa background seemed to be struggling with understanding basic English words and terms. This is exacerbated by the fact that the learners seemed to struggle to understand the rules of the English language. The words that learners find difficulties in to spell in English Second Language were diagraphs. Barriers to spelling were influenced, among other issues, by learners' pronunciation and their heavy reliance on their mother tongue.
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- Date Issued: 2012
Perceptions on knowledge and understanding acquired by secondary school learners from sex education to reduce sex-related problems in the Libode District in the Eastern Cape : Implications for school management
- Authors: Gcelu, Ntombizandile
- Date: 2012
- Subjects: Sex education -- Learners -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18452 , http://hdl.handle.net/11260/d1007758
- Description: The study investigates whether knowledge and understanding acquired by secondary school learners from sex education in schools contribute to meaningful reduction of sex-related problems amongst them. The study was undertaken in the Eastern Cape in the Libode District (Nonesi Circuit). Data was collected from one hundred and thirty learners of five junior secondary schools of the Libode District (Nonesi Circuit).The respondents were learners with ages varying between 12 and 18 years, grades 7-9 (females and males). A quantitative approach and qualitative approach (mixed-method approach) was used. A survey design in the form of questionnaire was selected in the study. Nonesi circuit has a population of twenty junior secondary schools with a total enrolment of 2500 learners. Out of this population, a sample of five junior secondary schools was used. The five junior secondary schools were selected purposively. The sample consisted of twenty-six learners from each junior secondary school. Questionnaires were personally distributed, administered and collected by myself in the five junior secondary schools. The study findings revealed that learners understand the knowledge they acquired from sex education to prevent pregnancy and sex related diseases. The study also showed that knowledge and understanding acquired by learners from sex education is not effective enough to empower them to prevent pregnancy and sex-related diseases. The study highlighted the point that secondary school learners know and use other available sources of information on sex education after school to empower them to reduce pregnancy and sex- related diseases. It also revealed that learners know but do not take responsibility for their own lives regarding prevention of sex-related diseases.
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- Date Issued: 2012
Research supervision experiences of masters in education students at a South African University
- Authors: Ganqa, Ncumisa Hazel
- Date: 2012
- Subjects: Universities and colleges -- South Africa -- Evaluation , Graduate students -- Research -- South Africa , Education -- South Africa -- Quality control
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16176 , http://hdl.handle.net/10353/473 , Universities and colleges -- South Africa -- Evaluation , Graduate students -- Research -- South Africa , Education -- South Africa -- Quality control
- Description: In recent years, transformation in South African Universities saw an increase in the number of postgraduate students enrolling for Masters’ research programmes as access and educational opportunities have been widened. The purpose of this research was to investigate research supervision experiences of Masters postgraduate students. A qualitative, contextual, descriptive and phenomenological research design was used to explore the experiences of the 2010 MEd cohort at a purposively chosen university. This was a small scale study of six participants in different stages of their research projects sampled purposively. The preferred phenomenological interview method of gathering information from the subjects was in-depth unstructured interviews. This research study revealed that the postgraduate students at the University under investigation still continue to experience the traditional model of a single supervisor supervising a strictly research based work. The most crucial component of research supervision experiences that emerged was the quality of supervision between supervisors and supervisees which revealed power struggles in supervisory relationships. Such relationships emerged as push and pull, fight or flight amongst different individual participants and their supervisors.
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- Date Issued: 2012
Strategies employed by two (2) East London schools to adapt in times of teacher loss implications for leadership and management
- Authors: Jimana, Sonwabo
- Date: 2012
- Subjects: Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16171 , http://hdl.handle.net/10353/466 , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Description: The issue of “teacher loss” has been reported widely as one of the biggest challenges facing schools around the globe. The international concern is that education departments have more teachers leaving than entering their systems. Evidence shows that this situation is also synonymous in South Africa and remains one of the ongoing phenomena, also noted in the provinces, including the Eastern Cape. As previous research focused on the reasons for “teacher loss”, as well as the strategies for the retention of teachers, the purpose of this study was to investigate how the selected schools adapt in times of “teacher loss”. The implications for leadership and management in this regard were also explored. In exploring this issue, a qualitative research approach was adopted in the form of a case study, which involved two (2) rural schools, one (1) primary and one (1) secondary school. This qualitative approach entailed semi-structured interviews involving eight (8) participants and document analysis as data collection methods for the study. The findings reveal that there is little support that schools receive from the Department of Education in order to cope with “teacher loss”. Teachers‟ limited knowledge in terms of strategies to cope with “teacher loss” results in de-motivated and stressed teachers. Several implications for leadership and management were also drawn out, including equipping school management teams with skills that can enable them to assist teachers to cope with “teacher loss”. , Goven Mbeki Reaserch and Development Centre
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- Date Issued: 2012
Study of technology education instructional practices in grade nine classrooms a case study of three senior secondary schools in the King Williams Town district
- Authors: Ntshaba, Lulama Princess
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16177 , http://hdl.handle.net/10353/486 , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: The purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.
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- Date Issued: 2012
Teacher's and principal's perceptions of the integrated quality management system (IQMS) in three Butterworth District schools
- Authors: Ntshewula, Nombulelo
- Date: 2012
- Subjects: Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16197 , http://hdl.handle.net/10353/d1007301 , Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The researcher’s interest in this study is in teachers’ perceptions and principals of the Integrated Quality Management System (IQMS). This study examines teachers’ understandings of this quality management and performance appraisal system, how teachers perceive the instrument used to manage and monitor their performance and the performance of their schools, and what lessons may be learnt regarding the implementation process of the IQMS. The investigation was carried out in three Butterworth District schools in the Eastern Cape. The researcher made use of qualitative methodology to obtain data from a sample of 3 principals, 9 teachers and 1 district official. Data were collected from these respondents by means of in-depth, semi-structured interviews and through document analysis. The study found that some of the teachers and principals felt that they did not understand the IQMS, and they complained that the system is fraught with many obstacles that need to be addressed in order to promote the effectiveness of teaching and learning. The participants also spoke of multiple factors that contribute negatively to this phenomenon, which include the fact that the teachers’ workload is increased by the IQMS, time constraints, inadequate training, vague and unfamiliar language, the financial incentive that is attached to the instrument, and the many structures in the implementation process. In addition, the system seems to encourage a bureaucratic style of management. Teachers and principals also suggested ways in which the IQMS could be structured by the Department of Education for greater efficiency in education.
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- Date Issued: 2012
Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
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- Date Issued: 2012
Teachers’ perspectives of learners’ indiscipline on Grade 12 academic performance: a case of the Libode District
- Authors: Tuta, Thamsanqa Clifford
- Date: 2012
- Subjects: Indiscipline -- Learners Academic performance -- Grade twelve -- Learners School discipline -- South Africa -- Eastern Cape Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/889 , vital:30007
- Description: Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.
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- Date Issued: 2012
Teaching strategies in Grade 11 multilingual Life Sciences classrooms: a case of two schools in East London District
- Authors: Jekwa, Noxolo
- Date: 2012
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16169 , http://hdl.handle.net/10353/488 , Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Description: It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.
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- Date Issued: 2012
The effect of an agency-based HIV/AIDS education programme on the knowledge and attitudes of undergraduate students at WSU
- Authors: Wopula, Luvuyo David
- Date: 2012
- Subjects: HIV/AIDS -- Educational programme -- Students
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18451 , http://hdl.handle.net/11260/d1007757
- Description: The aim of this study was to investigate the effects of an agency-based HIV/AIDS Education programme on knowledge and attitudes of undergraduate students at the Walter Sisulu University (WSU) in South Africa. Participants were divided into experimental and control groups. A questionnaire was designed, validated and used to assess knowledge and attitudes of students towards HIV/AIDS who went through the HIV/AIDS education programme (HAEP) and those who did not. The questions were derived and based on basic HIV/AIDS information as part of the 'Alternative National Curriculum on Responsibility' (AANCHOR) programme used by first year WSU staff which was used in the United States of America. The study findings indicate that knowledge and attitudes of the students improved after the intervention. After the intervention, the t-test showed that students‟ attitudes on HIV/AIDS were found to be significant (p=0.045) when comparing the pre- experimental and intervention groups. However, the study also found that some participants displayed ignorance on the knowledge of HIV/AIDS and its effects. For example, some students believe that mosquitoes can spread HIV/AIDS. On the basis of findings the researcher recommends that all first year students should be expose to WSU HAEP because it is a necessity for empowerment with social, self- dependent skills (against HIV/AIDS) and self efficacy. Key words: HIV/AIDS, knowledge, attitudes, Education programme, students.
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- Date Issued: 2012
The experiences of the development support group DSG in the integrated quality management system IQMS in Butterworth District, Eastern Cape
- Authors: Ndandani- Msindwana, Judith Nonkululeko
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16173 , http://hdl.handle.net/10353/467 , School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Description: This study investigated the experiences of the Development Support Group (DGS) when implementing the IQMS (Integrated Quality Management System) in Butterworth District of the Eastern Cape. The aim of the study was to explore the experiences of the DSG when implementing the IQMS in an attempt to determine whether the DSG can cope with the task of being part of evaluation in education, and how the negative experiences could be improved. In order to get the experiences of the DSG when implementing the IQMS, the researcher embarked on this phenomenological study. Data were collected by means of one-on-one semi-structured interviews and the perusal of the IQMS document, Resolution 8 of 2003. Responses from the participants were tape-recorded and eventually transcribed, analyzed and interpreted. The main feature revealed by the study is gross lack of confidence, feeling of insecurity and ambivalence on the part of the DSG. On the basis of the findings, recommendations that will assist the DSG (and other IQMS implementers) to improve IQMS implementation, have been made. This study also serves as the voice of the DSG for they have also made suggestions to improve on the negative experiences they have highlighted. The conclusions arrived at in this study are specific to the DSG of the sampled schools. The conclusions reflect and explain the challenges faced by the DSG in Butterworth district. But the findings give a reflective explanatory depth to the experiences the DSG when implementing the IQMS.
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- Date Issued: 2012
The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District
- Authors: Shadaya, Girlie
- Date: 2012
- Subjects: Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16183 , http://hdl.handle.net/10353/d1006239 , Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Description: Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.
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- Date Issued: 2012
The role of the peer educators in enhancing social and emotional learning: a case of foursecondary schools in Fort Beaufort district
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
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- Date Issued: 2012