- Title
- Educators’ management of the learning environment for enhanced teaching and learning in selected primary schools in the East London Education District
- Creator
- Olabode, Sadiat Adewumi
- Creator
- Adu, E O
- Subject
- Classroom management -- South Africa -- Eastern Cape
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10353/16231
- Identifier
- vital:40701
- Description
- Classroom environment has been conceptually and practically conceived as a place where learning takes place. However, despite the importance of classrooms in enhancing learning, most classrooms, especially in the sub-Saharan African countries are poorly arranged and situated in noisy and crowded environments. In addition to this, most teachers lack basic skills to manage classrooms. In the light of the above-mentioned issues, the main purpose of this study was to investigate educators’ management of the learning environments for enhanced teaching and learning in selected primary schools in the East London Education District, Eastern Cape Province, South Africa. In achieving this aim, the researcher adopted mixed method research approach. The population for this study was selected from intermediate phase educators in the East London Education District. The sample size was 76 intermediate phase educators, which was conveniently selected. Questionnaire (quantitative), interview and observation (qualitative) research instruments were used to collect the data. A structured questionnaire was administered to 76 respondents; while five Head of Departments (HOD) from study population were interviewed and observed. The SPSS was used to conduct both descriptive and inferential analysis. Quantitative data analysis was used to measure perceived stress level situations among intermediate phase educators, while content analysis was used to analyse narratives of the participants. The study found that giving motivational talks, asking about learners parents/guardians, asking about their experiences at home, knowing their needs, and having discussion with their parents/guardians, telling them interesting stories, learning how to call their names properly, giving them responsibilities in the classroom and motivating them to participate in learning activities are important techniques and approaches for dealing with the emotional problems of the learners in the classroom. This implies that teachers should be more compassionate about their learners, because learners with serious emotional problems cannot learn and be productive in the classroom. The study concludes that involving the learners in the decision-making on the procedures, approaches and strategies to classroom management are fundamental for ensuring efficient and productive classroom. Moreover, the educators should adopt varied approaches in the management of the classroom. This is because an approach that works for one teacher/learner may not work for other teacher/learner. Based on this conclusion, the study recommends that the teachers should set classroom rules and ensure that the learners follow these rules strictly in order to avoid rowdiness in the classroom. Failure to set rules and ensure that the learners follow classroom rules might be counter-productive to learning process.
- Format
- 232 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Olabode- Final dissertation EMB.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |