A supplementary coping skills programme for parents of children diagnosed with attention deficit hyperactivity disorder
- Authors: Gomes, Ana Maria
- Date: 2008
- Subjects: Attention-deficit-disordered children -- Family relationships , Children with disabilities -- Education
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9471 , http://hdl.handle.net/10948/686
- Description: Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour difficulties are said to be the cause of much of the disharmony and discord that exists within many families with ADHD-diagnosed children. On the basis of this understanding, a supplementary programme of behaviour modification, referred to as the Coping Skills Programme, was designed and implemented over a designated period of time, as a trial efficiency test, with a view to alleviate some of the family environmental stress caused by the effects of this disorder. There were three main aims to this research project, related to the research questions: Firstly, to establish to what extent this programme helped with the kinds of problems and difficulties being experienced by the parents of ADHD-diagnosed children and by the children themselves; secondly, to make recommendations regarding how to access and use such a programme and learn its skills, and thirdly to determine further ways with which to improve the Coping Skills Programme. The research design was based on Interpretive Theory and was qualitative in nature. An in-depth literature study was undertaken, which together with all the field notes acquired during the course of the study, formed the foundation of the study. A needs analysis was also carried out to ascertain the level and variety of ADHD-related needs that exist within the family unit. This needs analysis took place in the Nelson Mandela Metropole in the Eastern Cape to ascertain the level and variety of ADHD-related needs that exist within the family unit. The sampling selection of participants was both purposeful and dependent on availability, in order obtain as wide a range of information as possible, regarding specific ADHD-related criteria. This data was used as a foundation for the programme’s development. Information was gathered by means of phenomenological interviews, case study analysis, a focus group interview, field notes, observations and an audit trail. Measures were taken to ensure that the study was ethically conducted and trustworthiness maintained. The Coping Skills Programme was implemented with different families with ADHD-diagnosed children, within its designated time, which varied from family to family from between 8 and 10 weeks. Finally, three families were xx selected as case studies to substantiate the findings of this research study. Their selection was based on the range of the children’s age, the variety of their combined needs, the way in which each family dealt with the challenges posed by the programme, the parents’ involvement and the rate of success experienced by each family at the end of the allotted time. At the end of the programme’s implementation period it was found that confusion regarding parental role clarity and the role of the child in the home had a strong bearing on the treatment and management of ADHD-related difficulties. It was also found that the effect of parental unity and/or discord had a direct impact on ADHD-related behaviour. Equally important to the effective management of ADHD-related difficulties were the parental understanding and perceptions regarding their child’s ADHD-related needs and difficulties. The effectiveness of behaviour modification in relation to the level of parental involvement was also salient, as was the use of effective, positive communication to achievement of optimum results. Parental understanding of the role of discipline and how the effective use of this skill benefits the ADHD-diagnosed child became clear, as did the value of consistency in behaviour modification. The conclusion was reached that a programme as flexible as the Coping Skills Programme, when used appropriately and as a supplement to other forms of therapy, may be a significant source of assistance, support, encouragement and empowerment to families with members suffering with ADHD.
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- Date Issued: 2008
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.
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- 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.
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- Date Issued: 2008
Analysis of leadership styles and school performance of secondary schools in Uganda
- Authors: Nsubuga, Yusuf Khalid Kibuuka
- Date: 2008
- Subjects: Educational leadership -- Uganda , Education, Secondary -- Uganda
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9525 , http://hdl.handle.net/10948/978 , Educational leadership -- Uganda , Education, Secondary -- Uganda
- Description: The study sought to analyze the leadership styles of head teachers and school performance of secondary schools in Uganda. It was a mixed study that used both the qualitative and quantitative methods. It adopted a correlation survey research design that helped in establishing the relationship of leadership styles and school performance. In this regard, data for this study was collected on the independent variable, which was leadership styles, and that of the dependent variable, which was school performance. The relationship between the two variables was investigated in order to determine the strength of their relationship and the coefficients of determination existing between them. Together with observations during school visits, interviews were also conducted with head teachers and teachers and focused group discussions were held with selected students and parents, to identify factors affecting school performance and the effectiveness and relationship between leadership styles and school performance. The researcher discovered on the basis of an extensive literature review and the in-depth research undertaken that head teachers adopt a range of leadership styles. However, for the purposes of this investigation, the researcher examined the relationship between leadership styles in general and school performance, and later analyzed four leadership styles in relation to school performance. v While noting the many challenges and demands made on the head teachers during the execution of their tasks, the study underscored the need for the development of management and leadership skills amongst head teachers. The study established that unless head teachers are well equipped with knowledge and skills in management and leadership, they would not be able to improve school performance significantly. The study established that effective school performance requires visionary leadership, amongst others, and that there is a strong relationship between visionary leadership and transformational leadership, which is recommended for education leaders.
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- Date Issued: 2008
Black parental involvement in education
- Authors: Mbokodi, Sindiswa Madgie
- Date: 2008
- Subjects: Education -- Parent participation -- South Africa , Parent-teacher relationships -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9518 , http://hdl.handle.net/10948/1013 , Education -- Parent participation -- South Africa , Parent-teacher relationships -- South Africa
- Description: The study was conducted in the backdrop of Section 24(1)(a) of the South African Schools Act (SASA) 84 of 1996 which promulgated that parents should be involved in the education of their children. To fulfil this requirement, each school is expected to have a legally constituted School Governing Body (SGB) as part of school governance. The involvement of the SGB does not exclude parents involving themselves in school activities as individuals but as organised groups geared towards working on a specific project of the school. Involvement also implies helping the child at home. The study investigated the extent to which black parents involve themselves in school activities as envisaged by the SASA. Conceptual literature relating to issues of parental involvement in school was reviewed. Specifically the concept parent/parental involvement as it relates to black parents was explored. Factors promoting or hindering parental involvement in school were also examined. The research is qualitative. Participants included principals, teachers, learners and chairpersons of school governing bodies of ten selected schools in the major townships of Port Elizabeth. Views and experiences of participants were captured and explained through in-depth interviews and observations. Results are discussed in relation to the relevant literature, allowing grounded theory to emerge. What emerged was a desperate situation of non-involvement of black parents in school activities largely because of the failure of the Department of Education (DoE) to capacitate all parties involved in strategies to involve parents in school. The potential for generalizability and transferability is discussed in the report and possible intervention strategies are recommended at micro- and macro-levels. The study demonstrates that the DoE needs to follow up on its policies to ensure that the envisaged change is realized.
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- 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.
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- Date Issued: 2008
Exploring approaches to teaching reading skills in English at senior phase in secondary schools in Mbizana district in the Eastern Cape: a case study
- Authors: Masilo, Appolonia Nteboheleng
- Date: 2008
- Subjects: Reading (Secondary) -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16161 , http://hdl.handle.net/10353/204 , Reading (Secondary) -- South Africa -- Eastern Cape Province
- Description: During the process of this research, the main objective was to explore the approaches that the teachers use to teach reading in English First Additional Language (FAL) in senior phase at General Education and Training (GET). This was due to the observed weak performance of learners in reading, especially in GET phases. To achieve this, 20 participants tha t consisted of 4 English FAL teachers and 16 learners of grades 8 and 9 were selected. The research focused on teacher perceptions and implementation of language teaching approaches. Learners were involved in the research in order to see whether the used approaches give learners a balanced experience of intensive and extensive programmes. The study found that there were a number of factors that contributed to the learners’ weak performance in reading. These included, among others, lack of balance between intensive and extensive reading programmes, with intensive reading getting more attention than extensive reading; lack of reading material in schools, especially for further exposure, pleasure and amusement; little or no exposure of learners to wider reading; inadequate teacher pre-service and inservice reading programmes; teachers’ misconception of extensive reading; learners’ home environment that does not encourage reading; lack of parental support and community involvement. These all affected negatively the learners’ v development of reading skills. The study made some recommendations for the improvement of teacher education programmes and reading resources in schools and communities. schools.
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- Date Issued: 2008
Facilitating reflection in post-graduate writing practice
- Authors: Naidoo, Nadasen Arungasen
- Date: 2008
- Subjects: Academic writing , Report writing , Academic writing -- Study and teaching (Higher) -- South Africa , Written communication -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9473 , http://hdl.handle.net/10948/688 , Academic writing , Report writing , Academic writing -- Study and teaching (Higher) -- South Africa , Written communication -- Study and teaching -- South Africa
- Description: University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.
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- Date Issued: 2008
Her master's: the experiences of mature women in postgraduate study
- Authors: Hood, Mary Ann
- Date: 2008
- Subjects: Women graduate students -- South Africa , Women scholars -- South Africa , Women -- Education (Graduate)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16159 , http://hdl.handle.net/10353/211 , Women graduate students -- South Africa , Women scholars -- South Africa , Women -- Education (Graduate)
- Description: This study explored the experiences of mature women undertaking Master’s degrees at a Historically Disadvantaged Institution of Higher Learning in South Africa. Attaining a Master’s degree is a significant milestone in education and the process may take from one to three, or more, years. The study aims to describe aspects of the women’s experiences of their research journeys and the goal of the study is to present descriptions of these experiences. The methodology is qualitative and uses a critical feminist approach, appropriate to exploring the research questions. A critical feminist stance holds that women experience the world differently to men given the patriarchal structure of society. Emphasis is placed on the primacy of the co-researcher’s perceptions of their experiences. A single method research design was followed using semi-structured interviews. The analysis resulted in the emergence of a number of central themes. Together these reflect the experiences of the co-researchers, although they did not automatically share all the experiences. The findings show that postgraduate study, in the form of a Master’s degree, was found to be transformative, meaningful and worthwhile, although not without difficulties; mainly the demands required of multiple roles within home, community, work, and the university. This study contributes towards the larger body of research within education, in particular in the understanding the experiences of mature women within the field of postgraduate study.
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- 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.
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- 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.
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- Date Issued: 2008
Investigating the learners perceptions on the factors that influence learners to use and abuse drugs: a case study of one secondary school in the Eastern Cape Province
- Authors: Pama, Mzingisi Nimrod
- Date: 2008
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16160 , http://hdl.handle.net/10353/186
- Description: The research interest in this study was on learners’ perceptions on the factors that influence learners to use and abuse drugs. This study discussed learner understanding of drug use and abuse, what learners consider as reasons why learners use and abuse drugs and what could be done to discourage this phenomenon. The investigation was carried in the central region of the Eastern Cape in Fort Beaufort District. This district covers the rural areas of Nkonkobe municipality. I made use of qualitative methodology to obtain data from a sample of 56 learners and 12 teachers including the principal of the school. This study is located in one high school in the Fort Beaufort District. Methods used included learner surveys, learners’ focus group discussions, teachers’ focus discussions, learners individual interviews as well as document analysis. A major finding in this study indicates that learners understood what drugs as well as heir effects on those who use and abused them. The learners also unpacked factors that contribute to this phenomenon, which include peer pressure, socialization, stress and others. Teachers and learners also suggested ways in which drug use can be discouraged. Teacher also acknowledged that there was a drug problem amongst learners in their school and that something should urgently be done to discourage this phenomenon.
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- 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.
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- 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.
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- 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.
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- Date Issued: 2008
The impact of an HIV/AIDS module on the self-efficacy of teachers
- 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.
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- 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.
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- 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.
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- Date Issued: 2008
A comprehensive university: constructing an organisational identity
- Authors: Moeng, Siphokazi Florence
- Date: 2009
- Subjects: Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Educational change -- South Africa -- Port Elizabeth , Education, Higher -- South Africa -- Port Elizabeth -- Aims and objectives , Organizational behavior -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9517 , http://hdl.handle.net/10948/1029 , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Educational change -- South Africa -- Port Elizabeth , Education, Higher -- South Africa -- Port Elizabeth -- Aims and objectives , Organizational behavior -- South Africa -- Port Elizabeth
- Description: The restructuring of higher education through incorporations and mergers has attracted a lot of attention over the past few years in South Africa. These incorporations and mergers have displaced institutions of higher education and positioned them in new organisational homes, thus subjecting faculties, schools and departments to a process of relocation, new knowledge acquisition, identity change and meaning-making processes. The merger has resulted in three types of universities; i.e. traditional universities, comprehensive universities and universities of technology. The introduction of the comprehensive university as a new institutional type has brought with it questions about the idea of the university and the purpose of higher education in general. Mergers in particular have initiated conversations about sense-making and meaning during change. Amidst all this, people within the merging institution have been confronted with a new organisation with which they have to identify. At universities in particular, questions about academic identity and organisational identity have become unavoidable. The boundaries that gave definition to a university have been (re)moved. The structure of the university, as it was known, has changed. Hence, in the newly merged NMMU, academics are in the process of internalising and giving meaning to the new organisational values and norms of a comprehensive university. Needless to say, the challenges facing the newly merged NMMU are cultural, structural and geographic. Bringing together different institutional and personal cultures involves a human dimension that needs to be nurtured by trying to form a coherent and cohesive organisation that is created from culturally diverse and uncomplementary institutions. Another challenge is bringing together different organisational structures, systems and programmes that are informed by different institutional cultures. Furthermore, the challenge of having multiple campuses that are geographically separated exacerbates the situation. Along with all these challenges, the NMMU has the task of constructing an integrated institutional identity through organisational forms and programme models that will embody the multiple functions that are typical of a comprehensive university. The aim of the current study was to explore how the meanings that academics assign to the notion of a comprehensive university are instrumental in constructing an organisational identity; describing in detail how at the NMMU academics make meaning of the comprehensive university and how that meaning-making process influences the construction of an organisational identity; and formulating recommendations based on the qualitative findings and quantitative results of the research. In an effort to achieve the aim alluded to above, this study employed the mixed methods approach that used a sequential, exploratory, transformative design. The complexity of the study was such that it required to be investigated through qualitative and quantitative analytical methods in order to confirm, triangulate and obtain a holistic picture of the situation under investigation. The sample for the qualitative interviews consisted of thirteen purposefully selected academics from all levels at the NMMU. The interviews were transcribed and coded into themes, categories and sub-categories. These themes were then developed and translated into statements for the questionnaire that was administered randomly to all NMMU academics. A total of 108 academics responded to the questionnaire. The responses to the questionnaire were analysed using the SPSS programme. The findings and results of the study revealed that there was a fairly common understanding of the term comprehensive university among academics. However, the details about its procedures appeared to be the privileged ownership of management. This situation mitigated the necessity for a sense-making process that would allow for negotiation, modification and alteration of already held assumptions. A pertinent concern amongst academics was the neglect of the ‘human factor’ during the change process. The management style also came under scrutiny, especially in terms of the facilitation and mediation of change. There was a consensus on the call for cohesion and unity that was believed to be one of the main features that would make the construction of the NMMU organisational identity possible. The vision, mission and values of the NMMU were believed to be central to the creation of cohesion and unity, which would subsequently result in the birth of an organisational culture that could inform the organisational identity of the NMMU. Strategies to actualise and realise the organisational identity were proposed by participants. Notwithstanding, the impact of the merger was identified as having a major influence in shaping the organisational identity of the NMMU.
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- Date Issued: 2009
A living theory to facilitate the improvement of teacher morale
- Authors: Hendricks, Charlotte Augusta
- Date: 2009
- Subjects: Teacher morale -- South Africa -- Eastern Cape , Teachers -- Job stress , Teachers -- Workload -- South Africa , Teachers -- Job satisfaction , Teachers -- Self-rating of -- South Africa -- Eastern Cape Province , Teachers -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9569 , http://hdl.handle.net/10948/d1016152
- Description: This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.
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- Date Issued: 2009