- Title
- Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa
- Creator
- Mohamed, Gishma
- Subject
- Education -- Study and teaching -- South Africa
- Subject
- Low-performing schools -- South Africa
- Subject
- Social change -- South Africa
- Date Issued
- 2013
- Date
- 2013
- Type
- Thesis
- Type
- Doctoral
- Type
- DPhil
- Identifier
- vital:9463
- Identifier
- http://hdl.handle.net/10948/d1020347
- Description
- During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.
- Format
- xiii, 248 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Arts
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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