Bantu education: the black teacher's lived experience of conflict
- Ramabulana, Ronald Thifulufhelwi
- Authors: Ramabulana, Ronald Thifulufhelwi
- Date: 1991
- Subjects: Conflict (Psychology) , Teachers, Black -- Psychology Case studies , Teachers, Black -- South Africa , Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3039 , http://hdl.handle.net/10962/d1002548 , Conflict (Psychology) , Teachers, Black -- Psychology Case studies , Teachers, Black -- South Africa , Education -- South Africa
- Description: This work is a descriptive phenomenological study of the experience of conflict that is lived by black teachers in the Bantu Education context. Subjects are teachers from the East Rand and Eastern Cape who have high school teaching experience that ranges from 1 to 15 years. The conflict researched was defined as those situations in which the teacher faced demands or expectations from different interest groups which were incompatible or negated each other. The Subjects of this research were six teachers who were interviewed for case material. The phenomenological case study design was used. Data collection consisted of in-depth interviews while analysis followed the phenomenological method developed at Duquesne University. This was an exploratory study which identified two major forms of conflict. The first exists between the teacher's expectation of teaching and the education authorities' expectation of how and what the teacher should teach in lessons. The second form of conflict identified is that in which the teacher's allegiance to one social group or ideology is violated by the teacher's participation in a system of education that negates his/her view about the South African sociopolitical situation. In the latter case the teacher is forced to comply with commitments or demands placed on him/her which negate each other. Van den Berg's theory of plural existence was used to inform data analysis and so was the theory of cognitive change and inconsistency.
- Full Text:
- Date Issued: 1991
- Authors: Ramabulana, Ronald Thifulufhelwi
- Date: 1991
- Subjects: Conflict (Psychology) , Teachers, Black -- Psychology Case studies , Teachers, Black -- South Africa , Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3039 , http://hdl.handle.net/10962/d1002548 , Conflict (Psychology) , Teachers, Black -- Psychology Case studies , Teachers, Black -- South Africa , Education -- South Africa
- Description: This work is a descriptive phenomenological study of the experience of conflict that is lived by black teachers in the Bantu Education context. Subjects are teachers from the East Rand and Eastern Cape who have high school teaching experience that ranges from 1 to 15 years. The conflict researched was defined as those situations in which the teacher faced demands or expectations from different interest groups which were incompatible or negated each other. The Subjects of this research were six teachers who were interviewed for case material. The phenomenological case study design was used. Data collection consisted of in-depth interviews while analysis followed the phenomenological method developed at Duquesne University. This was an exploratory study which identified two major forms of conflict. The first exists between the teacher's expectation of teaching and the education authorities' expectation of how and what the teacher should teach in lessons. The second form of conflict identified is that in which the teacher's allegiance to one social group or ideology is violated by the teacher's participation in a system of education that negates his/her view about the South African sociopolitical situation. In the latter case the teacher is forced to comply with commitments or demands placed on him/her which negate each other. Van den Berg's theory of plural existence was used to inform data analysis and so was the theory of cognitive change and inconsistency.
- Full Text:
- Date Issued: 1991
The assessment of the Skills Development Training Programmes on the performance of educators : the case study of two selected schools in King Williams Town
- Authors: Ncukana, Litha
- Date: 2013
- Subjects: Teachers -- Training of -- South Africa , Teachers -- Development -- South Africa -- Eastern Cape , Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8322 , http://hdl.handle.net/10948/d1020160
- Description: The primary objective of this study is to conduct an assessment of the effectiveness of skills development training programmes on the performance of educators, with specific reference to the case study of two selected schools in King Williams Town, Eastern Cape Province. This study is derived from the fact that in order for the government to provide efficient and effective service delivery to the population, the Public Service requires employees with requisite competency. There is a need for continuous improvement of capacity and skills development in the Public Service with the purpose of ensuring that employees who are recruited and retained in the Public Service have the requisite skills to perform their responsibilities. It is within such postulation that the main purpose of this study is to evaluate the effectiveness of skills development training programmes on the performance of Eastern Cape educators, so that improvement measures can be suggested. Two selected schools in King Williams Town district participated in the study and the detailed analysis of the findings imply that some of the on-the-job skills development training programmes that are used in the Eastern Cape Department of Education include coaching, counseling, job rotation, job enrichment, project work , mentoring, use of assistantship and committees or quality circles. Some interview participants construe that the strategies or measures that can be used to improve the implementation of skills development programmes for educators in the Eastern Cape Department of Education include commitment from school authorities, remunerate the learners, adopting support policies, possible promotion after training and investing more resources.
- Full Text:
- Date Issued: 2013
- Authors: Ncukana, Litha
- Date: 2013
- Subjects: Teachers -- Training of -- South Africa , Teachers -- Development -- South Africa -- Eastern Cape , Education -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8322 , http://hdl.handle.net/10948/d1020160
- Description: The primary objective of this study is to conduct an assessment of the effectiveness of skills development training programmes on the performance of educators, with specific reference to the case study of two selected schools in King Williams Town, Eastern Cape Province. This study is derived from the fact that in order for the government to provide efficient and effective service delivery to the population, the Public Service requires employees with requisite competency. There is a need for continuous improvement of capacity and skills development in the Public Service with the purpose of ensuring that employees who are recruited and retained in the Public Service have the requisite skills to perform their responsibilities. It is within such postulation that the main purpose of this study is to evaluate the effectiveness of skills development training programmes on the performance of Eastern Cape educators, so that improvement measures can be suggested. Two selected schools in King Williams Town district participated in the study and the detailed analysis of the findings imply that some of the on-the-job skills development training programmes that are used in the Eastern Cape Department of Education include coaching, counseling, job rotation, job enrichment, project work , mentoring, use of assistantship and committees or quality circles. Some interview participants construe that the strategies or measures that can be used to improve the implementation of skills development programmes for educators in the Eastern Cape Department of Education include commitment from school authorities, remunerate the learners, adopting support policies, possible promotion after training and investing more resources.
- Full Text:
- Date Issued: 2013
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