A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / The purpose of this study was to understand the efficacy of the implementation of Annual National Assessment (ANA). In this study, the researcher chose King Cetshwayo District and Mthunzini circuit as a field of investigation. The investigation was conducted using a mixed method approach which was driven by both qualititave and quantitative approach. In this case, the Intermediate Phase schools were the main target to select a sample of 75 participants. All these randomly selected educators answered a questionnaire with closed and open-ended questions while five Heads of Departments (HoDs) and five educators were purposively selected to participate in the in-depth interview session. The main objectives of the investigation were to: (a) explore teachers’ views about the implementation of ANA in the Intermediate Phase; (b) find out teachers’ perspectives of on the use of ANA as diagnostic assessment tool; and (c) find out about the impact of ANA on learner performance in English First Additional Language. The findings revealed that the majority of educators complained about lack of training, administration including time in which ANA is written, exposure of underperforming schools and methods of teaching which encourage rote learning. Most educators were unhappy that their district officials were not supportive during the administration phase. Educators raised concerns that Grade 4 learners have difficulty in understanding the questions since it is their first year of using English as Language of Learning and Teaching. Some educators indicated that they have not been sent to ANA workshops yet they are expected to administer the assessment. Based on the findings, the researcher realised that the objectives of the implementation of ANA were not achieved in some schools due to the negative attitude displayed by educators towards ANA. The inconsistency of the test questions makes it difficult for the Department of Basic Education to ascertain whether or not there is any improvement in ANA results. The researcher recommends that in order for ANA to be successfully implemented, the school management teams and the subject advisors have to work closely with Intermediate Phase educators and provide necessary resources and support.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The purpose of this study was to investigate the impact of English First Additional Language on learners‘ academic performance. Qualitative approach was used to elicit responses from a sample of 12 learners and 4 teachers. The participants were purposefully sampled from a secondary school in Soshanguve. The researcher collected data using semi-structured interviews and classroom observations. Both selected teachers and learners were interviewed, and content subject lessons were observed. The data was analysed using inductive thematic data analysis method. The findings of the study indicated that different factors such as poor English Language proficiency, the use of mother tongue language in the classes, lack of parental involvement, and lack of tangible resources and instructional materials had a negative impact on learners‘ academic performance. The findings also showed that lack of exposure to English language among both teachers and learners is a critical factor that resulted in the poor academic performance of Grade 10 learners. The study recommends that all the recommendations made to all the stakeholders involved, such as the Department of Education, teachers, parents and learners, should be implemented in order to improve the academic performance of all learners in schools.

The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

Protective, as well as punitive legal measures applicable to education, are embedded in various acts. Despite these legal measures, incidences of educator misconduct occur at schools and often go unpunished. The implied situation, namely that the legal measures are not applied correctly, as well as the effect that educator misconduct has on educator security, is a cause for concern. This study is embedded in Education Law as the subject area and aimed to determine the effect of educator misconduct on educator security. Factors contributing to the phenomenon of non-punishment of educator misconduct were also investigated and determined. By utilising a qualitative research design and participants from a specific geographical area, a variety of findings have been made. The most important finding is that particular instances of educator misconduct has a detrimental effect on educator security which manifests on the physical as well as psychological levels of the participants in this study. Educator misconduct not only impacts educator security, but may also lead to a dysfunctional equilibrium, rendering schools ineffective. Some reasons for not applying legal measures include an unacceptably low standard of legal knowledge among employees, union involvement, ubuntu and the tribal hierarchy system. These reasons have, however, been found to be perfunctory. The deep-seated reason can be attributed to the quest for modernisation. Not all societies have fully modernised and rural societies, in particular, are still trapped in a transition period. The expectancy levels for service delivery and professionalism in these societies are low, thus contributing to educators‟ misconduct and unprofessional behaviour. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

Protective, as well as punitive legal measures applicable to education, are embedded in various acts. Despite these legal measures, incidences of educator misconduct occur at schools and often go unpunished. The implied situation, namely that the legal measures are not applied correctly, as well as the effect that educator misconduct has on educator security, is a cause for concern. This study is embedded in Education Law as the subject area and aimed to determine the effect of educator misconduct on educator security. Factors contributing to the phenomenon of non-punishment of educator misconduct were also investigated and determined. By utilising a qualitative research design and participants from a specific geographical area, a variety of findings have been made. The most important finding is that particular instances of educator misconduct has a detrimental effect on educator security which manifests on the physical as well as psychological levels of the participants in this study. Educator misconduct not only impacts educator security, but may also lead to a dysfunctional equilibrium, rendering schools ineffective. Some reasons for not applying legal measures include an unacceptably low standard of legal knowledge among employees, union involvement, ubuntu and the tribal hierarchy system. These reasons have, however, been found to be perfunctory. The deep-seated reason can be attributed to the quest for modernisation. Not all societies have fully modernised and rural societies, in particular, are still trapped in a transition period. The expectancy levels for service delivery and professionalism in these societies are low, thus contributing to educators‟ misconduct and unprofessional behaviour. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

In response to local and international findings which reflected over a number of years that South African learners cannot read and write at their expected levels, the Department of Education (DoE) launched the Foundations for Learning Campaign (FFLC) in March 2008 as an intervention strategy. It is against this background that a research project was initiated to investigate the impact of the FFLC on teachers’ classroom instruction and the reading culture of foundation phase learners. Qualitative interviews and observations were used to collect data from the participants. While many of the participating teachers had found creative ways to make the new policy work in their own literacy classrooms, the study found that there was no sufficient training of teachers and other stakeholders prior to the launch of the FFLC. The lack of monitoring and support by the DoE was also seen as a hindrance to the success of the initiative. I concluded the study by recommending that the time is ripe for a more detailed and introspective reflection and review of the FFLC policy. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

In response to local and international findings which reflected over a number of years that South African learners cannot read and write at their expected levels, the Department of Education (DoE) launched the Foundations for Learning Campaign (FFLC) in March 2008 as an intervention strategy. It is against this background that a research project was initiated to investigate the impact of the FFLC on teachers’ classroom instruction and the reading culture of foundation phase learners. Qualitative interviews and observations were used to collect data from the participants. While many of the participating teachers had found creative ways to make the new policy work in their own literacy classrooms, the study found that there was no sufficient training of teachers and other stakeholders prior to the launch of the FFLC. The lack of monitoring and support by the DoE was also seen as a hindrance to the success of the initiative. I concluded the study by recommending that the time is ripe for a more detailed and introspective reflection and review of the FFLC policy. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The role played by the principal as instructional leader worldwide is critical due to its direct and indirect impact on learner achievement.In South African primary schools the role of the principal as instructional leader in improving learning achievement is a pressing issue since most South African primary school learners perform far below par as determined by benchmarking carried out by local and international education assessment agencies with reference to curriculum goals and literacy and numeracy milestones.This descriptive exploratory study examined the role of the principal as instructional leader in primary schools in South Africa with special reference to the Tshwane South District, Gauteng Province. The study was informed by a literature review of local and international sources related to theoretical perspectives on instructional leadership, the features of instructional leadership that impact on learner achievement and selected models of instructional leadership. An overview of contextual and school factors which shape primary school learner achievement in South Africa with reference to the rural and township communities also framed the empirical inquiry. A mixed method study was conducted according to two phases: Phase 1 comprised the quantitative component (questionnaires); Phase 2 comprised the qualitative component (interviews). Both phases were conducted in the Tshwane South District, Gauteng Province. In both phases data were gathered from primary school principals and Institute Development Support Officials (IDSOs) selected by random and purposeful sampling respectively. The questionnaire findings indicated that the principals and IDSOs had adequate qualifications and experience, and that key school policies are in place. However, the principals are less confident about policy implementation, particularly with regard to educator and learner discipline. They face many systemic problems, such as inadequate school resources and additional funds in no fee-paying schools to improve the infrastructure and reduce the learner-teacher ratios. The findings from the interviews indicated that the principals struggle to maintain participative management with the school governing bodies; are hampered by contextual factors, especially poor school infrastructure; and are challenged to meet the requirements of annual benchmarking assessments. Based on the findings of the literature study and the empirical inquiry recommendations are made to improve practice, including a call for the professional development of principals in project management and fundraising. / Educational Leadership and Management / D. Ed. (Education Management)

The role played by the principal as instructional leader worldwide is critical due to its direct and indirect impact on learner achievement.In South African primary schools the role of the principal as instructional leader in improving learning achievement is a pressing issue since most South African primary school learners perform far below par as determined by benchmarking carried out by local and international education assessment agencies with reference to curriculum goals and literacy and numeracy milestones.This descriptive exploratory study examined the role of the principal as instructional leader in primary schools in South Africa with special reference to the Tshwane South District, Gauteng Province. The study was informed by a literature review of local and international sources related to theoretical perspectives on instructional leadership, the features of instructional leadership that impact on learner achievement and selected models of instructional leadership. An overview of contextual and school factors which shape primary school learner achievement in South Africa with reference to the rural and township communities also framed the empirical inquiry. A mixed method study was conducted according to two phases: Phase 1 comprised the quantitative component (questionnaires); Phase 2 comprised the qualitative component (interviews). Both phases were conducted in the Tshwane South District, Gauteng Province. In both phases data were gathered from primary school principals and Institute Development Support Officials (IDSOs) selected by random and purposeful sampling respectively. The questionnaire findings indicated that the principals and IDSOs had adequate qualifications and experience, and that key school policies are in place. However, the principals are less confident about policy implementation, particularly with regard to educator and learner discipline. They face many systemic problems, such as inadequate school resources and additional funds in no fee-paying schools to improve the infrastructure and reduce the learner-teacher ratios. The findings from the interviews indicated that the principals struggle to maintain participative management with the school governing bodies; are hampered by contextual factors, especially poor school infrastructure; and are challenged to meet the requirements of annual benchmarking assessments. Based on the findings of the literature study and the empirical inquiry recommendations are made to improve practice, including a call for the professional development of principals in project management and fundraising. / Educational Leadership and Management / D. Ed. (Education Management)