Spelling suggestions: "subject:"1culture off teaching anda learning"" "subject:"1culture off teaching ando learning""
11 |
Management to create a positive culture of teaching and learning in selected secondary schools in the Limpopo ProvinceMatidze, Khathutshelo Wilfred 25 August 2009 (has links)
In this qualitative study, the researcher intended to establish factors that could create a positive culture of teaching and learning at school. Findings revealed that a culture of teaching and learning can be created by factors that relate to the learners, the educators and the school setting.
Findings established that learners are motivated if they participate in sports, educational trips and competitions. Learners who receive incentives for outstanding achievements and participate in the management of the school are also motivated. Motivational talks and learner's exchange programmes enhance ambition. Motivated educators are enthusiastic and creativel. Such educators are considerate to learners' personal circumstances and they have the welfare of learners at heart.
An edequate supply of resources and security facilities can improve the quality of education at school. Visionary school managers who uphold a particular philosophy of life and cherish Christian values are inclined to success at school. / Educational Studies / M.Ed. (Education Management)
|
12 |
The instructional leadership role of the high school head in creating a culture of teaching and learning in ZimbabweMasuku, Silvester 08 1900 (has links)
In this study, the researcher aimed to investigate and explore the instructional
leadership role of the high school head in creating a culture of teaching and
learning (COTL), with specific reference to high schools in the Midlands Province of
Zimbabwe. In an attempt to realise that end, a qualitative approach drawing from
ethnographic studies was used to collect data. Therefore, the research instruments
included qualitative observations, individual and focus group interviews and
document analysis. The participants included five high school heads, ten heads of
departments (HODs), ten assistant teachers, and twenty five parents. These were
drawn from the five high schools selected for the study.
The main findings of the study are that a model for effective instructional leadership
aimed at creating a culture of teaching and learning (COTL) consists of long-term
and short-term dimensions. The long-term instructional leadership dimension
comprises: visioning, communication of the school vision, value management,
professional development of staff, and empowerment. The short-term instructional
leadership dimension comprises of characteristics of the instructional leader,
characteristics of the followers and characteristics of the situation. Characteristics of
the instructional leader include his or her perception of stakeholders, task or people
orientation, personality, knowledge and experience, value system and trust in
followers. Characteristics of the followers include their readiness to take
responsibility, motivation to excel, knowledge and experience. Characteristics of the
situation include the school climate and culture, relationships among members of
the school community, structuring of tasks, availability of human and material
resources, and the use of incentives.
The effective application of the instructional leadership model for effective practice
by the high school head as the instructional leader in creating a culture of teaching
and learning (COTL) takes into account both the long-term and short-term dimensions of effective instructional leadership in order to achieve meaningful
educational change. / Educational Leadership and Management / D. Ed. (Education Management)
|
13 |
Quiet Time Programme (QTP) as a model for managing discipline in primary schools in Chatsworth, DurbanGovender, Lucilla 11 1900 (has links)
The purpose of this study was to investigate the Quiet Time Programme as a technique to maintain learner discipline in primary schools in Chatsworth, Durban.
Data regarding the impact of the Quiet Time Programme on positive discipline was collected. Questionnaires were used to collect the data. Data was collected from principals, educators and learners. Three primary schools in Chatsworth were used. A quantitative research approach was used in this study.
The empirical investigation revealed that there are many learner discipline issues that educators are faced with on a daily basis. The investigation also demonstrated the ineffectiveness of the alternatives to Corporal Punishment that are used at schools currently. This study introduced the Quiet Time Model. Principals, educators and learners revealed their perceptions of the Quiet Time Programme.
The study concluded with the discussion of the major findings emanating from the data analysis. Recommendations have been provided to schools for drawing up their discipline policies. The role of the principals, parents, educators and learners play in creating an environment conducive to teaching and learning must be considered. Some techniques to keep all stakeholders interested and inspired in the implementation of new discipline techniques are provided. / Educational Management and Leadership / M. Ed. (Education Management)
|
14 |
Quiet Time Programme (QTP) as a model for managing discipline in primary schools in Chatsworth, DurbanGovender, Lucilla 11 1900 (has links)
The purpose of this study was to investigate the Quiet Time Programme as a technique to maintain learner discipline in primary schools in Chatsworth, Durban.
Data regarding the impact of the Quiet Time Programme on positive discipline was collected. Questionnaires were used to collect the data. Data was collected from principals, educators and learners. Three primary schools in Chatsworth were used. A quantitative research approach was used in this study.
The empirical investigation revealed that there are many learner discipline issues that educators are faced with on a daily basis. The investigation also demonstrated the ineffectiveness of the alternatives to Corporal Punishment that are used at schools currently. This study introduced the Quiet Time Model. Principals, educators and learners revealed their perceptions of the Quiet Time Programme.
The study concluded with the discussion of the major findings emanating from the data analysis. Recommendations have been provided to schools for drawing up their discipline policies. The role of the principals, parents, educators and learners play in creating an environment conducive to teaching and learning must be considered. Some techniques to keep all stakeholders interested and inspired in the implementation of new discipline techniques are provided. / Educational Leadership and Management / M. Ed. (Education Management)
|
15 |
Management to create a positive culture of teaching and learning in selected secondary schools in the Limpopo ProvinceMatidze, Khathutshelo Wilfred 25 August 2009 (has links)
In this qualitative study, the researcher intended to establish factors that could create a positive culture of teaching and learning at school. Findings revealed that a culture of teaching and learning can be created by factors that relate to the learners, the educators and the school setting.
Findings established that learners are motivated if they participate in sports, educational trips and competitions. Learners who receive incentives for outstanding achievements and participate in the management of the school are also motivated. Motivational talks and learner's exchange programmes enhance ambition. Motivated educators are enthusiastic and creativel. Such educators are considerate to learners' personal circumstances and they have the welfare of learners at heart.
An edequate supply of resources and security facilities can improve the quality of education at school. Visionary school managers who uphold a particular philosophy of life and cherish Christian values are inclined to success at school. / Educational Studies / M.Ed. (Education Management)
|
16 |
The role of parents, teachers and the state in the establishment of a culture of teaching and learning : a study in time perspectiveShiluvane, Samuel Mugebisa 11 1900 (has links)
This thesis reflected upon the historical roots of the problems which prevent parents, teachers and the state from fulfilling their societal functions in such a way that a culture of teaching and learning is established. It was emphasised that during the traditional period (1554-1799) parents, teachers and the state (chiefs) played a leading role in the upbringing of children to the extent that there were few factors militating against the establishment of a culture of
teaching and learning. From 1799 up to 1910 education was under the control of missionaries. Missionaries made the
mistake of encouraging the weakening of traditional values once effectively employed in raising
children. Parents were not given an opportunity to play an effective role in the education oftheir
children. Schools lacked resources. Teachers were poorly paid and ill qualified. In spite of
these shortcomings, missionaries did more good than harm in creating favourable conditions for
teaching and learning. It was also indicated that from 1910 up to 1953 education was under the control of the missionaries
and provincial administrations (backed by the Union Government). The era was characterised by:
• The state giving increasing financial assistance to schools
• The teachers' fight for the improvement of their conditions of service and resources.
• The limited participation given to parents in educational matters concerning their
children.
It was further indicated that when Bantu Education was introduced in 1953, schools became political
battle-fields. Through the influence of political organisations, parents, teachers and school
children organised strikes took place in protest against the Bantu Education system. The state
relied on repressive measures to control education. The activities of political organisations and
the state led to the breakdown of the culture of
teaching and learning. The threatening situation in the country towards the late 1970s caused the
state to realise the urgency of bringing reforms into education. The reforms brought about by the
state were rejected by parents, teachers and school children. This resulted in the continuation of
the crisis in education. Despite the dawn of the New Dispensation in 1990 parents, teachers and
the state are worried by the deepening education crisis manifested in factors such as violence,
increasing use of drugs and the Aids epidemic.
Finally, it was indicated that there are no instant solutions to the deepening education crisis.
What is important is that parents, teachers and the state should make a united effort to bring
about a gradual improvement. / Educational Studies / D. Ed.(History of Education)
|
17 |
A phenomenological reflection on the role of the school principal as educational manager and instructional leader in Limpopo ProvinceMamabolo, Caroline Sejeng 30 June 2002 (has links)
The aim of the research was to reflect phenomenologically on the role of the school principal as educational manager and instructional leader in enhancing a culture of teaching and learning in schools, and to reflect critically on this state of affairs in Limpopo Province. A literature study was undertaken to expose problems that deter principals from fulfilling these roles. Qualitative research in the form of ideograms, as well as, unstructured interviews with principles, was used to elicit principals' views concerning how they perceive their roles in an attempt to enhance a culture of teaching and learning in schools.
Research findings indicated that principalship is beset with many problems which have to be addressed in order to restore the collapsed culture of teaching and learning in schools.
Results revealed among other issues that:
- The training of principals for the introduction of Outcomes Based Education in schools was not well carried out. It was incomprehensible for the Education Department to exclude principals from the training when the whole system of teaching and learning was supposed to change with the introduction of Outcomes Based Education
- The redeployment and rationalisation of teachers has given rise to many complicated problems in schools, leaving teachers demoralised and being a major cause of job dissatisfaction for principals
The research findings revealed that the role of principals as educational managers and instructional leaders in Limpopo Province is not authentically enacted. Recommendations include among other issues that:
- The Department of Education in Limpopo Province review the implementation of Outcomes Based Education, particularly the training of principals
- Attention should be given to problems arising from the process of redeployment and rationalisation of teachers in schools
- There is a need for ongoing, effective and in-service lifelong training for teachers, principals and the School Governing Body with regard to education management.
Attention to these issues, amongst others, it is proposed, will contribute to the effective implementation of the role of school principals as educational managers and instructional leaders, particularly in Limpopo Province. This will reinforce the desired culture of teaching and learning in schools. / Educational Studies / D. Ed. (Philosophy of Education)
|
18 |
The instructional leadership role of the high school head in creating a culture of teaching and learning in ZimbabweMasuku, Silvester 08 1900 (has links)
In this study, the researcher aimed to investigate and explore the instructional
leadership role of the high school head in creating a culture of teaching and
learning (COTL), with specific reference to high schools in the Midlands Province of
Zimbabwe. In an attempt to realise that end, a qualitative approach drawing from
ethnographic studies was used to collect data. Therefore, the research instruments
included qualitative observations, individual and focus group interviews and
document analysis. The participants included five high school heads, ten heads of
departments (HODs), ten assistant teachers, and twenty five parents. These were
drawn from the five high schools selected for the study.
The main findings of the study are that a model for effective instructional leadership
aimed at creating a culture of teaching and learning (COTL) consists of long-term
and short-term dimensions. The long-term instructional leadership dimension
comprises: visioning, communication of the school vision, value management,
professional development of staff, and empowerment. The short-term instructional
leadership dimension comprises of characteristics of the instructional leader,
characteristics of the followers and characteristics of the situation. Characteristics of
the instructional leader include his or her perception of stakeholders, task or people
orientation, personality, knowledge and experience, value system and trust in
followers. Characteristics of the followers include their readiness to take
responsibility, motivation to excel, knowledge and experience. Characteristics of the
situation include the school climate and culture, relationships among members of
the school community, structuring of tasks, availability of human and material
resources, and the use of incentives.
The effective application of the instructional leadership model for effective practice
by the high school head as the instructional leader in creating a culture of teaching
and learning (COTL) takes into account both the long-term and short-term dimensions of effective instructional leadership in order to achieve meaningful
educational change. / Educational Leadership and Management / D. Ed. (Education Management)
|
19 |
The roles of the principal in the implementation of the culture of learning, teaching, and service (colts) in the secondary schools in Mopani District of Limpopo Province - South AfricaSebopetsa, Ngwako Stephen 21 September 2018 (has links)
DEd (Educational Management) / Department of Educational Management / The study aims to compare the role of the principal in implementing the culture of learning,
teaching and service (COLTS) in the effective, ineffective and schools experiencing
fluctuating NSC results for the past five years. The study explores why secondary schools
located within the same socio-economic environment, with the same resources, uniformly
funded and controlled by the same government and ultimately there are commitment
variation, hence effective schools, ineffective schools and schools with fluctuating results.
Therefore, in an attempt to attempt to answer the main research question for this thesis:
What role should be played by the secondary school principals in implementing the
culture of learning, teaching and service? Other identified sub-questions were raised.
Furthermore, a review of relevant literature was conducted and uncovered what makes a
good and good school leadership, management and provision of quality service on
international scale, that is, in developed, developing and under-developed countries. The
Situational Leadership Theory (SLT) of Hersey and Blanchard was regarded as the most
suitable theory since the theory proposes that individuals can change their leadership
style (behaviour) depending on the situation and the readiness of the followers.
Mopani District consists of 24 circuits and 6 circuits were purposively sampled and data
was collected from these 6 circuits which have effective, ineffective and secondary
schools experiencing fluctuating NSC results for the past five years. Quantitatively, a
total number of 38 secondary school principals as key-informants subjects were given a
questionnaire to respond on the set questions which was later analysed through the
SPSS version 17.1 programme and empirical deduction was made. Additionally,
qualitative method of data collection was used on 20 participants, on-site observation and
document analysis. The researcher utilised the focus group (semi-structured) interview
on 7 secondary school principals and 7 SGB members and one-on-one semi-structured
interview on 3 Curriculum advisors and 3 Governance officers in order to gather rich
qualitative data. The principle of anonymity was utilised on which codes were used in
order to conceal the identity of the participants so that they could participate freely in data
collection. The researcher analysed data collected from focus group interview and visited
vi
schools (on-site observation) of the principals who participated in the interview in order to
verify the authenticity of data and also checked school records to validate collected data.
All the collected qualitative data (from interviews) and confirmed through site-observation
and school records. Collected data was analysed and themes were developed linked to
the objectives of the study. A number of findings emanated from this study. The
principals were found to be the final authority and accounting officer for the school on
which teaching, learning and service is the primary duty. The study revealed that the
principals play a substantial impact for the implementation of the culture of learning,
teaching and service. The study recommends that principals must ensure that planning,
monitoring and support of teaching and learning must be a priority duty of the principal.
Furthermore, basic policies that are necessary for the school to be effective must be
compulsory to all schools and the DBE must ensure that its implementation is strictly
monitored, for instance school starting and departure time and school uniform. The
researcher developed a model which contributes to the new body of knowledge which
emphasises the support from different stake-holders that can contribute extensively
towards the implementation of the culture of learning, teaching and service in schools. / NRF
|
20 |
The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo ProvinceMohale, Assan Bottomly 21 September 2018 (has links)
DEd (Educational Management) / The purpose of this study was to investigate the leadership role of principals in creating a culture of teaching and learning in rural public schools of Mopani District, Limpopo Province. The performance of learners below the expected standards in the National Senior Certificate (NSC) examinations, despite, massive resources that the Department of Basic Education (DBE) is providing annually to schools to improve quality of teaching and learning, has raised public concern. When seeking answers to these schools’ dysfunctionality, focus, however, was laid on the leadership role of school principals in some rural public schools of Mopani District, Limpopo Province. The study was guided by Hersey and Blanchard Situational Leadership theory, complemented by Maslow’s Hierarchy of needs. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research approach. A qualitative case study was used with four rural public high schools. A total of sixteen participants were purposefully selected, made up of four school principals, four deputy principals and eight Heads of Departments (HoDs). Research data were gathered through individual interviews, observations and documents analysis. Data from interviews were thematically analysed, and data from documents and observations were analysed descriptively in words. Findings from interviews revealed that school principals do not monitor and support curriculum implementation. In supporting the findings from interviews, the documents analysed revealed the absence of an administered class-visits monitoring-tool. Data from the observations revealed that schools were without vision and mission statements and had inadequate resources. The study recommended principals to monitor and support curriculum implementation, and develop staff professionally. Suggestions for further study were provided. A proposed model of Action-Based COTL was developed to assist school principals in creating a COTL in schools. / NRF
|
Page generated in 0.2504 seconds