Magister Artium - MA / Several studies concur that children from a disadvantaged background are as prepared for formal schooling, compared to their advantaged peers who have access to attend good quality pre-schools. This is particularly true regarding the literature aimed at understanding the challenges that impede school readiness of Foundation Phase learners and the consequences of poor school readiness on learner’s school performance. The overall aim of the study was to explore Foundation Phase teachers’ experiences and perceptions of the challenges that impede school readiness. The research questions for this study probed the challenges that impede the school readiness of Foundation Phase learners of low-to middle-income background; the consequences of poor school readiness on learners’ school performance; the challenges encountered in the classroom by teachers regarding learners with poor school readiness; and the programmes used to assist children with poor scholastic performance. The study was informed by Bronfenbrenner’s Bio-ecological Systems Theory, to understand how the environment shapes the development of a child. The study adopted a qualitative methodological framework with an exploratory research design. The design was suitable since limited literature exists on this topic, thus proving in-depth information of Foundation Phase teachers about the phenomenon under study. Furthermore, a total number of 20 participants were included in this study, and participants were purposively selected. Data was collected by means of semi-structured individual interviews and was thematically analysed.

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The main purpose of this study was to determine the attitudes of the full-time Seminary teachers in the L.D.S. Department of Education regarding the present practice of merit pay for teachers employed in the System. Consideration was also given to merit pay programs for teachers in the public schools, since to a great extent merit pay practices in the public schools have given rise to many equivalent reactions among the personnel of L.D.S. Church schools.

Thesis (MPA.) -- University of Limpopo, 2009 / The mini-dissertation takes off by studying the phenomenon of the management of performance of human resources in the Department of Education in Limpopo Province by specifically looking at practice of educators and managers in Waterberg District and how they implement the management of performance of educators in that District. Chapter one introduced the reader to the central concerns and issues raised in the mini-dissertation. For many years the Department of Education had attempted to implement a performance management system without success and without knowing what were the factors that made such an implementation not succeed and if it succeeded in some ways why it did not succeed to the desired extend. This chapter revealed that the aim of the study was to investigate factors that inhibited the implementation of management of performance of educators and that the research aimed at making recommendations for the successful implementation of the management of performance. Chapter two was aggressive in bringing a league of distinguished scholars who brought as many angles to the phenomenon as they understood and studied it. It brought together relevant and useful literature to the topic under study. Chapter three outlined to the reader the design of the research as well as the methodology that was used to bring about the realities of the implementation of the management of performance of educators. In order to increase the reliability of the findings a number of methodologies were triangulated. Chapter four was instrumental in analyzing the data and arriving at a scientific truth about what are the factors that affected the implementation of the management of performance of educators in the Department of Education in Limpopo Province. It is remarkable to note from the analysis of this data the high percentage of educators who are in the Department and are disillusioned by the prospects of a successful implementation of the management of performance of educators. Chapter five made far reaching conclusions and recommendations about what needs to be done in order to have the management of performance of educators successfully implemented. / University of Limpopo

Since the inception of the National Skills Development Framework for Employees in Public Education in 2006, every organisation has its own WSP to offer skills development training to employees. This study aims to analyse the implementation challenges of the capacity building programme/s at head office of the Gauteng Department of Education. These programmes, including internships, workplace skills plan and short courses were explored from the circumstantial status at the national level (general) and will focus on the Gauteng Department of Education (specific context). In this context, the study sets out to explore the following specific problem exploring that there are challenges in the effective implementation of capacity-building programmes for job-related skills development of employees at Gauteng Department of Education at managerial levels. In the search for answers to the research problem, a hypothesis was formulated, and various primary and secondary sources were utilised. The findings from the literature review and empirical research undertaken in this study indicate that there are significant challenges to overcome in the effective implementation of capacity-building programmes. The study offers relevant recommendations to improve the challenges. / MA (Public Management and Administration), North-West University, Vaal Triangle Campus, 2014

A country’s education system is a vital component of the country’s success. Without an excellent education system, our social, economic and financial positioning becomes threatened. At the heart of our education system lie our educators. Good educators are the key to an excellent education system. The loss of educators to the education system is significantly more than the current influx of qualified educators into schools. A great concern is why the South African education system is losing such large quantities of qualified and experienced educators. The literature review of this study focused on the factors contributing to job (dis)satisfaction and how it impacts on educators. Various sources were used to complete the literature study. The empirical study was done by means of quantitative research by distributing questionnaires to participating schools in the Vaal Triangle District. The educators at each of these schools were asked to complete a questionnaire that focussed on the issues that may contribute to job (dis)satisfaction and were divided into different sub-sections. The results were analysed and interpreted and certain recommendations were made in terms of the direct results and conclusions raised by the empirical study. The primary objective of this study was to determine the level of job satisfaction among some educators in the Vaal Triangle schools. The researcher looked at various trends in the education system and collected data relating to the determinants of job (dis)satisfaction in the school environment. The study showed that educators within the study population were not satisfied with their working conditions and should these issues be addressed by Department of Education, it could lead to fewer educators leaving the education system to seek work elsewhere. / MBA, North-West University, Potchefstroom Campus, 2014

Since the inception of the National Skills Development Framework for Employees in Public Education in 2006, every organisation has its own WSP to offer skills development training to employees. This study aims to analyse the implementation challenges of the capacity building programme/s at head office of the Gauteng Department of Education. These programmes, including internships, workplace skills plan and short courses were explored from the circumstantial status at the national level (general) and will focus on the Gauteng Department of Education (specific context). In this context, the study sets out to explore the following specific problem exploring that there are challenges in the effective implementation of capacity-building programmes for job-related skills development of employees at Gauteng Department of Education at managerial levels. In the search for answers to the research problem, a hypothesis was formulated, and various primary and secondary sources were utilised. The findings from the literature review and empirical research undertaken in this study indicate that there are significant challenges to overcome in the effective implementation of capacity-building programmes. The study offers relevant recommendations to improve the challenges. / MA (Public Management and Administration), North-West University, Vaal Triangle Campus, 2014

A country’s education system is a vital component of the country’s success. Without an excellent education system, our social, economic and financial positioning becomes threatened. At the heart of our education system lie our educators. Good educators are the key to an excellent education system. The loss of educators to the education system is significantly more than the current influx of qualified educators into schools. A great concern is why the South African education system is losing such large quantities of qualified and experienced educators. The literature review of this study focused on the factors contributing to job (dis)satisfaction and how it impacts on educators. Various sources were used to complete the literature study. The empirical study was done by means of quantitative research by distributing questionnaires to participating schools in the Vaal Triangle District. The educators at each of these schools were asked to complete a questionnaire that focussed on the issues that may contribute to job (dis)satisfaction and were divided into different sub-sections. The results were analysed and interpreted and certain recommendations were made in terms of the direct results and conclusions raised by the empirical study. The primary objective of this study was to determine the level of job satisfaction among some educators in the Vaal Triangle schools. The researcher looked at various trends in the education system and collected data relating to the determinants of job (dis)satisfaction in the school environment. The study showed that educators within the study population were not satisfied with their working conditions and should these issues be addressed by Department of Education, it could lead to fewer educators leaving the education system to seek work elsewhere. / MBA, North-West University, Potchefstroom Campus, 2014

The basic purpose of this study is to provide an analysis of the doctoral dissertations written in the Department of Education, North Texas State University, from the first one in 1953 through those written in 1974. Specifically, one purpose is to develop, validate, and then use a format to describe the dissertations. The second purpose is to analyze the descriptive information in terms of changes in the Department of Education and in trends associated with the dissertations.

The purpose of this study is to discover if there has been quantitative change in the gender balance of the employment profile of the ACT Department of Education from 1976 to 1991 and to explore possible reasons for such change. It should be noted that the Department has had several changes of name over the period covered by this study including the ACT Department of Education, the ACT Department of Health, Education and the Arts, and it is presently known as the ACT Department of Education and Training. For the sake of clarity it will be referred to throughout as the ACT Department of Education. The employment configuration will be studied from 1976, the earliest year of available data, to 1991 to measure relative changes in the position of men and women. This paper will examine significant events in the ACT Education system, in particular the introduction of Equal Employment Opportunity (EEO) legislation in 1984, to determine whether the introduction of legislation and/or other initiatives brought about moves toward Equal Employment Opportunity for women. The study will develop and consider hypotheses and examine several theoretical explanations for the changes or lack of them in the position of men and women. Recommendations will be made concerning future directions for research and action to achieve equal employment opportunity for women, the largest group of the four groups targeted in the EEO legislation. The central argument of the study is that the adoption of quantitative approaches to measure success/failure in EEO programs is of limited use. These theoretical approaches, largely informed by liberal feminism, offer inadequate understanding of the resistances to change. Other theoretical perspectives are needed if the issue is seen as "what are the resistances and what are the policies and strategies that can be developed to overcome them?". Feminist critical theory, however, enables more productive questions to be raised about how social power is constructed and maintained, about hegemonic culture, and about the language and cultural biases embedded in administrative structures in education. Insights thus gained into issues, events and resistances give individuals and groups agency, the power to act for change.