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An investigation into the social and cultural aspects of the home background of two contrasting social class groups of Indian primary school pupils in the Merebank area of Durban, and its implications for education.Naicker, Subramunian Anand. January 1979 (has links)
Though the influence of social class and home background upon school achievement is a well established field of research in Britain and certain other oversea countries, research of this type is almost non-existent in South Africa. The present study was therefore designed as a sociological
investigation of differential school performance to establish basic research in this field, with particular reference to home-school relationships in the Indian context. This study, which is set within the integrated theoretical framework of
the old and new sociology of education, seeks to give some insight into the intricate nature of home background, and to shed some light on the complex relationship between social class and educational performance. In a review of pertinent literature in this field, it also traces the shift in emphasis from the more traditional, normative macro-studies of family, class and education to the more recent interpretative, micro-studies. Through the use of an eclectic approach, the empirical design incorporated both the normative and interpretative paradigms which aimed at studying the social and cultural aspects of the home background of two contrasting social class groups of pupils in six primary schools in the Merebank area of Durban. The proportionately stratified random sample consisting of 50 middle class and 100 lower working class pupils was representative of the social class structure of this neighbourhood. The home environment of each child in the entire sample was assessed during a personal visit to his home. The four main dimensions of the home which were investigated included: the material environment; general
cultural and educational experiences; educational motivations and aspirations of parents; and family size.
The pupils' cumulative school performance was assessed by scaling their composite examination results into standard scores which enabled marks from different schools and from different classes within the same school
to be compared. This general educational performance is the criterion with which the various social and cultural factors have been related. The results of this study were analysed mainly through the use of chi-square, z tests of significance, analyses of variance, and correlation analyses.
The main findings indicate that: (a) the general educational performance of the middle class pupils is consistently better than that of the lower working class pupils; (b) the two most important dimensions of the home which emphasise the greatest social class differences between the two groups, and which account for the most amount of variation in school performance are the general cultural and educational experiences, and the educational motivations and aspirations of patents. To achieve equality of opportunity for all pupils, this study recommends a broad policy of linking home and school through effective joint
educational and social reform. This policy aims at improving the quality of life both at home and at school. In particular, it stresses the importance of increasing the educational awareness of the home, and of developing social consciousness in schools. / Thesis (M.Ed.)-University of Durban-Westville, 1979.
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The implementation of isiZulu as a subject in the public primary schools of the Lower Tugela Circuit in KwaDukuza (Stanger)Mthembu, Tozama. January 2008 (has links)
The study aims to investigate the extent to which isiZulu is promoted as a subject in the / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.
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The attitudes of primary school educators towards the South African policy of inclusive education.Ramdeo, Ramesh. January 2006 (has links)
Education policy in South Africa seems set to follow the international trend towards inclusion of learners with special education needs. [LSEN]. Research has shown that the attitudes of educators towards mainstreaming are one of the most important factors impacting on the success of the implementation of this philosophy. Against this background, the study investigated the attitudes and views of educators regarding inclusive education. To achieve the objectives, a quantitative research approach was used. The questionnaire was administered to one hundred and twenty five primary / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.
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A self report perspective on motivational styles of OBE learners at a primary school in KwaZulu-Natal.Naidoo, Mahalutchmie. January 2004 (has links)
The aim of the study was to gain an understanding of the motivational styles
that learners display when engaging in their schoolwork. The study was
conducted with 132 grade seven learners at a primary school in KwaZulu-Natal. The five variables examined were extrinsic motivation, intrinsic motivation, attributions, self-efficacy, and self-regulation. Learners had to respond to a self-report questionnaire adapted from The Academic Self-Regulation Questionnaire (Ryan and Connell; 1989), and Morgan and Jinks Self-Efficacy Scale (Morgan and Jinks; 1999). Items were related to learner's involvement in classwork, homework, and participation in lessons, and based on the five motivational variables mentioned previously. The Likert Scale with response options of Very True, Sort of True, Not very True, and Not at all True were used. In favourable statements Very True was scored four, Sort of
True three, Not very True two, and Not at all True one. The scoring was
reversed in the case of reversed coding. Emanating from the study, the
findings reveal that learners reported doing their work for fear of punishment,
and adherence to rules (extrinsic motivation), value their work (intrinsic
motivation), have strong internal attributes (attribution), understand the work
(self-efficacy beliefs), and can work on their own to achieve personal goals
(self-regulation styles). The implications is that Curriculum 2005 may be
having a positive effect in developing learners who are motivated to achieve
academically. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
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Exploring inclusion and exclusion in eduation : a case study of a rural primary school in KwaZulu-Natal.Naidoo, Gonasagaran Theeyaagaraj. January 1998 (has links)
The study explores barriers to learning and development experienced by learners at a rural school situated in Upper Tongaat, on the North Coast of KwaZulu-Natal. Qualitative research methodology, which took the form of a case study, was used. The barriers to learning that the learners at the school experienced were examined from the perspective of both the learners and teachers. Other social factors that may affect a
learner's development such as poverty, poor health and poor living conditions were also explored. The data was gathered through semi-structured interviews and participant observation. Although policy documents such as the White Paper on Education and
Training (1995) and the South African Schools Act (1996) emphasize the provision of quality basic education for all learners, the study found that learners at this rural school
continue to be marginalized. Factors in this schooling context, such as the poor physical environment, overcrowded classrooms, inadequate teaching resources, lack of ongoing professional development, and socio-economic factors such as poverty and poor health care, impede access to the curriculum. The major challenge at the school is how areas such as school organization, ethos, curriculum, teacher development and community involvement can be improved so that the barriers to learning and development can be overcome. / Thesis (M.Ed.)-University of Natal, 1998.
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A diagnostic review of aspects of management in an urban primary school in Kwa-Zulu Natal [sic] with particular reference to perceptions of quality and criteria for total quality.Nunan, Shyma. January 2003 (has links)
This thesis investigates the diagnostic review of aspects of management, with
particular reference to perceptions of "quality" and criteria for "total quality".
The system of education in South Africa faces grave problems: the collapse
of the culture of teaching and learning, under-resourced schools and under
qualified educational managers and educators. In this regard the new paradigm
in managing schools known as Total Quality Management (TQM), was
investigated in this thesis. Total Quality Management (TQM), is an approach
which has great potential for the enhancement of public schooling in South
Africa. School systems in South Africa now faces dramatic changes in the
external environment. The TQM approach focuses in particular on leadership
and people, and the comprehensive change to the theory and practice of
management. This study, thus, tries to determine the nature and characteristics
of TQM in the school through the review of literature, and to determine the
elements of TQM that were identified in the school. The study further
investigates if the strategies employed in schools are based on TQM principles
and if it could be characterised as effective in terms of TQM.
A literature study was undertaken to analyse TQM and to determine methods
for implementing TQM in the school. The empirical research consists of two
phases: a quantitative phase comprising the use of a self - completion
questionnaire to determine to what the official position of the school is and to
what extent the principal makes use of TQM, and a qualitative phase in which
the key individuals of the school namely the principal, deputy principal and
two heads of department participated in interviews to determine to what
strategies the school use are based on TQM. The data collected from both the
literature review and the empirical study was used to develop a strategy as a
guide to improve school effectiveness through TQM.
The main findings of this study reveals that there are identifiable characteristics
of TQM in the school, although most educators could not identify with the
philosophy of total quality management as an approach to managing the
school. The study also finds that the strategies employed by the school's
management team can be regarded as effective in terms of TQM. / Thesis (M.Ed.) - University of Natal, Durban, 2003.
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A team-based approach to leading and managing a rural primary school.Govender, Poovalingum. January 2011 (has links)
The aim of this study is to explore a team-based approach to leading and managing a rural
primary school. A requirement in a team-based approach to make quality decisions and
improvements in the school, comes from people working in harmony. In noting that teams
are more effective than individuals, this study explores how a team-based approach to leading
and managing schools plays itself out in a rural primary school. The objectives of this study
were to determine how a team-based approach is operationalised in a rural primary school
and to determine the challenges and possibilities associated with a team-based approach. The
study employed an interpretive meta-theoretical approach with a case study research design.
For the purpose of this study, purposive sampling was chosen. The study was conducted in a
public rural primary school in the eThekwini Region of the Ilembe District. The research
participants sampled comprised two male and three female participants to accommodate
gender representation. The principal, head of department (intermediate, phase), acting head
of department (foundation phase), one level one educator (intermediate phase) and one level
one educator (foundation phase) who were concerned with the day-to-day activity of the
organisation and the delivery of its performance were selected. Data was collected by means
of semi-structured interviews. The collected data was analysed and categorised into common
categories, patterns and themes. The key findings that emerged from the research were that
to ensure achievement of school goals, teamwork is necessary. People working together,
learning and sharing together will promote team effectiveness. The principal, together with
the SMT play an important role in creating and managing the different types of teams. By
having regular formal and informal meetings; ongoing professional development; monitoring
and evaluating members of a team; having a clear vision and rationale to manage change and
conflict will lead to continuous improvement and team effectiveness. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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The role of teachers in the decision making processes that relate to school financial management in the Pinetown district primary schools.Ncwane, Sithenjwa Hopewell. January 2011 (has links)
The promulgation into law of the South African Schools Act (SASA) in 1996 ushered a new era in
South African school management and governance. Informed by a number of values such as
accountability, transparency and participation that permeate the new South African Constitution, the
SASA has decentralised certain powers to the local stakeholders at school level. It meant that
teachers, principals, parents and learners (in high schools) can work together towards a common
vision for the school. The School Governing Body was installed as the powerful legal structure.
Teachers, as one of the important stakeholders, are represented in the SGB and can participate in
school decision making processes. Teachers are important stakeholder because they are the ones who
are at the critical level since they deal directly with the learners. Their participation inside and outside
the SGB is important.
Given the above background, a case study of two primary schools was conducted. The two schools
were sampled using the convenience and purposive sampling methods. Semi-structured interviews
and document analysis were used to gather data. Four teachers, two from each school were
interviewed. Semi-structured interviews were deemed appropriate for this study because they give the
researcher an opportunity to ask follow-up questions. This study documented teachers narratives
about their experiences regarding their participation in the decision-making processes that relate to
school financial management. Through teachers’ narratives, the factors that hindered or promoted
their participation were also explored.
The findings indicated that teacher participation in school financial decision making did exist in the
case study schools but was minimal. Teacher participation seemed to be more confined to the
operational decision such as making a list of classroom needs that should be part of the school
budget. However, teachers were found not to be involved in strategic decisions where decisions on
issues such as setting financial goals of the school were made. It was also found that, despite their
minimal involvement, teachers were satisfied with the role that they were playing in the school
financial decision making processes. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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The inclusion of a deaf learner in a regular school : a case study.Jairaj, Sulochini. January 1996 (has links)
In South Africa, education for learners with special needs has historically been
provided for within a separate system of specialized education. Over the past few
years, following international trends, there have been a few informal initiatives
towards integration of learners with special needs into regular schools. This study
examines the placement of a hearing impaired pupil at regular primary school in
Durban, Kwazulu-Natal.
The subject of the study is a hearing impaired child with a severe to profound hearing
loss, who was placed by parent choice into a mainstream school in the neighbourhood,
from preschool level. The eleven year old subject is a standard three pupil at
Bonela Primary School.
A case study approach was followed. Data was gathered through semi-structured
interviews with the subject, parents, peers and staff at the school. Document analysis
was undertaken on school reports, psychological reports, test records and pupil's
books. In addition, the researcher used observation in order to capture details
concerning the subject's social and academic ability in a natural environment.
The results of this study reveal that the hearing impaired pupil made good progress
in this regular school setting, despite the fact that there were minimal curriculum
adjustments made. The placement experience was inclusive in practice, and proved
to be successful in terms of the overall development of the hearing impaired child in
this case.
Positive attitudes of school personnel and peers, support from teachers, early
identification, early intervention, consistent speech therapy, strong parent support, the
child's language ability and the subject's personality were key factors contributing to
the success of this placement.
Findings suggest it is possible to include a child with severe to profound hearing loss
in a regular classroom, with minimal support services. The study has implications for
current debates in South Africa on the education of Deaf children. The issue of the
right of choice of the parent and the Deaf learner is a critical one, and needs to be
taken into account by policy makers. / Thesis (M.Ed.) - University of Natal, Durban, 1996.
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Teachers' stories on race, racism and race relations in a primary school in KwaZulu-Natal.Mahes, Ansuyah. January 2012 (has links)
This study explored teachers‟ stories on race, racism and race relations at a primary school in KwaZulu-Natal. Internationally, race is a complex and challenging issue. A qualitative research design was used. The research methodology was narrative inquiry. Data was collected through individual interviews with 6 teachers: 3 females and 3 males. The participants were from three race groups designated as Indian, African and Coloured. The theoretical framing was Critical Race Theory and the theory of oppression. The study revealed the complex ways in which race and race relations play out at one desegregated school despite education legislation and policies that have been promulgated in South Africa to address racism at individual and institutional levels.
The study identified key themes: who holds power?; „a monster that lurks in the dark‟; institutional racism at play; teacher emotionality and racism; and strategies of oppression, resistance and coping. A common experience that emerged is the exclusion and marginalisation of minority group teachers by the dominant group, evident in their everyday experiences at the school. Everyday racism is experienced by teachers as repetitive and accumulative, serving to maintain power in the school. The study revealed that the power of the dominant group is embedded in institution through the rules, norms and habits of the school. Institutional racism at the school allows those in power to limit opportunities and information to target groups. Teachers seem powerless in the face of institutional racism. Often oppressive practices reflect the intersection of race, gender, language and religion. This study highlighted that teachers take up multiple subject positions in the face of oppression. The stories of the teachers reflect that their experiences of racism and race relations at the school evoke strong emotions which include anger, hurt, fear, suspicion and vulnerability. This study contributes to the body of literature that has used Critical Race Theory to show how racism and race relations operate in schools. This study points to the need for further research into the de-racialisation of schools in South Africa in their various permutations. Research is needed to examine the complex ways in which teachers live, challenge and conceptualize racism in their individual, unique ways and within their situated contexts. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
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