A dissertation submitted to the Faculty Of Education in fulfillment of the requirements for the Degree Of Master Of Education (Social Science Education) in the Department Of Comparative and Science Education at the University Of Zululand, 2017 / The study focused on classroom management challenges experienced by female educators in King Cetshwayo District secondary schools. The aim of the study was to explore classroom management challenges faced by female educators in secondary schools and find establish the behaviour of learners towards female educators. Quantitative and qualitative research approaches were used. A structured questionnaire with close and open ended questions was used to collect data from participants. The sample consisted of 280 female educators from 20 secondary schools in King Cetshwayo District. The demographic variables of the study show that there are higher numbers of female educators than males, the age of respondents reveal a youthful population of educators, teaching experience of educators average at 51% and shows a relatively experienced population, the majority of educators prefer teaching Grade 10 and below. Educators in secondary schools are mostly female (61%). The findings of the study show that educators were of the opinion that youthful exuberance and lack of positive role models are responsible for the unruly behaviour of the learners, female educators respond well to the needs of individuals and groups, educators are overburdened with overload and limited resources, also, learners misbehave towards female educators because they know that corporal punishment is prohibited by the schools and government as well. In view of the outcome of the research, it was recommended that workshops should be organised to address and empower educators on the appropriate teaching techniques to empower them cope with contemporary teaching challenges. It is also recommended that massive employment of educators be embarked upon in order to reduce the workload of educators and reduce work related stress. Appropriate funding should be made available to encourage educators to upgrade their knowledge in a manner that will support their career progression. Personnel like Psychologists, Nurses and Social Workers should be employed to serve as Educator supporting structures to help reduce workloads in the school environment

The development and implementation of policy guidelines remains a contentious issue. Over the past few years, difficulty still exists in implementing the Department of Education (DoE) 1999, National Education Policy Act, 1996 (No. 27 of 1996): National Policy on HIV/AIDS for learners and educators in public schools, and students and educators in further education and training institutions [here after referred to as DoE HIV/AIDS policy (1999)], while at the same time trying to transform the entire education system. This research explored the perceptions of educators in the Port Elizabeth District regarding the implementation of DoE HIV/AIDS (1999) policy guidelines. A secondary objective was to provide a reflection of how the implementation of guidelines on HIV/AIDS interventions within the schools of the Port Elizabeth District either conformed to or deviated from the guidelines outlined in the DoE HIV/AIDS policy (1999). The study was executed within the paradigm of qualitative research and employed an exploratory, descriptive and contextual design. The researcher conducted a pilot study to enhance the trustworthiness of the study. Purposive sampling was employed to recruit research participants, consisting of 12 educators from 10 schools in the Port Elizabeth District where HIV/AIDS interventions were being implemented. Data was gathered through semi-structured interviewing and analysed using Tesch’s (1990) in De Vos, Strydom, Fouché & Delport (2005:340-341) framework for analysis of qualitative data. Guba’s model (in Krefting, 1991) was used to ensure the trustworthiness of the study. Three themes emerged from the results of the in-depth semi-structured interviews: (1) Educators’ views on the DoE HIV/AIDS policy (1999) guidelines and its implementation (2) Gaps or shortcomings in implementation of the DoE HIV/AIDS policy (1999) and (3) Educator suggestions’ to inform implementation of the DoE HIV/AIDS policy (1999) in schools. The results from the study indicate that there is inconsistency in the policy implementation approach employed by DoE district level representatives and there is a need for knowledge and capacity development at district and school level. The value of the study is outlined as well as recommendations.

A Dissertation Presented to The Division of Specialized Education The University of the Witwatersrand In Partial Fulfillment of the Requirements for the Degree of Master of Education (Educational Psychology) / The policy of mainstreaming and the provision for learners with Special Educational Needs (SEN) in the regular classroom is being promoted in many countries. The rationale for this study lies in the pivotal role of teacher educators In facilitating the success of mainstreaming. ( Abbreviation abstract ) / AC2017

Thesis (M.Ed. (Educational Management)) -- University of Limpopo, 2011 / The purpose of the study was to investigate the experiences of female educators with regard to promotion posts in educational institutions such as schools. The problem which led to the investigation was that female educators allege that they are discriminated against with regard to promotion posts. Hence teaching is predominantly occupied by women but they are under-represented in the management positions. The study was ethnographic and qualitative because the researcher tried to understand the complex settings through the eyes of the informants and assume that, to understand a social setting, one needs to connect the observed behaviour with the rationales for that behaviour. Human life was studied as it was related to education. The literature review highlighted why women do not occupy high positions in management. The study also focused on the perception held by most stakeholders with regard to promotion posts. The study indicated what causes female educators not to occupy higher management posts and strategies that can be employed in addition to the experience of female educators with regard to promotion posts in educational institutions. Data was collected through interviews in order to provide in depth understanding of what is studied. Sample selected was purposeful and non random. Data was analyzed inductively by organizing data into categories and identifying relationships among the categories. Data was selected, categorized, compared, synthesized and interpreted. Data was also analyzed by using descriptive statistical tables. The study discovered some aspects that support what female educators experienced in schools such as discrimination, harassment, negative attitudes, unfair-treatment, inferiority complex and gender-bias which lead to small number of female educators to be in the managerial positions and further research was recommended.

This dissertation reports on the self-study in which I, as a practicing educator, reflect on my attempts at integrating sexuality education across three learning areas in grade 6 class over a period of one semester. Through the anonymous questionnaire, my grade 6 learners identified issues around sexuality that they would have liked to be taught. From this exercise, I then conceptualized a curriculum unit integrating the issues they identified. The dissertation documents and reflects on the process of my self-study of the process we went through during the curriculum unit, particularly in relation to integration of the controversial and complex issues around sexuality. It is from this reflection that I offer lessons learned from the process regarding, for example, dealing with emotions of self-study, the importance of teacher lives, and the capabilities that learners have in being effective partners in the learning process. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.

The researcher observed that some nursing students lacked the necessary knowledge and confidence in the clinical practice areas whilst accompanying students. The researcher was therefore of the opinion that the aforementioned gaps needed to be addressed to ensure that students developed more confidence in their clinical decision making skills. The researcher was of the opinion that the nurse educators would be the ideal persons to identify the information required by undergraduate nursing students at the point of care for clinical decision-making, because they are the primary teachers of nursing students and are the experts with regard to the content needed for clinical decision making at the point of care in the clinical areas. The aim of the study was therefore to explore and describe the perceptions of nurse educators regarding the information required by the undergraduate nursing students for clinical decision making at the point of care. A qualitative, explorative, descriptive and contextual research design was used to conduct this research. The study was conducted among the nurse educators who are employed by Nelson Mandela Metropolitan University, lecturing and accompanying students for at least 12 months. In-depth interviewing was conducted to obtain the data. The data analysis was done using Tesch’s method to make sense out of the text and data. Strategies to ensure trustworthiness and a high ethical standard were implemented throughout the study. Three themes with eight sub-themes emerged, namely, the importance of students having sound basic knowledge of theory and practical skills before entering the practical field, students to have available, accessible and up to date information at the point of care and importance of mentorship when students are seeking information. Recommendations were made pertaining to areas of nursing practice, education and research.

Thesis (M.Ed.(Educational Psychology))--University of the Witwatersrand, Faculty of Education, 2013.

Thesis (MPA) --University of Limpopo, 2013 / The purpose of the study is to explore the views of educators with regard to the promotion of female educators to management positions at primary schools in Lulekani Circuit in the Mopani District, Limpopo Province. Specifically, this research sought to identify the factors perceived by both men and women in management positions and those who are not in management positions to be the cause of the ongoing under-representation of women at school management level. At present there are many more female educators at primary schools in the Lulekani Circuit than there are male educators. However, to date in the circuit there are many more male educators occupying management positions at these primary schools than there are females. A qualitative research method in the form of semi-structured face-to face interviews was used in this study to investigate the perceived and actual barriers and challenges which impede the promotion of female educators to management positions at primary schools in the Lulekani Circuit in the Mopani District, Limpopo Province. Twenty participants, who included both male and female educators, from five primary schools participated in one-on-one, face-to-face interviews for the purpose of this study. The sample included educators who occupy management positions (principals, deputy principals and heads of departments) and those who do not occupy management positions. The study revealed that the under-representation of female educators in management position is a highly complex issue which is influenced by factors ranging from women’s lack of confidence, lack of support from colleagues and family, gender stereotyping, family commitments and pressure from conflicting roles. The exclusion of female educators from management positions is matter of concern because, not only does it exclude a significant section of the South African community from participating in decisions that directly affect them, but it also violates the principles of equality and of the creation of a non-sexist society which are enshrined in the South African Constitution. It is recommended that urgent steps be taken by all stakeholders to ensure equal representation of both male and female educators in management positions at schools. Keywords: Promotion, management position, barriers, leadership, underrepresentation, Gender, stereotypes, glass ceiling

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2014

The aim of the present study explores barriers to women educators’ upward mobility in the Department of Education, using the Butterworth Education District as the area of study. Women as human beings, too, have a valid case regarding recognition of their legitimate aspirations because in striving for them, they are exercising their rights similar to their male counterpart. It must also be understood that the same legislative prescripts apply to both male and female educators and the necessary intellectual and physical capacity plus skills commitment and perseverance are understood to be important criteria for promotions. The question of perception of barriers to upward mobility of women in the education department and the wider public sector in South Africa is topical and continues to engender research and policy guidelines. However, conclusive findings and solutions are far from being realised. Empirical research and other scholarly writings posit that despite a suite of legislation and policy guidelines introduced in South Africa since 1994, women continue to encounter barriers in their effort to move up their career ladder. It is argued women are under-represented in management positions in comparison to men all over the world. Unequal representation of women in public sectors, nationally, provincially and locally has illustrated the need for gender equity and mainstreaming in senior management. In research done for the Department of Education in South Africa it was also found that although the teaching environment is made up of both men and women, men in management are acceptable, but women in management experience problems not only from male employees, but from female employees as well.