Educator stress is a major problem worldwide. This study focuses on the role of the principal in the secondary school in providing support and assisting educators manage work-related stress, with particular reference to schools in Kwa-Zulu Natal, South Africa. The problem was investigated by means of a literature study and empirical investigation. The literature identified perspectives on educators' stress, the stress process of the educator and the principal, causes of work-related stress in educators and coping strategies. Furthermore, principals' leadership styles, theories of motivation and causes of principals' stress were discussed. A qualitative inquiry using focus group interviews was undertaken with a small sample of secondary school educators selected by purposeful sampling. Findings suggested that educator stress was caused by a lack of learner discipline; deterioration in educational standards; workload; policy changes; promotion procedures and the principal's leadership style. Based on the findings, recommendations were made for improvement of practice. / Educational Studies / M. Ed. (Education Management)

The purpose of this study was to investigate the attitudes of learners at English-medium schools towards teachers whose home language was Afrikaans and who taught through the medium of English. A secondary objective was to determine whether the teacher's home language had any effect on the learners' academic performance in the subject concerned. It was found that English-speaking learners had a slightly negative attitude to Afrikaans and did not give English much consideration except as a useful means of communication. Afrikaans-speaking learners expressed a positive attitude to - and pride in - their language. They were also much more positive to English than were the English-speaking learners towards Afrikaans. The English-speaking learners' attitude towards Afrikaans was not generally carried over to Afrikaners. However they objected to being taught English by non-English-speakers. Gender appeared to play a role in the learners' attitudes, as the girls were generally more positive to Afrikaans than the boys and achieved higher marks than the boys in almost all the subjects covered in this study The academic performance of learners at the English-medium schools was adversely affected by having Afrikaans-speaking teachers since, in almost every case, the learners in these teachers' classes obtained lower marks than those who were taught by English-speaking teachers. The principal recommendation arising from this study is that, where possible, the teachers at English-medium schools should be English L1 speakers. / Linguistics / M.A. (Sociolinguistics)

The aim of the study was to investigate the motivation and job satisfaction of teachers in the Ilembe District of KwaZulu-Natal. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. This was followed by an empirical investigation. The research design was a mixed-methods sequential explanatory design. During the quantitative phase, a structured questionnaire was completed by 100 respondents from five secondary schools. The qualitative phase involved a phenomenological study in which 16 teachers from the same schools were interviewed. This research found that the teachers generally exhibited high self-efficacies. Teachers with positive self-efficacies were more satisfied with their physical environments and their school’s cultures than the others. However, teachers of different age groups, post levels and personality types were in agreement that the physical working conditions at rural schools were not conducive to effective teaching and learning. Parental involvement in school matters was restricted due to poverty and illiteracy. These factors served to lower teacher motivation and job satisfaction. In addition, teachers believed that school policies related to remuneration, safety and security, school governance, and assessments and evaluations needed to be revised if teacher motivation and job satisfaction were to be raised. Teachers were unhappy with their workloads and the multiple roles they played at school. With respect to interpersonal relations, their relations with their school principals, School Management Teams and parents were unconstructive. Many learners were also ill-disciplined and underachievers. Some significant differences in perceptions were found. Male teachers were more satisfied with policies, interpersonal relationships and school organisation. African teachers were happier than Indian teachers with policies and the nature of the work. Teachers with 26 and more years of experience were less negative about their physical environments. Qualifications also made a difference: teachers with certificates only were the least satisfied with their physical environments, school organisation and structure. Most importantly, teachers who were given the opportunity to demonstrate their potential to be successful, was significantly more satisfied with work-related issues. The study made recommendations to improve the motivation and job satisfaction of teachers. / Education Leadership and Management / D.Ed.(Education Management)

Although several studies have been conducted regarding sources of stress for teachers, as well as the coping resources deployed by teachers to manage stress, no studies were found which explored these constructs for teachers within different career stages. Similarly, several studies explored the sources of stress for teachers in different South African provinces, but no studies were found which explored stress or coping resources for teachers in Gauteng. This study aims to address this identified lack in research. Teaching ranks as one of the most stressful occupations, not only internationally, but also in South Africa and therefore, stress poses a threat to the quality of education in South Africa. This threat was recognised by the Gauteng Department of Education, and as a result, the goal to increase the wellness of teachers in Gauteng was set in the Annual Performance Plan of 2012/2013; making this study not only original, but also a necessity. High school teachers (n = 193) were selected from 23 high schools in Gauteng to participate in this study. The Sources of Work Stress Inventory (SWSI), the Coping Resource Inventory (CRI) and the Adult Career Concerns Inventory (ACCI) were used to measure sources of stress, coping resources and career stages, respectively. Pearson product correlations were analysed and significant relationships were found between different sources of work stress, coping resources and career stages. / Industrial & Organisational Psychology / M.Com. (Industrial and Organisational Psychology)

The aim of the study was to understand the teachers’ experiences of learners with disciplinary problems. A literature study was conducted on various issues related to disciplinary problems in schools. In the empirical investigation a qualitative research approach with a phenomenological research design was used. The study was conducted in one secondary school in KwaZulu-Natal. The purposive sample comprised of 10 teachers who experienced discipline problems and two teachers who were knowledgeable about the issue. Semi-structured interviews were conducted and the data were analysed and interpreted by means of the theoretical frameworks of the Bar-On Model of Emotional Intelligence and the Bronfenbrenner ecological model of child development. The findings revealed how disciplinary problems impacted negatively on the emotional and social well-being of the teachers. It was concluded that teachers needed improved coping strategies and collaborative support from the School Management Team and the Department of Education to deal with disciplinary problems. / Inclusive Education / M. Ed. (Inclusive Education)

The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and most recently, the Curriculum and Assessment Policy Statements (CAPS) in 2012 in Grade 10. The latter was aimed at replacing the NCS in order to improve the quality of teaching and learning. The need for replacement was necessitated by problems that teachers experienced concerning understanding and implementing various previous curriculum policies. The literature study and theoretical framework explored scholarly contributions that are relevant to CAPS implementation. The purpose of this study is to determine teachers‟ perceptions, and identify and clarify possible barriers relating to the implementation of CAPS in Grade 10 in selected schools at Ndwedwe in Durban. For sampling purposes, rural disadvantaged schools were selected to explore the knowledge and experiences teachers hold with regard to curriculum implementation. Exploratory qualitative research design was executed with a sample of purposively selected participants which constitute one Head of Department and two teachers from each of the five different schools. Data collection was facilitated by means of interviews. The findings revealed that teachers were at first eager to welcome and accept CAPS. Furthermore, this study indicated that some challenges emerged and impeded teachers from effectively implementing CAPS. The challenges experienced relate to resource shortages, teacher training, resistance to change, class size, lack of time, professional development, workload, administrative support, monitoring and language as a barrier ( on the part of the learners). The study argues that without proper infrastructure, schools can neither hope nor manage to successfully implement CAPS. Based on the findings from literature and interviews, teachers still need immediate assistance with CAPS related matters. Recommendations are made to teachers, head of departments, principals, subject advisors, DBE and parents to aid effective implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The purpose of the study was to identify factors that motivate teachers to teach after hours. It was a qualitative study employing the interpretive research paradigm. The study employed a case study design of three secondary schools. Twelve teachers were purposively selected. Data was collected through focus groups and open-ended questionnaires of which thematically analyzed. Key findings revealed that teachers are motivated to teach after hours by among others their ability, pertinent PD, resources, positive environment, theories of motivation and goals set. The study concluded that these factors should be upheld. The study also recommended enough time for PD, bursaries and salary adjustments, teacher involvement in textbook requisition, excellence awards, incentivisation and goal setting. / Educational Leadership and Management / M. Ed. (Education Management)

The aim of the study was to understand the teachers’ experiences of learners with disciplinary problems. A literature study was conducted on various issues related to disciplinary problems in schools. In the empirical investigation a qualitative research approach with a phenomenological research design was used. The study was conducted in one secondary school in KwaZulu-Natal. The purposive sample comprised of 10 teachers who experienced discipline problems and two teachers who were knowledgeable about the issue. Semi-structured interviews were conducted and the data were analysed and interpreted by means of the theoretical frameworks of the Bar-On Model of Emotional Intelligence and the Bronfenbrenner ecological model of child development. The findings revealed how disciplinary problems impacted negatively on the emotional and social well-being of the teachers. It was concluded that teachers needed improved coping strategies and collaborative support from the School Management Team and the Department of Education to deal with disciplinary problems. / Inclusive Education / M. Ed. (Inclusive Education)

The researcher investigated ways of alleviating stress and burnout among secondary school teachers. In this regard, factors causing teacher stress and burnout, the effect of stress and burnout on the quality of teaching and learning, support structures offered by secondary schools, and coping strategies to deal with stress and burnout were relevant. A total of 20 participants consisting of 12 teachers and 8 school management team members were interviewed using individual and focus group interviews, and participant observation. Findings revealed that teachers are experiencing a range of stressors of a consistent and prolonged nature leading to burnout. The allocation of unfamiliar subjects as a stressor appeared to be a new finding not noted in any of the previous literature. Stress and burnout constitute a threat to teacher retention and effective teaching and learning. Support structures offered to teachers are inadequate, resulting in teachers using ineffective stress coping strategies. / Die navorser het maniere ondersoek om spanning en uitbranding by hoërskoolonderwysers te verlig. In hierdie verband was faktore wat spanning en uitbranding tot gevolg het, die effek van spanning en uitbranding op die kwaliteit van onderrig en leer, ondersteuningstrukture wat deur skole aangebied word, en strategieë om spanning en uitbranding te hanteer van toepassing. Onderhoude, individueel en fokusgroep, is met 20 deelnemers, 12 onderwysers en 8 lede van die skoolbeheerraad gevoer. Data is ook met deelnemerwaarneming ingesamel. Navorsingsbevindinge toon aan dat onderwysers volgehoue spanning ervaar wat tot uitbranding lei. Die toewysing van vakke waarmee onderwysers nie vertroud is nie is as ‘n bevinding geïdentifiseer wat nie algemeen in die literatuur opgeteken is nie. Spanning en uitbranding affekteer onderwyserbehoud vir die beroep en goeie kwaliteit onderrig en leer negatief. Ondersteuningstrukture vir onderwysers is onvoldoende met die gevolg dat onderwysers geneig is tot die oneffektiewe hantering van spanning. / Umcwaningi ucwaninge izindlela zokuciphisa ukucindezeleka nokushisa phakathi kwabafundisi besikole esiphakeme. Kulokhu, izici ezidala ukucindezeleka nokushisa kothisa, umphumela wokucindezeleka nokushiswa kumhangatho wokufundisa nokufunda, izakhiwo zokusekela ezininkezwa izikole zamabanga aphezulu, Kanye namaqhinga okubhekana nomphumela wokucindezeleka nokushisa kwakufanele. Ingqikithi yabangu-20 yabahlanganyeli abangothisa abangu-12 kanye namalunga eqembu lesiphathimandla sabaphathi abangu-8 besikole babuzwe imibuzo ngokusebenzisa izingxoxo zanye ngabanye kange neqembu lokugxila, Kanye nokubonwa kwabahlangayeli, Kutholakale ukuthi othisha babona ububanzi bokucindezeleka kwendalo eqhubekayo okungaholela ekusheni. Ukwabiwa kwezihloko ezingajwayelekile njengoba ukucindezeleka kubonakala sengathi kuyinto entsha engatholakali ezincwadini zangaphambilini. Ukucindezeleka nokushisa kwakha umsongelo ekugcinweni kothisa Kanye nokufundisa nokufinda okuphumelelayo. Izakhiwo zokuseleka ezinekezwa othisha azanele, ziholela kothisa besenbenzisa amaqhinga okubhekana nokucindezeleka angasebenzi. / Educational Management and Leadership / M. Ed. (Education Management)

The study investigated the academic performance of orphaned secondary school learners between the ages of thirteen and eighteen in the Shamavunga Circuit. The study used the qualitative method. This included the sampling of ten orphaned learners from one school in the Shamavunga Circuit. The qualitative component of the study involved sampling three educators and three guardians of orphaned learners from one secondary school in the Shamavunga Circuit. This study was aimed at investigation the perceptions of educators and learners of the academic performance of orphaned learners at secondary schools in the Shamavunga Circuit, Limpopo province. The study found that the educators were of the view that, as compared to their counterparts, orphaned learners are more likely to display unruly behaviour, a lack of concentration and an inability to complete their written schoolwork. The educators also suggested that because the majority of orphaned learners were heading their families (child-headed), there was no one to monitor and supervise them. On the other hand, it has been suggested that the majority of orphaned learners were staying with their caregivers/guardians. The study also revealed that the educators were not well trained in terms of dealing with orphaned learners. In other words they lacked the proper skills and knowledge required to deal with orphaned learners. On the other words, the orphaned learners were of the view that some of the educators were not treating them well as they called them names and they were also not providing them with the support that they should have been receiving from adults who should be playing a parental role in their lives. Furthermore, some of the orphaned learners suggested that the caregivers (guardians) with whom they lived misused their grants for their own benefit. The study also revealed that the guardians of orphaned learners were often not coping and were uneducated. Accordingly, they were unable to adequately meet the needs of these orphaned learners. In conclusion, the study recommended interventions at the school, government as well as the community levels. For example, it is suggested that grandparents (guardians) be provided with support as they were becoming exhausted as a result of having to look after the orphaned learners. It is also suggested that the government build more drop-in centres and orphanages and also provide training for the educators who have to deal with the orphaned learners. / Educational Leadership and Management / M. Ed. (Education Management)