Thesis submitted in fulfillment of the requirement for the degree Master of Education in the Faculty of Education and Social Science at the Cape Peninsula University of Technology, 2012 / Education has become an area of concern both in South Africa and the rest of the world. As a result there has been an increase of about one per cent on the average number of learners in South Africa schools (Collin, 2005), especially with the ‘education for all’ policy. Learner increase requires large numbers of teachers because they play a critical role in achieving the post-apartheid transformation and development agenda (Asmal, 1999). However, there are many disturbing reports that point towards large numbers of teachers leaving the education profession in both primary and secondary sectors. Many factors have rendered education an area of distress both in the Western Cape, South Africa and elsewhere in the world today. One of these factors is the mismatch between demand and supply of teachers which is arguably exacerbated by shortage of teachers. The aim of this study is to (i) uncover factors that influence demand, supply and shortages of teachers among a select Western Cape Secondary Schools in order to (ii) primarily explore mechanisms and strategies that the selected schools employ for combating teacher demands, supply and shortages. The question following from these aims is: “How do some secondary schools in the Western Cape manage the tensions created by demand, supply and shortages of teachers?” The study employs the qualitative research method that has utilised an exploratory research design to meet the research objectives. Secondary school teachers, principals, ex-secondary school teachers and deans/directors of schools/faculties of education make up the target population for this study. The sample constituted thirty participants that were purposefully and conveniently selected. The finding in the study reveals that teacher demand and supply in the Western Cape is influenced by similar factors that occur elsewhere in the world. However the schools employ many ways to deal with teacher shortages, some of which are preventative or curative of the problem of teacher shortages. What is worth-noting is that since public schools in Western Cape are owned and funded by the provincial government, principals are limited in what they can do as most of the strategies require a high level of monetary commitment.

葉賜添. / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學敎育學部. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 60-64). / Ye Cidian. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 論文摘要 --- p.i / 誌謝 --- p.ii / 圖表目次 --- p.iii / Chapter 第一章 --- 引言 --- p.1 / 硏究動機 --- p.1 / 硏究目的 --- p.4 / 研究意義 --- p.4 / Chapter 第二章 --- 文献省覽及理論架構 / Chapter (一) --- 人力需求理論 --- p.5 / 人力需要假設 --- p.6 / 人力替代假設 --- p.10 / 雨種假設的論爭 --- p.12 / Chapter (二) --- 教育生產函數理論 --- p.15 / 教育產出變項 --- p.17 / 教育輸入變項 --- p.18 / 教師學歷與產出 --- p.19 / Chapter 第三章 --- 硏究方法 --- p.21 / Chapter (一) --- 硏究概念架構 --- p.22 / 硏究單位 --- p.30 / 硏究假設 --- p.31 / Chapter (二) --- 硏究設計 --- p.32 / 様本選取 --- p.32 / 硏究工具 --- p.33 / Chapter (三) --- 數據收集和分析 --- p.34 / Chapter (四) --- 硏究限制 --- p.35 / Chapter 第四章 --- 結果分析 / Chapter (一) --- 香港中學電腦教師人力狀況 --- p.37 / Chapter (二) --- 不同資歴教師之教學效果 --- p.41 / Chapter 第五章 --- 討論、建議及總結 --- p.52 / 註釋 --- p.59 / 參考文献 --- p.60 / 附錄：香港電腦教師人力資源調查問卷 --- p.65

The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased. A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics. The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased. A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics. The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Management and Leadership / D. Ed. (Education Management)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Leadership and Management / D. Ed. (Education Management)