Abstract not available. / Thesis (M.Ed.) - University of Natal, 1960.

The aim of this research project was to explore Grade 10 Mathematics teachers understanding and practices in implementing the NCS in their rural schools. The research further explored perceptions teachers have about the curriculum. The research was conducted in four rural schools under Ugu District the Lower South Coast Region of KwaZulu–Natal which were randomly selected based on the rural location of the schools. Four teachers one from each school were selected on condition that they had taught Grade 10 Mathematics for more than two years from 2006. The data was collected from questionnaires, observations and interviews. The study was focused on the understanding and teaching practices that teachers have as they go about implementing Grade 10 Mathematics curriculum in their schools. The findings of the study indicate that generally the teachers felt the content of the curriculum was appropriate for their Grade 10 learners. However it was also found that not only one teacher made an attempt to mediate in context. In terms of assessment all the teachers supported the traditional methods of assessment, and had a superficial understanding of assessment. None of the teachers used lesson plans while teaching. In terms of support none of the teachers received unsolicited help from their HODs or school management. In terms of classroom teaching, none of the lessons that were observed included feedback or consolidation of previous work. The lessons of the teachers were also very poorly resourced. The recommendations of this study are that teachers need to familiarise themselves with the current policy documents and to make more effective use of their teaching time Furthermore the school management teams also need guidance on how to provide teachers with support that can help them improve their teaching. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.

The South African Language in Education Policy (LiEP) of 1997 and the Department of Education National Curriculum Statement (2002) require that learners‘ mother tongue is maintained and developed and used as a language of learning and teaching (LOLT) for the first three years of the Foundation Phase. English is recommended as the (LOLT) from Grade 4 upwards. This sudden change presents enormous language challenges especially in Grade 4 as teachers and their learners negotiate transition from isiZulu as first language (L1) to English as LOLT. This study investigates language challenges that Grade 4 learners and their teachers encounter in three South African mainstream schools as they negotiate transition from isiZulu to English as Language of Learning and Teaching (LOLT) and the implication of these challenges on language policy development. The study adopted a qualitative-interpretative methodology. Six Grade 4 teachers were purposively selected from three mainstream schools in KwaZulu-Natal for interviews three of which were observed and interviewed after the classroom observations. Data was generated through pre-observation interviews, video-recorded lesson observations, and post-observation interviews. The data collected was analysed and interpreted using an open coding in order to answer the study‘s critical questions. The findings revealed that serious language challenges occur whilst teaching Grade 4 learners in English as a FAL due to learners‘ limited knowledge of grammar and vocabulary in the LOLT. The study also revealed limited understanding ability, (s)low articulation, poor performance and participation, and psychological distress emanating from learners‘ social problems as part of the challenges. The study further showed that teachers frequently switched to the mother tongue to ensure sufficient meaningful communication in their classrooms. Additionally, the study revealed teachers‘ exclusion in policy formulation and development process and lack of adequate training which exacerbates teachers‘ ignorance of the policy contents leading to the teachers‘ indiscriminate use of code-switching. These worsen learners‘ language difficulties, thus under-develop the learners, and create unequal opportunities for effective learning by all learners through English as LOLT. They widen the gap and hinder education when teachers are not able to negotiate the transition from the foundation phase to Grade 4. Teachers were convinced that the study by EFAL learners of English in the Foundation Phase would go a long way in alleviating the language and learning challenges encountered by learners in Grade 4 and thus improve the quality of communication and interaction that needs to take place in the classroom between the learners and their teachers as they negotiate transition to English as LOLT. The study recommends a review of language policy that will integrate quality in the learning of English in the Foundation Phase, in addition to learning the mother tongue throughout high school education. It also recommends an increased participation of teachers in policy-making processes and intensification of teacher professional development in language teaching in relation to the language in education policy. / Thesis (M.Ed)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Poor learner discipline, a problem for both educators and learners at South African public schools, ranges from violence to issues with classroom management. As a result of learner-on- learner violence, learners generally feel that schools are unsafe places to be in (Premdev, 2008). Schools have become challenging contexts for effective teaching and learning to take place in, owing to the presence of bullying, disobedience, drug addiction, vandalism, rape, assault, use of obscene language and disrespect for teachers (Anderson, 2009). With examination results on a downward spiral, De Lange and Mbanjwa (2008) report that poor learner discipline in schools is strongly implicated in learner underachievement. This study, which is an exploration of educators’ and learners’ perceptions of poor learner discipline, is underpinned by research in the construction of masculinities, which submits that masculine identity is a gendered social construction, and as such, is subject to transformation. The research project suggests that whilst schools, by virtue of the ways in which they tend to be organised, condone and perpetuate the formation of hegemonic masculinities in boys, they are also able to effect meaningful change and usher in emancipation to this locale. Some of the key findings include:- • Poor learner discipline in boys reflected their own constructions of dominant male gender identities, formed as a result of their life experiences in a world embedded with notions and practices of patriarchal hegemony; • Poor learner discipline and the ineffective management thereof contributed to a poor teaching and learning environment that disadvantaged all learners; • Female educators relinquish their agency to successfully deal with poor learner discipline when they choose to let male educators handle their disciplinary problems, thereby becoming complicit in entrenching notions of male superiority; • Male educators tend to resort to the use of corporal punishment; • Violence in the home and wider community is reproduced in learners at school. The study discusses approaches that may be employed in achieving a more just and empowering teaching and learning context for educators, as well as learners at schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

This research project attempted to investigate the Management of the School-Parent Relationships in a Primary School. The aims of this study were to determine to what extent parents participate in school activities and whether parental participation in school activities is being optimised. An important pre- condition in developing a positive relationship between schools and parents is the need to persuade school-based personnel that their professionalism includes recognising the integral role of parents in the educational enterprise. The key focus of this study was to determine the perceptions of school based personnel and parents of the learners of the school regarding the current state of the relationship between the school and the parents. The subjects of this study were the principal, two heads of department, the school-clerk, thirteen level one educators and a sample of eighty parents of the learners of the school. The study was conducted at a Primary School in the Chatsworth District. The overall aim was enhance the relationship between the school and the parents at the researched site. This study employed the quantitative approach in its methodology. Data were gathered from interviews and questionnaires The results of the study have revealed that there is potential to enhance the relationships with parents at the school. Efforts to improve the relationship includes, encouraging parents to identify with the aims of the school, providing some form of education, training and guidance for parents who do not fully understand their role in education, adopting a participative and consultative style management when interacting with the parents, identifying skills and competencies of parents, encouraging effective two-way communication with parents, accommodating parents with busy work schedules and acknowledging parents for their assistance. This research project has also proposed possible recommendations to assist the school based personnel and the School Governing Body to develop and sustain stronger and positive relationships with the parents. The study concludes with recommendations for further research. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2004.

The study is an exploration of the processes of racial integration within a school. The purpose of the study is twofold: 1. To understand the pattern, extent and nature of racial integration between learners in the classroom and on the playgrounds. 2. To determine whether there are any barriers that prevent the interaction of learners of different races. The school that was selected to participate in the research was an ex-House of Delegate's secondary school in KwaDuguza in the province of KwaZulu-Natal. The participants in the study were the principal, two deputy principals, two level one educators and two focus groups of African and Indian learners. Each focus group was made up of six learners, two males and four females. They were representative of the gender and racial composition of the school. The research was a case study that used various qualitative methods of data collection. A questionnaire was administered to a selected sample of educators and learners to determine attitudes and perceptions of racial integration. These were followed up by semi-structured interviews that allowed the researcher to probe deeper into issues raised in the questionnaire. A week's observation schedule of learners in a classroom and the learners on the playground was conducted. This was followed by a review of school documents. The varied methods of data collection revealed that positive racial integration is not taking place in the school. Although the educators and the learners are aware of the need for a fundamental change in the policies, organization and curriculum of the school they are unsure of how these changes need to be effected and what the nature of the change should be. In the absence of any concrete directions from the Education Department, an 'adds on' approach to integration is used . The result of such an approach is the polarization of learners along racial lines. The study concludes with recommendations for educators and the Department of Education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

The broad theme of this investigation is Human Resource Management (HRM) in education. It has been widely publicised both in the media and other areas that the salary bill for state paid educators represents the major area of expenditure. More than ninety percent of the education budget at Al-Fallah is spent on salary bill. It therefore becomes necessary to ensure that, newly appointed educators and those appointed into promotion posts who are earning these salaries do justice in their jobs and produce the goods. School management teams have to ensure that these newcomers settle into their new jobs as quickly as possible. It is therefore important that the educators who are the most expensive assert in the school, are managed effectively. Induction and mentoring should not be optional. Failure to provide staff induction can result in long-term problems for both employers and employees. All newly recruited, promoted or transferred staff need an induction programme which takes account of their particular circumstances. Using a variety of approaches will stimulate interest and help to satisfy the different learning needs of individuals. Communication, as always is of paramount importance, thus regular opportunities for feedback and discussion should form an integral part of the programme. This project has attempted to investigate the management of induction and mentoring, at a school in north of Durban. It has been found that no formal programmes of induction and mentoring exist at the school. It is therefore recommended that the management together with, and in consultation with staff members, draw up and implement policy on induction and mentoring. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

Abstract not available. / Thesis (M.Ed.) - University of KwaZulu-Natal, PIetermaritzburg, 2004.

Abstract not available. / Thesis (M.Ed.) - University of Natal, Durban, 1987.

This thesis examines the impact of the abolition of corporal punishment on boy behaviour in a rural IsiZulu-medium school in Harding, Kwazulu-Natal. The school is made up of black learners and educators. As far back as we can remember, corporal punishment has been part of a teacher's function. When corporal punishment was abolished by the South African Act of l996, many teachers were aggrieved, as they believed that corporal punishment was the only answer to disciplinary problems. Many educators still believe that corporal punishment should be used to make learners respect them and curb deviant behaviour. Altematives to corporal punishment have been provided as a way of bringing change to schools' disciplinary practices. These alternatives to corporal punishment haven't been popular with parents, educators and learners. There is a call for the restoration of corporal punishment in spite of the negative impact such punishment has on a learner. The South African Government has made it illegal to use corporal punishment as a way of addressing or instilling change. This study examines the effects of the abolition of corporal punishment, and more specifically, looks at whether the abolition has had a positive effect on school discipline, boys' behaviour and, more broadly, on gender relations. Using questionnaires and interviews posed to both educators and learners, the research suggests that boy's behaviour is shaped and influenced to a large extent by the following factors: (a) Home back ground, (b) The society/environment, (c) The history of the education system, (d) School practices and discipline policies and (e) Hegemonic masculinities. The type of punishment that is used also contributes towards shaping boys behaviour. The study finds that the abolition of corporal punishment has had both a positive and a negative impacts on schools' discipline and boy behaviour. The study shows that one of the intended consequences of the abolition of corporal punishment (the improvement of the teacher learner environment) has not been achieved and in fact, may have become worse as a result of the abolition of corporal punishment. Leamers are more undisciplined now than before. Educators fail to exert authority over learners as boys have as increased disregard for the rights of others. There is a high frequency of late comers and the school is functioning poorly. Educators feel that they lack the authority to discipline leamers as they are not allowed to use corporal punishment. Academic performance is low in both internal (grade 8-11) and external (grade 12) classes. There is increased graffiti and vandalism. Learners fail to attend studies and extra lessons and during breaks they are very noisy. Most learners experience difficulty using English as the medium of learning and teaching. Learners seem to have no interest in academic work although the majority of learners participate in extra mural activities. A few of the learners and educators have responded positively to the abolition of corporal punishment. Some of the educators have changed their disciplinary methods and practices. They have resorted to alternative methods of punishment like detention, discussions and getting leamers to perform menial tasks. The use of non violent methods of punishment have yielded a slight change in boy learners. Some of the boys seem to be obedient, they conform to school rules and are responsible and committed to their work. Some learners, who displayed violent behaviour before, have become passive and display acceptable behaviour. This study finds a thin but steady line of change in boys' behaviour and in gender relations in the school. The abolition of corporal punishment appears to create democratic spaces which allow new perceptions and practices of discipline to emerge and these assist in the emergence of new masculinities. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.