Magister Artium (Social Work) - MA(SW) / Learner and teacher motivation are vital to the study of learner retention or dropout rates in schools. Together with self-efficacy of both teachers and learners, its effect on learner retention rates in South African secondary schools can no longer be ignored. The aim of this research was to examine the relationships of learner and teacher motivation and self-efficacy with learners’ intention to drop out of high school. The Self-Determination Theory (SDT) and Bandura’s Theory of Self-efficacy were adopted to explain the relationship between studied variables. A quantitative methodology was used with a cross-sectional comparative design. The sample consisted of 625 learners and 111 teachers from 5 randomly selected high schools in the Metro North (from 43 government high schools) and 5 randomly selected schools in Metro East (from 42 government high schools) Education Districts in the Western Cape. Fifty percent of the schools were considered low income schools based on the school fees requirement. The data were collected using self-report questionnaires consisting of four sections, Demographic Information, the Motivational Index, Self-efficacy and Dropout Perceptions. The data were analysed with the Statistical Package for Social Sciences (SPSS V23). The current study found no significant relationships between teacher and learner motivation and self-efficacy. However, there was a significant negative relationship between teacher self-efficacy and learners’ intention to drop out of school. There was also a significant positive relationship between learner motivation and learners’ intention to drop out of school. Further research should be conducted to establish the reasons why there are negative relationships between teacher self-efficacy and learner self- efficacy. Also why a large number of learners, especially those from low socio-economic schools, seem more motivated to leave school than to persist. A further investigation is also required into the predictive factors which lead to learner vulnerability to drop out of school.

Masters in Public Administration - MPA / Within the field of secondary education in South Africa there is currently a major crisis over learners’ poor academic achievement. This is a challenge to all roleplayers,especially the high failure and drop-out rates in Grades 10 and 11. In this study the problem of grade progression and promotion in Outcomes- Based Education (OBE) in a mixed low, middle and working-class school is addressed. The main question arising from this problem concerns the high promotion and low retention rates at the school. The central focus in this thesis is the understanding of grade progression and promotion on the part of Grade 10 educators. Thus this study investigates the implementation of grade progression and promotion, through observation as to how the actual practices and methods of educators and their Senior Management Team influence this process. Furthermore, the consequences for Grade 10 learners of the practices associated with grade progression and promotion are examined. This includes an analysis of educators’ opinions and how their practices of grade progression and promotion have affected or disadvantaged the learning process.This research is conceptualized in the domain of social, post-structural and constructivist theory, which provides a meaningful framework to help understand and explain educators’ multiple perceptions in the classroom. The study starts by exploring whether a poor socio-economic environment has a direct influence on activities in schools. This study also examines whether a poor socio-economic environment contributes to a dysfunctional situation in the classroom and school environment, which unintentionally influences the grade progression and promotion sessions. In addition, the study investigates and determines whether there is a disjuncture between policy (theory) and implementation (practice) when conducting grade progression and promotion. A qualitative research method was used in this study and a qualitative ethnographic design, influenced by an interpretivist framework, was adopted. Qualitative ethnographic techniques, such as observations, interviews and documents, were employed to collect relevant information for this study. Data was analyzed by using thematic narrative analysis to answer the dissertation questions. Ethical conduct and procedures were strictly observed.The results show that the socio-economic environment contributed to a dysfunctional condition in the school, which had a negative impact upon, and influenced the learning experience of, both educators and learners. The evidence revealed that the actual practices of educators and the school’s Senior Management Team during progression and promotion meetings were influenced by their subjective perceptions, attitudes and opinions. From this, the conclusion was reached that the progression, promotion or retention of learners resulted in positioning and labelling in the classroom, which might eventually lead to low motivation, weak performances and dropping-out. The significance of this study lies in the practical and academic value it holds for educators and other stakeholders. The findings, implications and recommendations can be used as a guide to provide solutions to problems and barriers which occur during grade progression and promotion in schools, and may offer opportunities for further investigation or study.

The National Curriculum Statement (NCS) Grades 10 to 12 (Schools), implemented from 2006, led to changes in promotion requirements and assessment practices. The investigation aimed at acquiring information about the extent to which the differences in the promotion requirements and assessment practices contributed to the high retention rate of learners in the FET Band. An explanatory mixed method strategy was followed to obtain reliable and valid results in this research. Quantitative research consisted of questionnaires and a survey to investigate OBE, assessment practices, the Grade 12 examinations and the impact of changes in promotion requirements since 2006. Qualitative research consisted of an interview with an official from the National Department of Education that contributed to a better understanding of policy changes. Based on the findings of the research, recommendations were constructed to improve assessment practices and to provide scientific data on the consequences of policy changes on the promotion of learners. / Educational Studies / M. Ed. (Educational Management)

The National Curriculum Statement (NCS) Grades 10 to 12 (Schools), implemented from 2006, led to changes in promotion requirements and assessment practices. The investigation aimed at acquiring information about the extent to which the differences in the promotion requirements and assessment practices contributed to the high retention rate of learners in the FET Band. An explanatory mixed method strategy was followed to obtain reliable and valid results in this research. Quantitative research consisted of questionnaires and a survey to investigate OBE, assessment practices, the Grade 12 examinations and the impact of changes in promotion requirements since 2006. Qualitative research consisted of an interview with an official from the National Department of Education that contributed to a better understanding of policy changes. Based on the findings of the research, recommendations were constructed to improve assessment practices and to provide scientific data on the consequences of policy changes on the promotion of learners. / Educational Studies / M. Ed. (Educational Management)