Mentorship as a tool to develop the pedagogical and content knowledge of inservice teachers, regardless of experience, is a field in education which has gained popularity worldwide. The review of literature however, provided evidence that mentoring in education has primarily focused on the benefits received by novice teachers and not experienced teachers. Areas addressed in the literature review include the important role of continuous professional development programmes in the improvement of the teachers’ classroom practices and by inference, their learners’ achievements. The purpose of this study was to explore and describe the experiences and understandings of seven experienced natural science teachers as mentees in a professional development programme (the ILLS project). Through the use of a qualitative case study approach, I examined the activities that supported the development of the participants as they interacted with the guided support of a mentor teacher, and aimed to understand how the mentees made sense of their experiences in this mentoring relationship. The activities included lesson-planning, classroom observations and reflection meetings and the professional development support, through mentoring, was embedded on-site and in-context. This research revealed that the mentee teachers were motivated by the opportunity to enhance their professional growth through the support of a mentor. The teachers also perceived that their subject content and pedagogical knowledge were enriched by participating in the mentoring process. / Science and Technology Education / M. Ed. (Natural Science Education)

In this study, the researcher explored the prevalence of distributed leadership practices in schools in Johannesburg South in order to illustrate how the principals in effective schools collaborated with different members of staff to ensure the school’s success. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The study explored literature from local and international perspectives on distributed leadership to understand how this form of leadership impacted the functioning of primary schools in Johannesburg South. This was followed by an empirical investigation using judgemental and purposive sampling methods to select participants. A mixed methods research design was employed to elicit both quantitative and qualitative data from a single, structured questionnaire. Participants included 86 respondents from 9 primary schools. Throughout the research study, ethical considerations like keeping confidentiality of information provided and anonymity of research participants were upheld. Data analysis involved a mix of quantitative data analysis and content analysis. Based on the findings, recommendations were made to the GDE and school principals on support needed by teachers if distributed leadership is to ensure school effectiveness. The study found that distributed leadership not only motivated teachers, but compelled them to recognise their own strengths and weaknesses, and contribute to school leadership by taking on roles that interest them. Schools in Johannesburg South have created a culture in which distributed leadership tends to flourish. Distributed leadership ensures that a myriad of well-developed teachers exist at all ranks of the school, who have the capacity to fill vacant positions when a need arises to ensure the smooth functioning of schools. / Educational Leadership and Management / M. Ed. (Education Management)

Text in English / There is increasing reliance on youth mentoring in South Africa to help the young person better negotiate life's difficulties. Within the framework of Social Cognitive and Social Learning theories, mentoring is viewed as a learning process in which modelling, scaffolding and cooperative dialogue are key to behavioural change and improved academic performance. However, little research has assessed the efficacy of South African mentoring programmes. This study aimed to examine the effect of the Educhange Research Foundation mentorship programme on the behaviour and academic performance of mentees over a six (6) month period. Mentees in Grades 9 to 12 (n = 18), parents/guardians (n = 18), and mentors (n=19) participated in the study. Parents/guardians reported significantly decreased numbers of behavioural problems (Z = -2.087, p = .037) amongst mentees but academic performance fell significantly (Z-3.661, p=.000). The variability in reports of behavioural change is accounted for by using Social Cognitive and Social Learning constructs including the conditions under which modelling took place as well as expectancy bias and the quality of cooperative dialogue. / Psychology / M.A. (Psychology)

Text in Afrikaans / Die studie poog om die doeltreffendheid van beginneronderwysers se aanpassing en ervaring van werksbevrediging in werksomstandighede te hersien. Enige organisasie kan nuwe mense aanstel maar kan nie verwag dat hierdie "aanstelling" hul beste werk lewer en doelwitte bereik voordat die persoon aangepas is in sy werk, omgewing en by sy kollegas nie (Steyn & Van Niekerk 2008:205, Steyn 2004:82, Whitaker 2001:7, Arends & Phurutse 2009:7). Beginneronderwysers moet leiding en ondersteuning ontvang om so gou as moontlik effektief by die skool in te skakel sodat hulle 'n produktiewe bydrae kan lewer ten opsigte van opvoeding en onderrig vir leerders en die onderwys in Suid-Afrika. Met hierdie navorsing wil die navorser dus ondersoek in stel om te bepaal of beginneronderwysers goed genoeg toegerus word om aan te pas en in te skakel by werksomstandighede en of hulle werksbevrediging ervaar. Die navorsingstudie is gedoen deur agt beginneronderwysers in vier laerskole in die Gert Sibande-streek van Mpumalanga te betrek. In hierdie studie maak die navorser gebruik van die kwalitatiewe navorsingsbenadering. Die kwalitatiewe navorsingsmetode is die geskikste metode om die ervarings van beginneronderwysers te beskryf. Individuele onderhoudvoering is dat data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is vir die navorsingsprobleem. Die navorsingstudie het bevind dat die beginneronderwyser begeleiding en ondersteuning benodig tydens inskakeling. Positiewe strategieë sluit in inskakelingsprogramme, handleidings asook ervare toegewysde mentors. Uit die bevindinge van die navorsing is daar ongetwyfel 'n sterk behoefte aan leiding en ondersteuning vir beginneronderwysers om effektief in te skakel by die skool. Beginneronderwysers moet bemagtig word om optimaal te kan ontwikkel, hulself te bevorder en te kan handhaaf in die onderwys in Suid-Afrika. / The study aims to review the effectiveness of novice teachers' adaptation and experience of job satisfaction in working conditions. Any organisation can appoint new people but cannot expect that this "appointment" to do their best work and reach goals before the person has been adapted in his work environment and to his colleagues (Steyn & Van Niekerk 2008: 205, Steyn 2004: 82, Whitaker 2001: 7 Arends & Phurutse 2009: 7). Beginner teachers should receive guidance and support quickly and effectively as soon as possible at school so they have a productive contribution to education and training for students and education in South Africa. This research would therefore examine to determine whether novice teachers are well equipped enough to adapt and to participate in working conditions and whether they experience job satisfaction. The research study was conducted by involving eight novice teachers in four primary schools in the Gert Sibande region of Mpumalanga. In this study, the researcher used a qualitative approach. The qualitative research method is the most appropriate way to describe the experiences of novice teachers. The data collection techniques that were used included individual interviews to determine the nature, extent and possible solutions to the research problem. The research study found that the new teacher needed guidance and support during integration. Positive strategies for guidance include induction programs, manuals and experienced dedicated mentors. From the findings of the research, there is a strong need for guidance and support for beginning teachers to be involved in the school. Beginner teachers should be empowered to develop their potential, to promote themselves and to maintain in education in South Africa. / Educational Leadership and Management / M. Ed. (Education Management)

The study was undertaken because of the need to understand the impact of mentoring novice Science teachers within the Gauteng Province. The study was conducted within the Gauteng Province, because there have been many debates and concerns on the need to come up with ways of improving the comprehension of science in secondary schools in the Gauteng Province. The purpose of this study therefore was to understand the effects and impact of mentoring novice natural science teachers within the Gauteng Province. The study therefore, utilised qualitative research approach and this was motivated by the need to understand the perceptions and experiences of the research participants. Furthermore, purposive sampling was utilised as the sampling method where the novice science teachers and relevant teachers were selected to be part of the sample. Through the use of the semi-structured interview as the data collection method, it was discovered that mentoring of novice teachers refers to the method of empowering new teachers to be effective in their work-related tasks to become true professionals in the academic profession. The study concluded that there are a number of mentoring initiatives and mechanisms utilised to assist novice teachers. Amongst these programmes training, skills development and technical support to enhance communication skills and manage the curriculum are underscored. The study concludes that mentoring of novice teachers is important within the Gauteng Province for it raises awareness, leads to expert Science teachers equipped with a wide range of skills to achieve the best results within the classroom. It also capacitates the novice teacher on how to handle laboratory equipment and chemicals to benefit learners. The study also gathered that mentoring has a direct impact on novice Science teachers. It leads to the creation of an effective and excellent teaching environment, results in higher levels of teacher retention and improves teachers’ service delivery. It also strengthens the emotional and psychological well-being of teachers. The study therefore, recommended that there is need for training and development and a budget allocated towards enhancing the mentoring of novice Science teachers. / Science and Technology Education / M. Ed. (Science and Technology Education)

This study focuses on the contribution of induction programmes to the teaching potential of beginner teachers at primary schools in the Ilembe District. Based on convenience in terms of accessibility and purposeful sampling, four primary schools were selected with eight novice teachers (two from each selected school) and four members of the school management team (one from each selected school) acting as participants. Using individual interviewing, beginner teachers and members of school management teams narrated their perceptions on the value of induction programmes for beginner teachers in order to improve beginner teachers’ teaching competency. Findings revealed that none of the sampled schools had a formalised induction programme offered to beginner teachers. Beginner teachers felt overwhelmed and challenged with real classroom situations whereas members of the school management teams acknowledged the need for beginner teachers to be capacitated with hands-on knowledge and skills to teach effectively within the specific classroom context. / Educational Management and Leadership / M. Ed. (Educational management and Leadership)

In this dissertation of limited scope, the phenomenon of providing effective workintegrated learning mentorship to nature conservation undergraduate students is explored, specifically to determine if mobile technology can be offered as an alternative or supplementary mentoring strategy for an Open Distance Learning university. Mentoring of work-integrated learning undergraduate students is an integral component of the Nature Conservation Diploma offered by the University of South Africa. The prerequisite mentoring of students is not consistent across all required sector-based placements and this could be construed as being unjust and discriminatory. This possible negative perception has motivated this investigation into work-integrated learning mentorship approaches within the Nature Conservation Diploma. This exploratory case study provides insights into and lays a foundation for the development of a supplementary mentorship provision strategy, for students who find it difficult to secure mentorship opportunities. Applying a social learning and integration perspective, three cohorts of undergraduate nature conservation work-integrated learning students participated in this study. This qualitative exploratory case study focused on the interaction and subsequent results achieved by students, through engaging with one of three different mentorship methods available to students at the University of South Africa. The three methods were: face-to-face mentoring by an academic, digital mentoring provided by means of a mobile phone application and sector-based mentoring. The latter method represents the current mentorship provision status quo for all nature conservation work-integrated learning diploma students. The findings reveal that the three mentoring methods are effective in supporting workintegrated learning students. The students indicated their preference for mentorship provided by the University of South Africa, over that of the sector-based mentors. No significant difference between the two university-provided methods of mentorship was found. This study recommends that the University continue with its development of the digital mentor option, to function as a fully functioning supplementary mentor. / Curriculum and Instructional Studies / M. Ed. (Open and Distance Learning)

The purpose of this study is to investigate how positive discipline of Grade 9 boys should be managed at a selected public fee paying school in KwaZulu-Natal and to determine how learner behaviour would improve through educators acting as mentors. Furthermore, how educators could assist in implementing positive discipline management strategies to help in improving learner behaviour, and which positive discipline management strategies have been successful. This study could be regarded as primarily descriptive and exploratory in nature, incorporating the basic characteristics associated with quantitative research. As such, it was predominantly deductive and positivistic in nature. This study highlighted the importance of effective management systems that would assist the educator in the classroom. Several theories regarding learner management were explained and the literature review focused on the need for positive discipline strategies to be employed in the classroom, which would ultimately make for better relationships between the educator and the learner. The study found that it is essential that the SGB, principal and senior management all get behind and support a managing behaviour mentor system as it has the potential to create a pleasurable work environment resulting in a reduction in the number of disciplinary matters for both the educator and the learner. / Educational Leadership and Management / M. Ed. (Education Management)

Teachers leaving the profession is an ongoing problem; fewer teachers enter the profession each year and the number of teachers leaving the profession has increased. Many teachers listed job satisfaction as a reason for leaving the education profession, whilst citing the lack of mentoring as a cause of job dissatisfaction. Mentoring is known as the planned paring of a more experienced person with a lesser individual to help with the professional development of that individual and reduce teacher turnover. The aim of the study is to explore the impact of an effective mentoring programme at primary schools by developing and implementing such a mentoring programme to support and improve job satisfaction among beginner teachers in the province of Mpumalanga entering the profession for the first time. The following quantitative techniques were used during this study: document analysis and Likert-scale questionnaires, completed by 1 000 male and female teachers (principals, deputy principals, heads of departments, teachers and student teachers) from different races and cultures (20 teachers per school) from 50 randomly selected rural primary schools, private primary schools and Quintile 4 and 5 primary schools in the province of Mpumalanga. The analysis of data enabled me to identify a series of factors that were utilised to develop a mentoring programme that school management can implement in their schools to help beginner teachers to cope in their new work environment in order to improve job satisfaction and improve teacher retention. The factors identified include: aspects of job satisfaction that support leaners in achieving their goals; aspects of school management; the contribution of mentoring programme on the job satisfaction of beginner teachers; the responsibility of a mentor in developing a mentoring programme; the responsibility of a mentee in developing a mentoring programme; the responsibility of schools in developing a mentoring programme and characteristics that should be demonstrated by a mentor. From the data gathered, a mentoring programme was developed, namely the Hugo mentoring model. This model outlined the roles and responsibilities of mentors, mentees and school management throughout the mentoring process. The model also provided steps that should be taken into consideration when organising meetings between mentors and mentees. / Educational Studies / D. Ed.