This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes thinking and learning of new things in the teachers’ day to day working environment. Foundation Phase teachers are pillars contributing to the children’s success in future. If children become passive, this passiveness will be reflected in the following stages, namely developmental and progressive stages, through the school system. Republic of South Africa transcended many stage of changes in all different sectors of society since the inception of the new democratic government in April 1994. The curriculum change was done in order to address the concerns, cited by teachers in different schools. Those four concerns were: “complaints about the implementation of the National Curriculum Statement (NCS), teachers who were overburdened with administration, different interpretations of the curriculum requirements, and poor performance of learners”. In this mini dissertation, the researcher found that implementation the CAPS by teachers is a risk-taking exercise, because teachers were not trained well. The curriculum advisors responsible for training them were not having depth of knowledge of Foundation Phase. The curriculum advisors are there as a result of secondment. The teachers were devoid of capacity of knowledge, values and skills towards the implementation of the CAPS. Some teachers were not having time to improve their qualifications as they were still having Junior Primary Teachers Diploma (JPTD). In presenting this argument, the theoretical framework, constructivism learning theory, was particularly suitable within the area of education in curriculum implementation. Constructivism learning theory refers “to the idea that learners construct knowledge for themselves; each learner individually (and socially) constructs meaning as he or she learns”. The objectives of the study were:- to explore the way in which Foundation Phase teachers experience the execution of their tasks in the implementation of the CAPS; to establish how the resources are used through in the implementation of the CAPS; to determine the type of assistance by School Management Teams (SMTs) in the implementation of the CAPS; and to investigate how Foundation Phase teachers’ understanding and assessment of the CAPS influence their teaching practices of curriculum implementation. This study used a qualitative approach, and the methods used included a focus group interview with foundation phase teachers, individual interviews with heads of departments (HoDs) and school principals (SP), observation, document analysis of the CAPS in Nzhelele East Circuit. This study revealed the teachers’ frustrations and unease regarding curriculum change, assessment, previous policies, and workload, knowledge on the CAPS documents, and training and resources. This research should encourage the Limpopo Education Department to take heed of the responses of the teachers at the sampled schools, as this can easily be rectified through the intervention of the Department by funding the training of teachers in implementing the CAPS. The recommendations should be considered well in the correct implementation of the CAPS. It is also recommended that education specialists from the provincial government be appointed to visit schools in order to assist and evaluate the implementation of curriculum. It is also recommended that the DBE must make a re-training to all Foundation Phase teachers for a week during school vacation. The challenges that are facing the CAPS can be minimal if the recommendations could be adhered to. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

The purpose of this study was to investigate the impact of the training given to Foundation Phase (FP) teachers in the implementation of Curriculum and Assessment Policy Statement (CAPS), with the intention to develop an alternative professional development (PD) approach for this Phase. Literature indicates that the academic success of learners can be significantly affected by Foundation Phase teachers’ access and participation in quality PD activities. It also indicates that PD is much more than training. It includes on-going workshops, follow-up, study, reflections, observations and assessment which accommodates FP teachers as learners, recognises the long-term nature of learning, and utilises methods that are likely to lead teachers to improve their practice as professionals. In this study, mixed methods research approach was employed to collect empirical data. It includes questionnaires responded to by 84 FP teachers, three sets of interview questions, that is, one for 9 primary school principals, one for 3 subject advisors, and the last one for the Focus group made up of 10 FP teachers who were not included in questionnaires. Observation at training centre was also conducted. The study revealed that the responses from the five sets of data collection instruments seemed to agree on the following: - FP teachers were not involved in the design of their PD activities; - An appropriate time for FP teachers to engage in PD activities is during school holidays; - The length of the training was too short; - Training was not based on the teachers identified needs; and - It was not designed by teachers in cooperation with experts in the field. This study therefore recommends the use of mixed-models approach because the Cascade model that was used, is not addressing the needs of all FP teachers. / Educational Leadership and Management / D. Ed. (Education Management)

The Diploma thesis concerns with an issue of school attendance postponement. The theoretical part focuses on the issue of school maturity and readiness and analyses the period of child transition from a kindergarten to a primary school and the relatively high percentage of school attendance postponement. The practical part was carried out in form of a survey with three groups of respondents - parents, kindergarten teachers and primary school teachers. The aim of this part was to assess the position of parental public toward the school attendance postponement and possible children's preparation for future entry into the compulsory education. In case of the pedagogical public the central theme was a comparison of the kindergarten and primary school teachers' positions on the identical topic associated with a comparison of the most common reasons given in connection with school attendance postponement. This part was completed with a child case report of two preschool children for who the issue of granting the school attendance postponement was very current. The research carried out suggests that all groups of respondents agree with the compulsory school attendance postponement but only under the assumption that this postponement is justified. Otherwise, their positions were not as unambiguous. The...

The problem of indiscipline in schools has attracted the growing attention of researchers in South Africa and the world at large. Learner indiscipline has been variously reflected in behaviours which range from serious ones such as drug abuse, assault, theft, rape and murder, to minor ones such as truancy; all of which negatively affect teaching and learning. While there is agreement on the need to address the problem, there is a great deal of contestation around what strategies and practices are appropriate to instil discipline in schools. Within this debate many countries, including South Africa, have decided to move away from punitive approaches such as corporal punishment and replace them with what is called Alternatives to Corporal Punishment (ATCP). The main aim of this study was to interrogate the consistency that prevails between disciplinary practices and principles of alternatives to corporal punishment and the implications of this for school leadership. A mixed method design was used. The study was conducted in two phases: the first was a survey during which trends in disciplinary practices were established; the second was a multiple case study where in-depth interviews were conducted in five primary schools across different contexts which included farm, suburban, township, rural and informal settlement locations. This study has seven main findings. First, it was found that primary schools in the Buffalo City Metropolitan Municipality experienced minor offenses which clustered around levels 1 and 2 of the ATCP classification. Second, although statistically there was a weak negative correlation (r = - 0.11) between location and behaviour which is not significant (p >. 05) or (p = .46), qualitative evidence suggests a relationship between context and disciplinary offences. Third, principals’ roles in instilling discipline were focused mainly on reactive administrative and management functions rather than on giving leadership designed to inspire alternative ways of behaving. Fourth, principals’ and teachers’ belief in the use of alternatives to corporal punishment revealed ambivalence and lack of understanding. Fifth, measures to instil discipline, even though they were said to be based on alternatives to corporal punishment, placed heavy emphasis on inflicting pain and relied on extrinsic control. Sixth, two disciplinary measures designed to inflict pain were found to be weakly associated, but significantly (p < 0.05) with violent behaviour, lending credence to view that in using certain practices to instil discipline there are socialisation consequences. Finally, the use of some measures recommended by alternatives to corporal punishment yielded some unintended socialisation consequences. The study concludes that there was lack of consistency between disciplinary practices in Buffalo City Metropolitan Municipality primary schools and the principles of Alternatives to Corporal Punishment. The findings suggest that it is difficult to achieve the consistency without a school leadership which understands that the alternatives call for a paradigm shift in measures to instil discipline. For improving discipline in schools, it is recommended that school principals and stakeholders must focus on measures that are meant to cultivate a new school culture guided by values of self-discipline in order to minimise the need for extrinsic punitive control. For further research, a follow up study based on a probability sample, which should include secondary schools, could be undertaken in order that results can be generalised.

Attention-deficit/hyperactivity disorder (ADHD) also known as hyperkinetic disorder is a well-recognised neurodevelopmental disorder) that affects approximately 5.9% to 7.1% of children and adolescents. ADHD is one of the most common psychiatric disorders of young people, affecting primary school children. ADHD symptoms are associated with impairment in academic, behavioural, social, and emotional functioning, generally resulting in substantial difficulties in school settings. Specifically, learners with ADHD or those perceived to have it are at significantly higher risk for academic underachievement, grade retention, identification for special education services, and school drop-out. The purpose of the study was to explore grade three teachers’ experiences of learners perceived to have ADHD in Soweto mainstream primary schools with the aim of harvesting intervention strategies (if any) employed in teaching learners perceived to have ADHD. This study employed a qualitative research approach with a case study method employing semi-structured interviews, focus group and an ADHD-specific knowledge and attitudes of teachers (ASKAT) open ended questionnaire section. The findings of this study indicate that lack of training teachers on neurodevelopmental disorders such as ADHD. Further that teacher experience is characterized by feelings over being overwhelmed exacerbated by not know how to support the learners perceived to have ADHD, Stereotyping and labeling the learners; poor time management and general lack of knowledge of ADHD. They however employ various interventions from their day-to-day experience and not necessarily evidence-based intervention that they received. / Psychology of Education / D. Phil (Psychology (Psychology of Education))

This study sets out to explore the perceptions of life orientation teachers of child sexual abuse (CSA) in primary schools. Teachers in this study consist of a selection of Life Orientation teachers who are normally involved in the management of CSA. Child sexual abuse is a widespread problem in schools not only in South Africa, but internationally. The topic is relevant today because child sexual abuse has many negative, physical, emotional, psychological and educational consequences. One of the most significant problems children face today is the threat of sexual abuse. Child sexual abuse is a global phenomenon that is regarded as one of the greatest social problems of the 21st century. Learners are at risk of sexual abuse by teachers, scholar patrollers, family members and community members. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour on a learner. There is a perception that most victims of child sexual abuse are young children and do not report sexual abuse because they are afraid to expose their perpetrators. The study will benefit children in primary schools at informal settlements and in Gauteng East because learners will be equipped with information that child sexual abuse is against their rights and perpetrators must be reported without fear. Most child sexual abuse is not reported; detected or prosecuted hence as a priority we must identify and protect children who are being sexually abused or are at risk of sexual abuse. My choice of qualitative approach was influenced by the work I am doing presently at school. The researcher used pseudonyms not actual names when describing schools’ names. I am working as a teacher at a Primary School in Slovo-Park, Springs, in Gauteng East, Gauteng Province. In this study, the design and methods on perceptions of selected stakeholders on child sexual abuse are discussed. The study explains why the explorative qualitative research design and interpretative paradigm were adopted to assess the perceptions of the participants on child sexual abuse. The researcher explains the interview technique as a data gathering tool used. In addition, the description of the ethical considerations that guided the researcher during data collection from the participants is described. The study focused on a small number of 9 Life Orientation teachers in order to provide in-depth, detailed information about perceptions of sexual abuse in schools. In this study the researcher used Bronfenbrenner’s ecological system’s model. These systems are; (1) The Microsystem; (2) The Mesosystem; (3) Exosystem ;( 4) The Macro system; (5) Chronosystem. These interrelated contexts as well as the individual setting can therefore be used to form an understanding of the contexts and settings involved in forming the perceptions of Life Orientation teachers. The researcher used purposive sampling to select both schools and participants. In addition, from each school three (3) Life Orientation teachers were selected making a total of 9 participants from the schools. Data was collected from 9 participants, namely 9 Life Orientation teachers selected purposefully because these teachers are mainly involved in life skills and Life Orientation and were trained in the area and they have continuous contact and knowledge of learners who may be at risk of child sexual abuse. Findings indicate that child sexual abuse impacts negatively on the emotional health, physical health, and academic achievement of the abused learner. / Educational Foundations / M. Ed. (Socio-Education)

Primary school teaching and learning, and indeed the whole teaching profession continue to be shaped by the ever – changing knowledge economy and global educational trends. To this end, professional teacher development in Zimbabwean primary schools has become an important focus area in terms of how it can facilitate and contribute to effective teaching and learning in line with the new educational developments. There is consensus among primary school stakeholders that the success of teaching and learning is dependent on promoting an efficient and student - needs driven in – service programme. The purpose of the study was to explore the influence of the university B.Ed (primary) in – service teacher development programme in its mandate to fulfill the critical function to develop primary school teachers with knowledge, skills and competencies for the Zimbabwean primary education system. The imperative has been for the university in – service programme to offer competences and skills that are needed by primary school teachers and for these teachers to upgrade and update their skills for effective teaching and student learning. The theoretical approach that informed the study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective being that knowledge is socially constructed and takes place in real contexts. The study ontology was interpretivism in which the qualitative single case study design was employed. The data were collected through semi - structured interviews with the Chairperson and five lecturers of the Curriculum Studies Department and focus group discussion in respect of ten B.Ed (primary) in – service student teachers. The participants were purposefully sampled taking into account their knowledge and experience with the in – service programme and primary school teaching - learning contexts. The study found that the B.Ed (primary) in – service programme had minimal influence on primary school teachers’ teaching and learning needs. The programme had not fully addressed the primary school teachers’ expectations in terms of imparting knowledge and skills useful for classroom teaching and learning. One of the major contributory factors was that there were curriculum design frailties of the programme which were as a result of lack of dialogue, engagement and consultation between and among important primary school education stakeholders especially in – service teachers. As a result, the programme had not adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet this was the core function of the programme. From the findings, the study recommends that the University sets up a strong Curriculum Development Department funded and staffed with experts in research and curriculum design and development. These should manage the designing and preparation of curriculum documents by involving primary school stakeholders, especially primary school teachers. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)

This study focused on the teaching of Mathematics to Grade 3 learners and learner underperformance in Mathematics in South Africa and worldwide. A theoretical framework examined the value of social constructivism, behaviourism and connectivism to Mathematics teaching. A comparison was made with Mathematics teaching in primary schools in South Africa, Bangladesh and Mozambique according to the literature. Against this background a qualitative inquiry was conducted in three selected primary schools with a purposeful, convenient sample of five Grade 3 Mathematics teachers in Danielskuil town, North West Province, South Africa Data were gathered by semi-structured individual interviews, non-participatory classroom observation and document analysis to explore theoretical knowledge and teaching approaches of participants, establish strategies to enhance teacher proficiency, identify successes and challenges in teaching Grade 3 Mathematics and factors that impede Mathematics teaching in the selected primary schools. Findings indicated challenges created by lack of physical classroom resources such as stationery, textbooks and learning aids, poor school infrastructure, overcrowded classrooms, discipline problems, teachers' inability to meet the needs of learners with barriers to learning , language barriers , learners' social problems, teachers' lack of Pedagogical Content Knowledge , lack of developmental teacher training and limited stakeholder support from the Department and parents. Successes related to Mathematics intervention programmes, study groups after school and math's clubs. Based on the literature and empirical inquiry, recommendations were made for implementation by Department of Basic Education, schools and teachers improve the learner performance outcomes in Grade 3 Mathematics in primary schools in South Africa. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

1 online resource (xii, 171 leaves) : illustrations (chiefly color), color graphs / ADHD negatively impacts academic performance, and the traditional classroom setting conflicts with the symptoms of ADHD. This research examined the potential of teaching through play and peer-teaching as alternative teaching methods to improve the mathematical performance of Grade 1 children with symptoms of ADHD; by answering, would adapting teaching methods to include teaching through play and/or peer-teaching, in the South African classroom, improve the mathematical performance of children with symptoms of ADHD? A pre-test-post-test control group design was employed in this comparative experimental study. Participants were purposively selected then randomly assigned to one of three intervention groups. An eight-week intervention was implemented as teaching through play or peer-teaching. Pre-test and post-test scores were analysed using a dependent t-test, a Wilcoxon Signed Rank test, and a Kruskal Wallis test. Teaching through play and peer-teaching have the potential to improve the mathematical performance of Grade 1 children with symptoms of ADHD. Special precautions were taken in the process of minor research participants, adhering to the ethical principles of beneficence and non-maleficence, justice, and autonomy. / Psychology / M. Sc. (Psychology (Research Consultation))

Text in Afrikaans / Gemotiveerde onderwysers speel 'n belangrike rol in suksesvolle onderrig en leer. Die doelwit van hierdie studie was om faktore te identifiseer wat 'n invloed uitoefen op onderwysermotivering. 'n Kwalitatiewe navorsingsontwerp van individiduele onderhoud-voering met agt doelgerig geselekteerde deelnemers is gebruik ten einde antwoorde te kry op faktore wat „n invloed uitoefen op die motivering van grondslagfase-onderwysers. Die doelwitte van hierdie studie was ook om riglyne aan onderwysers te verskaf oor hoe om hulself te motiveer en aan skoolhoofde oor hoe om hul onderwysers te motiveer. Daar is bevind dat faktore wat 'n invloed uitoefen op die motivering van onderwysers verband hou met die spesifieke skoolomgewing, die finansiële vergoeding van onderwysers, die werksverhoudings met ander onderwysers, die invloed van ouers, die verhoudings met die skoolhoof en die gedrag van leerders. As belangrikste motiveringsfaktor geld die onderwyser se eie lewensingesteldheid wat of op 'n positiewe of negatiewe lewensuitkyk gesentreer kan wees. / Motivated teachers play an important role in successful teaching and learning. The aim of this study was to identify factors that have an influence on teacher motivation. A qualitative research design was used. Individual interviews with eight purposefully selected participants were held to get answers to the factors that have an influence on the motivation of foundation phase teachers. The aim of this study was also to give guidelines to teachers on how to motivate themselves and to school principles on how to motivate teachers. The results indicate that factors influencing the motivation of teachers have to do with the specific school environment, the financial reward of teachers, the work relationship with other teachers, the influence of parents, therelationship with the school principal and the behaviour of learners. The most important motivation factor is the teacher‟s own attitude towards lifewhichcanrepresenta positive or negative life view. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)