The purpose of the study was to investigate individual professional development needs of teachers with the aim of developing guidelines that may assist foundation phase teachers to do individual needs analysis effectively. The main research question was: Which strategies can be used to conduct individual needs analysis effectively among the foundation phase teachers in order to improve their effectiveness? The researcher was guided by the interpretive paradigm which implies that participant’s interpretations, perceptions, meanings and understandings were regarded as primary sources. The qualitative research design was used to obtain participants’ primary data. Interviews and observations were used to collect data and to maximise trustworthiness of the findings. Purposive sampling was used to select key informants who were going to provide rich information to help achieve the objectives of the study. The researcher selected the sample of 10 foundation phase teachers, 5 principals and 5 Development Support Groups attached to primary schools under Imfolozi Circuit. Data analysis was done throughout data collection through open, axial and selective coding. The hierarchical category system illustrated in schematic representation representing the main theme and subthemes was used. The findings suggest that there is a serious gap regarding how individual professional development needs and provision of professional development are concerned. The focus was more on training teachers about the new curriculum leaving behind the individual needs of each teacher. The study identified some inconsistencies and lack of uniformity in the way needs analysis was currently done in schools. The major recommendation of this study is that needs analysis should be integrated within all school activities instead of once a year. There is a need for close monitoring of teacher development in order to improve the current learner performance in schools. The researcher believes the study will assist in understanding, informing and improving teaching practice. / Educational Leadership and Management / D. Ed. (Education Management)

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))

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)