Multiple Intelligences (MI) is a theory that has radically challenged the conventional perception of human intelligence. Individuals have different combinations of intelligences (strengths and weaknesses). Teachers who want to achieve success in facilitating the learning of all learners in their classes need to understand and respect the varied learning styles and differences in each individual. In formulating this study, I was interested in how MI is utilised in the classroom, enabling learners to solve problems individually and in society. The aims of the study are to describe and understand the experiences of the Heads of Departments at their schools, in terms of whether teachers facilitate MI practices in their classrooms and how this impacts both on teachers and learners. In this study I followed a qualitative approach and I employed a case study design. Data collection consisted of semi-structured interviews that were conducted with four Heads of Department (HODs), in different local school settings in an urban environment. I also used a research diary, observations and visual data collection techniques. It was found that leadership plays a crucial role in how teachers understand and facilitate MI in their schools. There is a basis from which the HODs could be empowered to change the conditions where they manage, teach or facilitate. Teachers can be empowered to meet the challenges of implementing MI in their own planning, preparation and classroom practice. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of this research was to investigate strategies employed by primary teachers to support the non-isiXhosa speaking learners of Mthatha Education District. This was the researcher’s observation and concern emanating from the difficulties displayed by her non-isiXhosa speaking learners, as the medium of instruction in these schools is not their mother tongue. The language of learning and teaching (LOLT) is isiXhosa in the school where the research was conducted. The school is composed of non-isiXhosa speaking and isiXhosa speaking learners. The research sought to address the following questions: 1 What strategies are employed by Mthatha district teachers to support non- isiXhosa speaking learners? 2 What challenges do Mthatha teachers face in supporting the non-isiXhosa speaking learners? 3 How do Mthatha teachers overcome the challenges they face in supporting the non-isiXhosa speaking learners? The qualitative design approach was used in this study. The study was a case study of one Mthatha primary school. Face-to-face interviews were used to collect the data from the six female teachers who teach from Grade 1 to Grade 6 and one male teacher who is the principal of the selected school, and who teaches English and Life Orientation from Grade 7 to Grade 9. The interviews were tape-recorded. The data collection process began after all the ethical consideration requirements were fulfilled and approved by the relevant stakeholders of the research. The thematic approach was adopted as data analysis of the study was guided by the responses given to the questions asked of interviewed teachers. The research showed the following results which surfaced from the data provided by the respondents: (i) Teachers employed few teaching strategies to support the non-isiXhosa speaking learners in their multilingual classroom. The interviewed teachers expressed their challenges as stemming from the large numbers of learners in their classrooms; (ii) IsiXhosa as a language of learning and teaching was a challenge for the non-isiXhosa speaking learners. (iii) Absenteeism and indiscipline by non-isiXhosa speaking learners (iv) Limited or non-involvement of parents in the education of children The data also showed that there was limited support to empower teachers to deal with multilingual classrooms. The study made the following and other recommendations based on the results: teachers should use many teaching strategies in linguistically diverse classrooms. The school management teams (SMTs) should admit learners in relation to the number of teachers available in a school. It is also recommended that schools implement the language policy as it relates to the learners in each classroom. The DoE should increase parental involvement in the education of their children and also provide professional support to teachers.

Rural primary schools have got an immense role to play regarding the educational foundation for the subsequent phases of schooling. In ensuring that an extremely solid foundation is laid. the creation and maintenance of a positive culture of teaching and learning becomes extremely very important in this category of schools. It is the primary task of the primary school principal to ensure that quality teaching and learning is taking place in her/his school. I Iowever, in ensuring that a positive culture of teaching and learning becomes a reality in their schools, principals cannot work in isolation but, in collaboration with other potential stakeholders. A variety of factors like good management on the part of principals to good commitment and involvement on the part of other stakeholders like educators, learners, parents. community, business people and the government. lead to teaching and learning of a very high and acceptable standard. The purpose of this research project was to investigate how principals of rural primary schools create and maintain a culture of teaching and learning. The outcomes of this investigation could assist rural primary school principals in their attempts towards ensuring a positive culture of teaching and learning. The outcomes could also assist other stakeholders as to how best can they assist rural primary school principals in making schools centers for a positive culture of teaching and learning. The methodology of research for this investigation is quantitative. The questionnaire was used as a tool for empirical data collection. This research project has revealed several mechanisms that arc utilized by rural primary school principals in creating and maintain a culture ofteaching and learning. It also emerged from thi s study that in creating and maintaining COLT in schools, rural primary school principals encounter some problems that need the undivided attention of every education stakeholder. / Educational Leadership and Management / M. Ed. (Education Management)

The theoretical part of the thesis deals with the cooperation between faculty teachers and the Faculty of Education. It defines the role of a faculty teacher and a faculty school in relation to mentoring and the concept of the Clinical School. Furthermore, it surveys forms of cooperation and practice at PedF UK as well as the role of the Faculty and university teachers. The next part of the text focuses on places of interconnetion of theory and practice and presents the form of cooperation in educationally advanced countries. The research part of the thesis focuses on mapping the ways of cooperation between faculty teachers and the Department of Pre-primary and Primary Pedagogy, Faculty of Education, Charles University, and it analyzes the benefits and difficulties of the cooperation, as well as maps the forms of motivation that help this collaboration to be established. The crucial research question is: What forms of motivation do teachers mention when cooperating with the Faculty, what obstacles do they observe and what benefits and assets do they appreciate in this cooperation? As research tools, a group interview and an individual intervieware applied. The thesis also includes suggested ways to innovate the cooperation between faculty teachers and the Faculty of Education.

The quality of education of teachers has recently started to be in the focus of educational theory, research and of education policy in all developed countries, including the Czech Republic. We face problems such as unqualified teachers, the lack of interest of young people in teaching, the departure of teachers from schools, the quality of education of teacher, with regard to the needs of modern society and the labor market. Furthermore, the lack of a standard for the teaching profession together with the high autonomy of universities leads to a situation in which individual faculties of primary education design education programs completely independently and we have little information, If they are equipping graduates with comparable knowledge and skills, building similar attitudes and establishing teacher education of similar priority. The theoretical part is devoted to the development of teacher education of primary schools in the Czech Republic after 1989, the legislative and conceptual anchoring of university teacher training. In the practical part, the thesis attempts to answer the question of how different is the preparation of primary school teachers at various faculties of education in the Czech Republic. The case studies were carried out at two departments of primary education in order to...

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)

Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The National Department of Basic Education is aware that it is not succeeding in providing quality education for all school children. At present the performance of grade 3 and grade 6 learners, in both international and local assessment, is a matter for great concern. The results suggest that most learners lack basic literacy and numeracy skills. Learners’ performance in the National Senior Certificate Examinations is also far from what it should be. The way in which schools are managed largely determines the quality of education learners receive. As the managers of schools, therefore, principals are held responsible for the poor performance of learners during these annual systemic evaluations. The study aimed to investigate whether the school principals are aware of their powers and whether they perceive themselves as able to use their power to influence school practices positively and thus promote quality education. The study indicates that principals rely on a combination of positional and personal power sources to promote quality education. The study also indicates that principals are aware of their power but have a limited understanding of the concept of power. They also seem to lack the knowledge and understanding to exercise these powers effectively. Although they seem able to exercise considerable power in different situations, principals are reluctant to use their power. It seems that various external and internal factors influence their ability to use their power effectively. / AFRIKAANSE OPSOMMING: Geen Afrikaanse opsomming

According to White Paper 6, national policy regarding the provision of education in South Africa has changed since 1994 with an emphasis on the accommodation of all learners in one education system. The Department of Education envisaged an education and training system that would promote education for all and foster the development of inclusive and supportive centers of learning which would enable all learners to participate actively in education alongside their peers. The responsibility of the education system to develop and sustain learning is premised on the recognition that education is a fundamental right which extends equally to all learners. A complex and dynamic relationship exists between the learner, the centre of learning, the broader education system and the social, political and economic context of which they are all part. These components play a key role in whether or not effective learning and development take place. There are factors that lead to the inability of the system to accommodate diversity, which lead to learning breakdown or which prevent learners from accessing educational provision and have been conceptualized as barriers to learning and development. The primary aim of this study was to investigate and describe the barriers faced by foundation phase learners in an inclusive classroom and to propose the support needed to address those barriers. A literature review provided the background to an empirical inquiry using a qualitative approach. The design type chosen for this study was phenomenology which requires the researcher to ‘bracket‘ or put aside all prejudgments and collect data on how individuals make sense of a particular experience or situation. From the population of 17 schools in UMzimkhulu zone, three Junior Secondary schools were purposively chosen as a sample and the target group was foundation phase educators data was collected by means of INTERVIEWS as well as DOCUMENTS and were inductively analysed. FIELD NOTES were taken during interviews and a tape recorder was used. The data was analysed by using a thematic content analysis. The main themes identified in interviews were, among others, support, challenges faced by foundation phase educators, expectations of foundation phase educators, perceptions of inclusive education and challenges of inclusive education. The conclusion reached is that educators need more information and training about inclusive education. / Inclusive Education / M. Ed. (Inclusive Education)

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))