The aim of this research was to explore the principals’ perceptions of their instructional leadership role in the improvement of literacy and numeracy in the Foundation Phase. This study was guided by a desire to find out and understand what principals perceive as their instructional leadership role in the improvement of literacy and numeracy. Although instructional leadership has been studied intensively, these studies have not explicitly considered principals’ perceptions of this concept. Most of the research has tended to explain this phenomenon from other stakeholders’ point of view. There has been very little research that has sought to understand how and in what ways principals view their instructional leadership role. As a domain of school leadership, instructional leadership is viewed by many as the primary role of principals which is meant to ensure effective and efficient teaching and learning. The deteriorating level of learner performance in both national and international tests has prompted the South African ministry of education to redirect efforts and seriously consider the importance of basic numeracy and literacy skills. The Department of Basic Education introduced programmes, namely the Foundations For Learning Campaign, the Annual National Assessment and Action Plan to 2014 to address the problems of learners’ inability to read, make basic calculations and write. This study is, thus, premised on the assumption that literacy and numeracy are prerequisites for learners’ future learning. To best understand instructional leadership, six primary school principals were purposefully sampled according to their schools’ performance in the 2012 Annual National Assessment results. They were sampled as “good”, “average”, and “poor” performing schools. All these participants shared the same socio-economic background and were situated in the deep rural villages of Limpopo Province. Semi-structured interviews were used as a data collecting technique for the study. / Dissertation (MEd)--University of Pretoria, 2014. / gm2014 / Education Management and Policy Studies / unrestricted

The main goal of this thesis is to describe the current situation of capacity of primary schools in the selected area of Prague and suggest optimization options. In the first part of my thesis the theoretical apparatus needed to understand the issue of education is presented. The main focus here is on the legislation related to the issue of education. The practical part of my thesis is based on the results of questionnaire survey focused on primary schools and additional e-mail survey focused on the founders of these schools. The public elementary schools established by the Prague 1 to Prague 10 municipalities were selected for the survey. On the basis of the information found, the practical part is closed by suggestions for solving the unsatisfactory situation both from the viewpoint of individual primary schools and from the point of view of their founders.

Black South African learners are registered in ex-Model C schools to receive their education. The language of learning and teaching is English, whilst these learners’ English language proficiency is limited. They come from different townships and rural areas, and their home languages are indigenous languages. Limited English Proficiency (LEP) is a serious barrier that hinders the learners’ true potential. The Department of Education expects the schools to assist the learners by identifying the gaps in their education early, and by offering support. The study aims to investigate and describe the challenges facing black, English second-language South African learners and to meet their needs by offering suggestions as to how they could be assisted to learn and achieve according to their full potential. There is a need to heighten the awareness of different stakeholders who are involved in educating the learner and to stimulate their interest to assist in meeting the learners’ challenges. The author has made use of mainly qualitative research methodology, and in some instances had followed the quantitative method of research. All the participants were from a specific ex-Model C school in Pretoria. The data were gathered by means of a literature review, document analysis, questionnaires, and classroom visits and observations. The study has revealed that the black South African learners in ex-Model C schools are faced by numerous challenges owing to their limited English proficiency, and that they do not meet the requirements to pass their grades. Their inability to cope affects their self-esteem and confidence negatively. The learners do not take risks to participate actively during lessons as they tend to avoid embarrassment and being teased by their peers. The study further revealed that there are other contributing factors to the learners’ challenges, such as teachers who cannot assist the learners in the language that the learners understand (indigenous languages), parents’ limited English proficiency, learners rising at 05:00 to prepare to get to school, late attendance of classes, absenteeism, waiting till late in the afternoons to be fetched from school, unsupervised homework and a lack of appropriate resources at home. The study resulted in formulating guidelines and recommendations that will help meet the challenges faced by black South African learners in ex-Model C schools, and support them. / Dissertation (MA)--University of Pretoria, 2012. / African Languages / unrestricted

The introduction of Grade R (Reception Year) and its curriculum in early childhood education has been a key policy initiative, but despite the importance of this level of education the demands of the transition from Grade R to Grade 1 are not explicitly discussed. Official documents note the likely difficulties and challenges inherent in the transition of children from preschool and home into the primary school environment but they do not explicitly say how these difficulties can be dealt with. This study investigated the implementation of transition policy and existing practices for children transiting from preschool or the home into Grade 1 in South Africa’s schools. A case study of two purposively selected schools, from two different provinces, explored the impact of transition on both children’s adjustment to their new environment and the school itself. Key policy documents were initially analysed, and key informants in government and non governmental organisations (NGOs) were interviewed in relation to aspects of the policy guidelines and practices for transition to school. Participating principals, teachers, parents and children as subjects were interviewed to identify their perspectives about transition and how they deal with it. The social, behavioural and academic adjustment of 6 children from each of the two schools was investigated using the Social Skills Rating Scale (SSRS). The results show that although some differences in the adjustment of children between the two case study schools were noted, it appeared that preschooled children were more likely to make better adjustments than non-preschooled (home) children. The study also revealed that schools’ strategies for dealing with transitions are not informed by the government’s transition policies and guidelines. Instead, the two schools devised their own in-house strategies to deal with transitions and these differed from one school to another. The study also highlights that teachers are not familiar with policies governing their working lives. The schools studied also lamented the lack of continuity in the curricula and the way of life between the school and preschool despite policies enacted to deal with this disjuncture. Whilst the findings show a disparity between the adjustments of preschooled children and their home counterparts a longitudinal study involving more case schools would provide greater insight into preschool grade 1 transition in a developing South Africa. The educational and policy implications of the study are discussed with regard to important processes and structures put in place for the transition process of children entering into primary schools. While case study findings cannot be generalised the results can be beneficial in informing other similar contexts grappling with transitions. The study highlights important processes undertaken in the adjustment of children into primary schools, however it also revealed some shortcomings which have serious implications for policy and practice. “Policy literacy” should be embarked upon to familiarise teachers as end users with what policy entails. Every school should have a transition programme that would help orientate and settle in the new entrants into the school environment. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2007. / Education Management and Policy Studies / PhD / Unrestricted

Primary school teacher education in Botswana has undergone a tremendous change in recent years. The former two-year Primary Teaching Certificate has been phased out and replaced by a three-year diploma in primary education. In the three-year teacher training programme, students have the liberty to specialize in two subjects. Since teacher education plays a pivotal role in the efficiency and effectiveness of delivery of the curriculum, it is envisaged that the three-year programme will adequately equip students to ensure efficient and effective syllabi delivery. It is on this premise that this study examined the training of primary school teachers for musical arts education in Botswana’s colleges of primary education. It further identifies the problems in the teacher training programme and proposes ways in which the music training programme could be improved. The research was conducted following a survey method in which data collection techniques of questionnaires, interviews and observations were used. Primary school teachers responded to the questionnaire and some were observed. College lecturers were interviewed. In addition, some important insights were obtained from literature and have been incorporated in this study. Information obtained revealed that students are admitted at the colleges of education with little or no formal music education and this makes it difficult for them to choose music as an area of specialisation. The syllabi that are used for the two music categories do not differ much; there is inadequate allocation of time for music lessons. The syllabi do not cover much African music, concentrating more on Western educationists than on African ones. Colleges of education lack resources for effective training and the emphasis is more on the theoretical aspect than the practical component. The study indicates that teachers are of the opinion that the training they undergo does not adequately equip them to face the challenges of the CAPA (Creative and Performing Arts) syllabus - which deals with practical subjects of which music is one. Consequently, very few activities are employed when teaching the CAPA syllabus at primary schools. Primary schools also lack musical instruments. Teachers are unable to integrate music with other art forms because the training does not include the integration of arts education. These are some of the problems faced by the teacher training as revealed by this study. The research proposes ways in which the admission can be done and the syllabus for musical arts education which can then be used at colleges. There are also recommendations to be considered by the Ministry of Education, music educators and parents, in order to improve musical arts education in Botswana. / Dissertation (MMus)--University of Pretoria, 2008. / Music / unrestricted

This study explores the leadership role of the Head of Department (HoD) in the teaching of Mathematics.It focuses on the perspectives that the educators hold about the leadership role of HoDs in the teaching of Mathematics in two Gauteng primary schools.The study was framed by the following research question: What perspectives do educators hold about the leadership role of the HoD in the teaching of Mathematics in primary schools? A qualitative case study was employed whereby data were collected in two primary schools in Gauteng Province. To examine the relevance and clarityinterview questions used, a pilot study wasat first conducted in which one HoD and one teacher were interviewed.For the actual study, ten individual semi-structured interviews were conducted with four HoDs, two principals and four teachers in two township schools in a Gauteng district. Documents such as monitoring instruments of HoDs were also collected and analysed for purposes of triangulation. Key findings were that HoDsnever received any formal preparation to lead the teaching of Mathematics. They learned about the role by participating in professional development activities offered by outside actors, upgrading themselves, assisting the Education district department in facilitating workshops for teachers as well as serving as acting HoDs.They provided leadership by monitoring teaching and teachers’ work,checking lesson plans, doing class visits, checking learners’ books and assessment tasks and doing follow ups.Challenges that were identified in relation to the leadership role of the HoD leadership in the teaching of Mathematics includedHoDs’ lack of Mathematics knowledge (SMK) and pedagogical content knowledge (PCK), lack of teaching resources, teachers’ lack of knowledge of the new curriculum, a heavy workload, overcrowded classrooms, demotivated teachers, teacher absenteeism and too much paperwork.The perceived strategies that were used by HoDsto address challenges includedthe following:engaging in discussions with teachers in an attempt to collectively find solutions, substituting absent teachers, taking work home, using the expertise of other teachers through delegation, leading by example by presenting lessons for teachers, making learners their first priority followed by paperwork as well as engaging with some stakeholders for support. The following were the recommendations: there should be more clarity about what is expected of HoDs.Sufficient time should be allocated in order for HoDs to be able to balance their leadership duties and teaching effectively;current as well as prospective HoDs should be trained in both the subject in which they are expected to provide leadership as well as the generic leadership part of their job.HoDs should involve Mathematics teachers in the development of the monitoring tools since Mathematics teachers are familiar with a sensible blend of tools, methodologies and approaches that can meet the needs of their learners.HoDs should also be developed on what they should look for as they monitor teachers’ work.In that way they may be able to effectively use the results of their monitoring to support teachers.A final recommendation is that the workload of HoDs be reduced through the allocation of administrative tasks to school administrators and appointing paid HoD assistants such as subject heads. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

The aim of this study was to explore teachers’ opinions and thoughts on teaching reading strategies to pupils in upper primary school in Sweden and how teachers explain their choices regarding texts and strategies. More specifically the aim was to highlight teachers’ perceptions and experience of teaching reading strategies. In this study semi-structured interviews were conducted with four teachers in grades 4-6 during the spring term of 2020. All four teachers taught Swedish as a school subject. The results of the study showed that the interviewed teachers each explain their choices of text according to their own set of criteria. When choosing reading strategies, the teachers based their choices largely on a particular course package developed in Sweden. The outlook the teachers had on the teaching of teaching reading strategies came across as positive. They felt that the strategies that they taught their pupils helped them to develop their reading comprehension skills. This was especially true for the low-achieving readers in the class. / Syftet med denna studie var att undersöka svensklärares uppfattningar och tankar om lässtrategiundervisning i årskurs 4–6 och hur de motiverar sina val av texter, strategiprogram och lässtrategier i den undervisningen. Mer specifikt har syftet varit att synliggöra lärares uppfattningar och erfarenheter om lässtrategiundervisning. Till studien har material samlats in genom metoden semistrukturerad intervju som är en kvalitativ metod. Intervjuerna genomfördes med fyra svensklärare i årskurs 4–6 under vårterminen 2020. Resultatet visar att lärarna motiverar sina val av texter med hjälp av flera kriterier och i deras val av lässtrategier utgick de från ett strategiprogram utvecklat i Sverige. Inställningen till lässtrategiundervisning framstod som positiv och lärarna upplevde den som främjande för elevernas läsförståelse, särskilt för de svaga läsarna.

Title: Experience and knowledge of primary schools teachers with diabetes mellitus Objectives: The main aim of my thesis was to find out what the experience and knowledge the teachers from selected primary schools have with diabetes mellitus. The research study focused on knowledge of causes, symptoms and first aid for acute complications. Methods: I used the method of an anonymous questionnaire, in the range of 30 closed questions, which was divided into 2 parts. The first part contained 14 survey questions and dealt with teachers' experience with diabetes. The second part consisted of 16 test questions and examined teachers' knowledge of diabetes mellitus. I carried out a research study which included 55 teachers from 2 primary schools in Písek. The survey was always conducted once in each school during a school meeting. Results: Based on the collected data, I found out that more than half of the respondents have had an experience with a diabetic student during their teaching career. Only some respondents had to provide first aid for acute complications caused by diabetes mellitus. The most common mistakes were made by participants when answering the test questions about symptoms and first aid for acute complications. More than a third of physical education teachers do not know the general...

This research set out to explore the financial management by SGBs in public primary schools. The challenges as they were experienced by SGBs were identified. This study revealed that some public schools SGBs are dysfunctional with regard to the management of finances. The understanding of roles and responsibilities pertaining to the management of finances is insufficient. SGBs are still battling to understand the roles especially of the chairperson, treasurer and the secretary. There is a lack of monitoring and understanding of roles. Understanding of the financial legislative framework is still a challenge to rural public schools. Knowledge and interpretation of the other policies and regulations, Acts and prescripts is a major concern. There are transgressions of, and non-compliance with the financial legislative framework. The study further found that the SGBs’ perceptions, experience, feelings and thoughts with regard to management of finances are such that their lack of knowledge and skills in finance due to inadequate training makes them feel uncertain and unsure of their competence to manage finances. The quality of the training that they have received does not adequately empower them to manage finance successfully as it is offered by incompetent people. The contents of the prescripts, circulars, manuals and Acts are not clear at all to them. The English language used in the documents makes it especially difficult for SGB members, especially the parent component, to grasp what is needed. In some of the schools investigated, budgeting processes are done unilaterally by the principals who dominate every sphere of governance and relevant stakeholders are not involved. The PED should bear in mind that an investment in SGB training is an investment in their empowerment and decentralization of finances to public schools. If well trained SGBs could render a better service in managing public finances. A procurement management system should be developed, monitored and evaluated from the circuit level. Schools must be encouraged to create procurement clusters or budget clubs. Lengthening the time in office for the SGB from three to four or even five years will add value for money in the form of human investment. The issue of continuity must be ensured after each and every election or four years of re-election, especially in the portfolio of treasurers. This will enable governors to develop their experience over a longer period. During this time there should be continuous training as stipulated in section 19 of SASA. The PED should consider incentive programmes or honoraria for SGB members as a sign of acknowledgement, based on performance, to improve the quality of their effectiveness and efficiency in the management of school finances. The department must develop a financial assessment programme and remediation initiatives to decisively respond to schools that are dysfunctional in terms of financial management. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

TITLE: Preference and Popularity of Combative Activities among Primary School Pupils in Selected Region AUTHOR: Bc. Pavel Procházka DEPARTMENT: Department of Physical Education SUPERVISOR: PhDr. Martin Dlouhý, Ph.D. ABSTRACT The diploma thesis will deal with the preferences and popularity of individual combative activities of pupils of the second level in selected primary schools, the choice of which was determined in relation to the cities' population. It will bring basic information about the developmental specifics of the given age category. In the theoretical part, the reader will learn about the knowledge of combative systems. The work will also highlight the importance of regular sports in children' lives and in this respect, it will point out combative activities as a key element in the development of an active lifestyle. The practical part will focus on the active sports involvement of children in individual combative activities and their interest in them not only in physical education lessons but also beyond them. Moreover, it will compare the differences of these preferences among pupils of the second grade across the selected elementary schools. Attention will also be paid to gender differences. KEY WORDS Combative activities, combat sports, physical education, sports preferences, younger school...