TITLE: The Heritage of František Sedlák within Disciplines of Didactics of Music Education and Music Psychology. SUMMARY: The thesis deals with life and work of František Sedlák, who is known as a teacher, musicologist, choir conductor and musician. The objective of the thesis is to provide Sedlák's biography and give a thorough overview of all his publications. In his articles, papers and other publications, he writes mainly about musical development of a child, musical abilities and skills, psychology of music, problems of children's singing and didactics of music at primary schools. A separate chapter is dedicated to authentic memories of Sedlák's colleagues, which were collected specially for the purpose of this thesis. There is a CD appended to the thesis, where nearly all Sedlák's articles published in various professional journals can be found together with a few pictures from his life. KEYWORDS: František Sedlák, musical development of a child, didactics of music at primary schools, psychology of music, modernization of music education, problems of children's singing, musical abilities and skills.

Thesis "A professional care of children with school delay" is focused on the analysis of intervention for children with the recommended postponement of school attendance. in pre-school and preparatory classes in primary schools. The thesis also includes a scheme of a Special Education reeducational aids, which can be used for possible developmental disorders which limit children entrance into the compulsory school attendance in the prescribed age.

English text with English, Northern Sotho and Afrikaans summaries / South Africa has a long and troubled educational history, from pre-colonial education to the fall of apartheid, and eventually the acquisition of equal education for all (Christie, 2006). Many changes took place during this transitional period in the democracy and liberation of the New South Africa by means of pupil-centred classrooms, Curriculum 2005 (Taylor, 1995) and Curriculum and Assessment Policy Statement (CAPS). Although numerous studies have been conducted internationally and in South Africa on underperforming in schools, the focus of this study is to ascertain the key elements of why learners underperform. The study’s aim is to determine the influence of a learner’s socio-economic situation on scholastic performance with references to nutrition, family structure, and parental support of learners in primary schools in Tshwane. In this full dissertation, the researcher found that most of the selected home environmental factors had no significant impact on the selected learners. It was, however, found (as many research already proved) that diet and sleep did have an influence on primary school learner academic performance. In presenting this argument, the theoretical framework, socio-constructivism learning theory, and Maslow’s hierarchy of needs, were used, as socio-constructivism states that although biological factors are a requirement for basic development to emerge, socio-cultural factors are crucial for basic natural processes to develop. Vygotsky’s socio constructivism theory indicates the uniqueness of the social environment and regards socio-cultural background as the primary and determining factor in the development of higher forms of human mental activity such as voluntary attention, intentional memory, logical thought, planning, and problem solving. In conjunction with Vygotsky, Maslow’s hierarchy of needs sets the foundation for this study as it states that in order for a being to move to the next level, the lower level of needs, need to be satisfied first. The objectives of the study were: - to determine what the impact of selected home environment factors on primary school learners’ academic performance is. To determine the relationship between poverty, family structure, and scholastic performance; to determine the influence of the type of dwelling on scholastic performance; to determine the influence nutrition have on a learners’ scholastic performance; and to determine the influence sleep deprivation has on learners’ academic performance. The study used a quantitative approach, and the method included questionnaires that learners in Grade 5, Grade 6, and Grade 7 of the selected school completed anonymously. The study revealed that poverty, family structure, and dwelling type did not have a significant impact on the learners of the selected school. The study did however reveal and confirmed what various other researchers have already found that sleep and nutrition did have an influence on academic performance. It is recommended that specific guidelines should be provided to parents about economical lunchbox ideas. Parents should be supplied with lists of foods best to pack in lunchboxes and food that is not allowed. Schools should further monitor the food provided at tuck shops, as the food provided should be nutritious as well as sustain learners’ energy. Food high in saturated fats and sugar should not be allowed at school tuck shops. Children should also be educated about nutrition and better or alternative choices they can make. Lunches that are supplied as part of the school nutrition program should be monitored to ensure that it is nutritious, low in sodium, and that a variety of fruit and vegetables are included in the meal. Studies have concluded that children should sleep on average nine hours per night. Unfortunately, due to increase in academic pressure and work load, more learners go to bed later. It is therefore recommended that schools adhere to guidelines on the amount of homework given to learners daily. It is further recommended that parents should ensure that their children have a set routine regarding sleep patterns. The use of electronic equipment, such as television, computers, and cellular phones prior to sleeping time should be limited as it affects sleep. Surprisingly, this study has also revealed that some of the data supplied to the school by the parents or guardians and the data that was obtained from the learners did not correlate. It is therefore recommended that schools should be more scrupulous with learner performance data as it could be a possible indicator of household problems or the quality of education. If it is found that the decline is due to quality of education, the school management team should act immediately to assist the necessary educators with the necessary skills to enable better quality of education. A pro-active plan of action should be put in place by the school for those learners whose marks decreased. An educator could talk to the learner and the parents to try and determine the possible causes for the decrease in marks. Remedial classes or remedial exercises should be given to the learners to assist in the areas of need. In addition, if it is determined that the cause is due to home environment factors then necessary assistance should be provided either by the school or other entities. / Afrika Borwa e na le histori ya thuto ye telele gape ya mathata, go tloga go thuto ya pele ga bokoloni go ya go go fedišwa ga kgatelelo le go hwetša mafelelong thuto ya go lekana go bohle (Christie, 2006). Go bile le diphetogo tše dintši nakong ye ya phetogo mo temokrasing le tokologong ya Afrika Borwa ye mpsha ka mokgwa wa diphapošiborutelo tšeo di nepišago morutwana, Lenaneothuto la 2005 (Taylor,1995) le Setatamente sa Pholisi ya Lenaneothuto le Kelo (CAPS). Le ge go dirilwe dinyakišišo tše mmalwa ditšhabatšhabeng le mo Afrika Borwa ka ga go se šome gabotse dikolong, nepišo ya dinyakišišo ke go utolla mabaka a motheo ao a dirago gore barutwana ba se šome gabotse. Maikemišetšo a dinyakišišo ke go utolla khuetšo ya maemo a ekonomi le leago a barutwana go go šoma dithutong go lebeletšwe phepo, sebopego sa lapa le thekgo ya batswadi go barutwana ba dikolo tša praemari ka Tshwane. Mo tesitheišeneng ye e feletšego, monyakišiši o hweditše e le gore bontši bja mabaka a tikologo ya gae ao a kgethilwego ga a na khuetšo ye bohlokwa mo go barutwana bao ba kgethilwego. Le ge go le bjalo, go hweditšwe e le gore (bjale ka ge go kgonthišitšwe ke banyakišiši ba bantši) go ja le go robala di na le khuetšo go go šoma dithutong ga barutwana ba dikolo tša praemari. Ge go abja mabaka a, tlhako ya teori, teori ya go ithuta ya tsebo ya leago le dinyakwa tša maemo a Maslow di šomišitšwe. Tsebo ya leago e bolela gore le ge mabaka a go phela e le senyakwa sa kgolo ya motheo go thoma, mabaka a setšo sa leago a bohlokwa kudu go ditshepedišo tša tlhago tša motheo gore di gole. Teori ya Vygotsky ya tsebo ya leago e bontšha boswananoši bja tikologo ya leago gomme e tšea botšo bja setšo sa leago bjalo ka lebaka la motheo le taolo mo go godišeng mekgwa ya godimo ya mošongwana wa kgopolo ya motho go swana le šedi ya boithaopo, le kelelo ye e nepišago, kgopolo ya go kwagala, peakanyo le tharollo ya mathata. Ka tirišano le Vygotsky, maemo a dinyakwa a Maslow a dira motheo wa dinyakišišo tše ka ge a bolela gore sebopiwa se ye legatong la go latela, legato la fase la dinyakwa le swanetše go kgotsofatšwa pele. Dinepo tša dinyakišišo tše e be e le go utolla: gore khuetšo ya mabaka a tikologo ya gae ao a kgethilwego go barutwana ba dikolo tša praemari mo go šomeng gabotse dithutong ke efe; kamano gare ga bohloki, sebopego sa lapa le go šoma dithutong; khuetšo ya mohuta wa legae mo go šomeng dithutong; khuetšo yeo phepo e nago le yona mo go šomeng dithutong; le khuetšo yeo go se robale go nago le yona go barutwana mo go šomeng dithutong. Dinyakišišo di šomiša mokgwa wa bokaakang, gomme mokgwa o akaretša letlakala la dipotšišo leo barutwana ba Kreiti ya 5, Kreiti ya 6 le Kreiti ya 7 ba sekolo seo se kgethilwego ba le tladitšego ka sephiri. Dinyakišišo di utollotše gore bohloki, sebopego sa lapa le mohuta wa legae ga di na khuetšo mo go barutwana ba sekolo seo se kgethiwego. Le ge go le bjale, dinyakišišo di utolla le go kgonthiša ka moo banyakišiši ba go fapana ba šetšego ba hweditše gore boroko le phepo di na le khuetšo mo go šomeng dithutong. Go digetšwe gore ditlhahli tše di itšego di swanetše go fiwa batswadi ka ga kgopolo ya dijo tša letena tša ekonomi. Batswadi ba swanetše go fiwa lenaneo la dijo tše dikaone go feta tšeo ba ka di fago bana go ja ka letena le dijo tšeo di se a lokago. Dikolo gape di swanetše go lekola dijo tšeo di fiwa mabenkeleng a dijo a ka sekolong, ka ge dijo tšeo di fiwago di swanetše go ba le phepo gomme di swarelele maatla a barutwana. Dijo tšeo di nago le makhura ao a se a lokago le swikiri ga se tša swanela go dumelelwa mo mabenkeleng a dijo a ka sekolong. Go tlaleletša, bana ba swanetše go rutwa ka phepo le dikgetho tše kaone goba tša go fapana tšeo ba ka di dirago. Dijo tša matena tšeo di fiwago bjalo ka karolo ya lenaneo la phepo la sekolo di swanetše go lekolwa go kgonthiša gore di na le phepo, ga di na letswai le lentši, le gore mehuta ya dienywa le merogo e a akaretšwa mo dijong. Dinyakišišo di phethile ka gore ka palogare bana ba swanetše go robala diiri tše senyane bošego bjo bongwe le bjo bongwe. Go hloka mahlatse, ka lebaka la koketšego ya kgatelelo ya dithuto le mošomo wo montši, bana ba bantši ba robala ka morago ga nako. Ka gona go digelwa gore dikolo di latele ditlhahli tša bokaalo bja mošomo wa gae woo o fiwago barutwana letšatši le lengwe le lengwe. Go digetšwe gape gore batswadi ba swanetše go kgonthiša gore bana ba bona ba na le lenaneo leo le beakantšwego la go robala. Tšhomišo ya didirišwa tša elektroniki, go swana le thelebišene, dikhomphutha le diselefouno pele ga nako ya go robala e swanetše go fokotšwa ka ge e ama boroko. Selo sa go makatša, dinyakišišo tše di utollotše gore data ye nngwe yeo e filwego sekolo ke batswadi goba bahlokomedi le data yeo e filwego ke barutwana ga di sepelelane. Ka gona go digelwa gore dikolo di swanetše go hlokomela ka data ya go šoma ga barutwana ka ge e ka ba sešupo sa kgonagalo ya mathata a ka gae goba boleng bja thuto. Ge go hweditšwe gore go palelwa ke ka lebaka la boleng bja thuto, sehlopha sa taolo ya sekolo se swanetše go tšea magato ka bjako go thuša barutiši ka mabokgoni ao a hlokegago go kgontšha boleng bjo bokaone bja thuto. Sekolo se swanetše go dira lenaneo la tiro la mohola go barutwana bao meputso ya bona e fokotšegile. Morutiši a ka bolela le morutwana le batswadi go leka go utolla gore ke eng seo se hlolago go fokotšega ga meputso. Dithuto tša tlaleletšo goba mešongwana ya tlaleletšo e swanetše go fiwa go thuša barutwana mo dikarolong tšeo ba hlokago thušo. Go tlaletša, ge go utollotšwe gore se se hlolwa ke mabaka a tikologo ya gae, gona go swanetše go fiwa thušo yeo e hlokegago e ka fiwa ke sekolo goba makala a mangwe. / Suid-Afrika het ’n lang en veelbewoë onderwysgeskiedenis, van voorkoloniale onderwys tot die val van apartheid en die uiteindelike bereiking van gelyke onderwys vir almal (Christie, 2006). Baie veranderinge het gedurende hierdie oorgangsperiode in die demokrasie en bevryding van die Nuwe Suid-Afrika plaasgevind deur middel van leerdergesentreerde klaskamers, Kurrikulum 2005 (Taylor, 1995) en die Kurrikulum- en Assesseringsbeleidsverklaring (KABV). Hoewel talle studies oor onderprestasie in skole internasionaal en in Suid-Afrika uitgevoer is, is die fokus van hierdie studie om die kernfaktore vas te stel wat tot onderprestasie van leerders lei. Die studie het ten doel om die invloed van ’n leerder se sosioëkonomiese situasie op skolastiese prestasie te bepaal met verwysing na voeding, gesinstruktuur en ouerondersteuning van leerders in primêre skole in Tshwane. In hierdie volledige proefskrif het die navorser bevind dat die meeste geselekteerde tuisomgewingfaktore geen beduidende uitwerking op die geselekteerde leerders gehad het nie. Daar is egter bevind (soos deur baie navorsers bewys is) dat dieet en slaap wel ʼn invloed op primêreskoolleerders se akademiese prestasie gehad het. In die aanbieding van hierdie argument is die teoretiese raamwerk, sosiaal-konstruktivistiese leerteorie en Maslow se behoeftehiërargie gebruik. Sosiaalkonstruktivisme bepaal dat, hoewel biologiese faktore ’n vereiste is sodat basiese ontwikkeling kan plaasvind, sosiaalkulturele faktore deurslaggewend vir die ontwikkeling van basiese natuurlike prosesse is. Vygotsky se teorie oor sosiaalkonstruktivisme dui op die uniekheid van die sosiale omgewing en beskou die sosiaalkulturele agtergrond as die primêre en bepalende faktor in die ontwikkeling van hoër vorms van menslike verstandelike aktiwiteit, soos vrywillige aandag, intensionele geheue, logiese denke, beplanning en probleemoplossing. Tesame met Vygotsky, maak Maslow se behoeftehiërargie die grondslag van hierdie studie uit, aangesien dit bepaal dat, ten einde na die volgende vlak te beweeg, ’n mens se laer vlak van behoeftes eers bevredig moet word. Die doelwitte van die studie was om die volgende te bepaal: watter uitwerking geselekteerde tuisomgewingfaktore op primêreskoolleerders se akademiese prestasie het; die verhouding tussen armoede, gesinstruktuur en skolastiese prestasie; die invloed van die tipe woning op skolastiese prestasie; die invloed wat voeding op ’n leerder se skolastiese prestasie het; en die invloed wat slaapontneming op ’n leerder se akademiese prestasie het. Die studie het ’n kwantitatiewe benadering gebruik, en die metode het vraelyste ingesluit wat leerders in Graad 5, Graad 6 en Graad 7 van die geselekteerde skool anoniem voltooi het. Die studie het aan die lig gebring dat armoede, gesinstruktuur en tipe woning nie ’n beduidende uitwerking op die leerders van die geselekteerde skool gehad het nie. Die studie het egter wel aan die lig gebring en bevestig wat verskeie ander navorsers reeds bevind het: dat slaap en voeding ʼn invloed op akademiese prestasie het. Daar word aanbeveel dat spesifieke riglyne oor ekonomiese kosblik-idees aan ouers verskaf moet word. Ouers behoort voorsien te word van lyste van die beste kossoorte om in kosblikke te pak, en kossoorte wat nie toegelaat word nie. Skole behoort voorts die kos te monitor wat by snoepwinkels te koop aangebied word, aangesien sodanige kos voedsaam moet wees en leerders se energie moet volhou. Kos wat ryk aan versadigde vette en suiker is, behoort nie by skoolsnoepwinkels toegelaat te word nie. Daarbenewens behoort kinders opgevoed te word oor voeding en beter of alternatiewe keuses wat hulle kan maak. Middagetes wat as deel van die skoolvoedingsprogram voorsien word, moet gemonitor word om te verseker dat hulle voedsaam en laag in sout is, en dat ’n verskeidenheid vrugte en groente by die maaltyd ingesluit word. Studies het tot die slotsom gekom dat kinders gemiddeld nege uur per nag behoort te slaap. Ongelukkig, weens ʼn toename in akademiese druk en werklading, gaan al hoe meer leerders later slaap. Daar word dus aanbeveel dat skole riglyne nakom rakende die hoeveelheid huiswerk wat daagliks aan leerders gegee word. Daar word verder aanbeveel dat ouers moet verseker dat hul kinders ’n vaste slaaproetine het. Die gebruik van elektroniese toerusting, soos televisie, rekenaars en selfone voor slaaptyd, behoort beperk te word omdat dit slaap beïnvloed. Dit is verrassend dat die studie ook aan die lig gebring het dat sommige van die data wat deur die ouers of voogde aan die skool verskaf is en die data wat van die leerders bekom is, nie ooreengestem het nie. Daar word dus aanbeveel dat skole meer nougeset met leerderprestasiedata moet omgaan, aangesien dit ’n moontlike aanwyser van huishoudelike probleme of die gehalte van onderwys kan wees. Indien daar bevind word dat die afname as gevolg van die gehalte van onderwys is, moet die skoolbestuurspan onmiddellik optree om opvoeders te help om die nodige vaardighede te verwerf om ’n beter gehalte onderwys moontlik te maak. Die skool behoort ’n proaktiewe plan van aksie in werking te stel vir daardie leerders wie se punte gedaal het. ʼn Opvoeder kan met die leerder en die ouers gesels en probeer vasstel wat die moontlike oorsake vir die daling in punte is. Remediërende klasse of remediërende oefeninge behoort aan die leerders gegee te word om met die behoefteareas te help. Daarbenewens, indien vasgestel word dat die oorsaak tuisomgewingfaktore is, behoort die nodige bystand gegee te word, hetsy deur die skool of ander entiteite. / Educational Studies / M. Ed. (Socio-Education)

This thesis deals with the subject of keeping and using animals in primary schools. The theoretical part of this thesis reviews various scientific studies into the impact of animals on pupils during education and the possible benefits of animal breeding in schools. Furthermore, the conditions for safe breeding and the most frequently kept animals in schools are discussed as well as the risks and difficulties that their breeding and daily maintenance brings. Moreover, it discusses the need to evaluate the welfare of school animals and legislative precautions on the subject in the Czech Republic. The practical part of this thesis details investigations into the number of Prague primary schools where animals were kept in the school year 2017/2018. Through interviewing a representative sample of schools, it was found that 37 % of Prague's primary schools kept an animal. Furthermore, the different species of animals kept in the schools, their location within the schools, the person bearing responsibility for the animals and the usage and the frequency of it within the curriculum were studied. It was found that 52 % of teachers do not use the school animal more often than once a month. Another subject of the research was to find out the reasons for the absence of animals in schools; 92 % of respondents...

The goal of this research was to determine how to productively provide in the unique needs of academically gifted learners in the intermediate phase in the South African education system. The study comprised an empirical, qualitative investigation to this end. Individual interviews with primary school principals and focus groups with primary school teachers, academically gifted learners in the intermediate phase and parents served to determine what the educational needs of academically gifted children are. Secondly, a mini-education system for academically gifted learners was planned and a programme for academically gifted learners was developed within this mini-education system. The information for the development of the programme was gathered from the interviews and focus groups. The paradigm that forms the foundation of this research includes elements of a Christian world view and is complemented by elements of interpretivism, constructivism, pragmatism and post-modernism. The literature study on academically gifted learners revealed that these learners possess their own unique characteristics. Although academically gifted, these learners experience many cognitive, social and affective problems in the current education system. The structure of the education system, educational productivity and self-managed and interactive learning as teaching strategy were highlighted as internal determinants of an educative nature that influence academically gifted learners. The current condition of gifted education in South Africa and on an international level form the internal determinants of historical nature. If education to gifted learners, and specifically academically gifted learners, in South Africa is compared to other countries, it is clear that there are still many gaps in the education system. The main external determinants that influence educational provision to academically gifted learners include the demography of academically gifted learners, the economic environment of academically gifted learners, science and technology, the role of politics in the educational provision to academically gifted learners and the co-workers and competitors in the educational provision to academically gifted learners. The number of learners is increasing and that means that the need for educational provision to academically gifted learners is increasing. A distance-based programme is ideal, as academically gifted learners are scattered across our country. The main goal of this study was to plan a mini-education system that will provide in the unique needs of academically gifted learners in the intermediate phase in an educationally productive way in South Africa. The framework for the strategic planning of a mini-education system was used as research method. An achievable, sustainable and affordable distance-based educational programme for academically gifted learners was planned and a grade 4 pilot module developed within this mini-education system. The findings of this study suggest that the framework for the strategic planning of a mini-education system can be successfully used in planning a system that can effectively provide in the needs of academically gifted learners in the intermediate phase. From the interviews and focus group it was also clear that there is a need for educational programmes intended for academically gifted learners and that these programmes can be successfully implemented at schools. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

This study explores teachers’ experiences with the principals’ instructional leadership styles in primary schools in Gauteng province. A qualitative research design was employed in the study to answer the research question. Data was generated by means of semi structured interviews which involved the three HODs and nine ordinary teachers from the three sampled schools so as to provide a rich description, explanation, experiences, challenges and barriers that instructional leadership brings into the teaching and learning process in their particular schools contexts. The interest in the phenomenon emerged on the perspective of principals’ instructional leadership as often seen as the contributor to the challenges that are experienced by Primary school teachers during the learning process. Principals are viewed as contributing to South Africa’s education crisis and the overall ineffectiveness of the school system resulting in poor academic results. The instructional leaders who are not doing their jobs competently because of their leadership styles and lack of supervision skills, have caused this. This includes proper knowledge of how to run the schools and motivating staff to work, to enhance classroom instruction. Sometimes they do not involve the community and other stakeholders in the decision making process. Teachers who provide moral support and professional growth in the schools are also ignored. / Educational Leadership and Management / M. Ed. (Education Management)

For several years specialists in reading have debated on how pupils should learn to read. The debate has focused on two methods of teaching reading, that is, the phonic method and the whole language method. Some researchers have identified five elements of reading instruction that are critical to achievement in reading, namely; that reading instruction should include phonics, phonemic awareness, reading fluency, vocabulary and comprehension. These are the components that make up what is termed a balanced literacy approach. Although there is some debate on what constitutes the balanced literacy approach, this study adopted the understanding of the approach described above. The study investigated whether the use of the balanced literacy approach could improve standard four pupils’ achievement in reading and writing in English. The targeted population consisted of twelve schools located in Zomba rural district. Pupils were tested before and after the intervention. Teachers in the experimental group were trained twice on balanced literacy approaches, first before the intervention and midway of the intervention. Observational measures revealed that teachers generally implemented the treatment. The post intervention data indicated that pupils responded very well to the activities that were presented to them. The reading and writing achievement of pupils that were present for the post-test increased more than those of the control group. The results obtained suggest that the balanced literacy approach improved the reading and writing achievement of standard four pupils in the experimental group. / English Studies / D. Litt. et Phil. (English)

Acknowledging the various benefits that can be reaped from good quality education in schools, the primary aim of this study was to explore and investigate the effect of the BETD Graduates on the quality of education in primary schools, in Kunene region. Seventeen primary school principals took part in the study. They completed a questionnaire and the data was analysed using a qualitative method. Four main categories were investigated: (i) socio-demographic information (ii) the implementation of the BETD skills (iii) job performance and (iv) organizational effectiveness. This study suggests that there is a strong relationship between the type and quality of teacher education and its effect on the achievement and performances of learners in particular and the school in general. Therefore the quality of education in schools can be determined by the quality of the teachers on the ground. / Educational Studies / M. Ed. (Education Management)

Text in German / In dieser Forschungsarbeit wird der Zusammenhang von christlicher Gesellschaftsverantwortung und Schulentwicklung in dem sozialen Brennpunkt Berlin- Moabit untersucht. Aufgrund des anhaltenden Wegzugs bildungsorientierter Eltern mit schulpflichtigen Kindern und damit einer zunehmenden Entmischung (Segregation) der Schülerpopulation und damit des Ortsteils Moabit, möchte die qualitative Studie einen Beitrag dazu leisten, Wege aus dieser schulischen Krise, die Auswirkungen auf die Kirchen Moabits und den Ortsteil insgesamt hat, zu finden. Als Lösungsansatz wird dabei das Bleiben von bildungsorientierten Familien in Moabit mit einer aktiven Kirchenzugehörigkeit aus folgenden Gründen verfolgt: Bleiben bildungsorientierte Familien wieder verstärkt in Moabit wohnen und gehen ihre Kinder auf die ihnen zugewiesenen Grundschulen, so werden durch eine Aufhebung der Segregation die Bildungschancen erhöht, da schulisches Lernen bedeutend auf dem Prinzip des Voneinander Lernens basiert, wie dies zahlreiche Studien belegen. Bleiben Familien mit aktiver Kirchenzugehörigkeit in dem sozialen Brennpunkt Berlin- Moabit wohnen, so können sie in gegenseitiger Unterstützung durch eine missionalinkarnatorische Art zu leben, d.h. durch ein am Vorbild Jesu orientiertes Wohnen und Leben unter den Menschen, Transformation in dem sozial benachteiligten Ortsteil Moabit bewirken. Somit werden Eltern befragt, deren Kinder sich im schulpflichtigen Alter befinden und die das Ziel verfolgen, langfristig in Moabit wohnen zu bleiben, die bereits Moabit aufgrund der Schulsituation verlassen haben oder die vor dieser Entscheidung stehen. Durch diese qualitative Studie, die sich im Kontext der Missionswissenschaften bewegt und der empirischen Theologie zuzuordnen ist, werden Lösungsmöglichkeiten für die Situation in dem Ortsteil Moabit erwartet. / The Thesis explores the connection between Christian social responsibility and public school development in the social hot spot of Berlin-Moabit. Due to the ongoing move away of education-oriented parents with their school-aged children, Moabit suffers from an increasing segregation in its student population and consequently also in its overall population. The present qualitative study seeks to suggest a solution to this schooling crisis that impacts both the churches in Moabit as well as the entire community. The approach to the segregation dilemma in Moabit that this study proposes is for educationoriented families who are also active church members to deliberately remain living in Moabit. This approach is based on two rationales: (1) If education-oriented families increasingly remain in Moabit and send their children to the respectively assigned public schools, segregation can be halted and the overall educational opportunities of all school children will be raised, since school learning strongly draws upon the principle of mutual learning, as many studies have documented. (2) If families who are active church members deliberately remain living in the social hot spot of Moabit, they can support each other to live their lives in a missional incarnation-oriented way, following the pattern of Christ. That way they can eventually initiate a process of transformation in the socially disadvantaged community of Moabit. In accordance with the outlined approach parents of school-aged children are interviewed, who either intend to stay in Moabit, or who have already moved away from Moabit because of the schooling situation, or who are currently confronted with the decision to stay or move. The present qualitative study, that is situated in the missiological field and can be ascribed to the range of empirical Theology, expects to find specific solutions for the above outlined problem in Moabit. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

Text in Afrikaans / Te midde van ingrypende veranderinge in die Suid-Afrikaanse onderwysstelsel, word verwag dat opvoeders hul taak op 'n gemotiveerde wyse moet uitvoer om die jeug voor te berei vir die toekoms. Hierdie kwalitatiewe navorsing het ten doel die ondersoek na faktore waardeur opvoedermotivering beinvloed word en die rol van skoolbestuurders (skoolhoofde en hul bestuurspanne) in die motivering van opvoeders. Deur 'n omvattende hteratuurstudie is die begrip motivering duideliker belig en is die verskynsel van motivering ondersoek aan die hand van verskillende moti veringsteoriee. 'n Empiriese ondersoek, deur middel van semi-gestruktureerde onderhoudvoering met opvoeders en skoolbestuurders in die Oos-Kaap, is uitgevoer om te bepaal watter faktore opvoederrnotivering beinvloed. Daar is bevind dat opvoedermotivering deur "n groot verskeidenheid faktore beinvloed word en dat skoolbestuurders 'n belangrike rol te speel bet in die motivering van opvoeders. Op grond van die bevindinge van die empiriese ondersoek is aanbevelings gemaak wat kan lei tot beter opvoedermotivering. / In the midst of drastic educational change in South Africa, it is expected that educators must fulfil their duties in a motivated manner and to thoroughly prepare our youth for the future. This qualitative research sought to explore the factors contributing to the motivation of educators and to determine what role school managers (principals and their management teams) play in the motivation of educators. By means of an extensive literature search, the term motivation was iluminated and the phenomenon of motivation was explored through different motivational theories.. An empirical inquiry through semi-structured interviews with educators and school managers were conducted in the Eastern Cape to determine the factors contributing to the motivation of educators.. The findings in this research showed that educators are motivated or demotivated by a variety of factors. It also showed that school managers have an important role to play in the motivation of educators. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)