Despite the increasing importance of digitization in all facets of teaching and learning, digital moderation (eModeration) has received little attention in research and practice. No evidence-based requirements on the secondary school environment could be found for the development of a digital moderation system. This finding provided the rationale for an investigation into the requirements for an efficient eModeration system for IT and CAT assessments at grade 12 level in South Africa. A critical literature review was employed to explore eModeration and the requirements for a digital moderation system. This study is novel in exploring the applicability of post-adoption technology acceptance models to a pre-adoption system. The inquiry was guided by the overarching research question of: What are the requirements for an efficient eModeration system for IT and CAT SBA assessments at grade 12 level in SA? This dissertation concludes that there is currently no dedicated eModeration system in use in the secondary school environment. This study draws on the eModeration literature, the technology adoption literature and empirical research in the private secondary school environment of IT and CAT assessments at grade 12 level in South Africa to provide an evidence-based contribution to the requirements for an efficient eModeration system. The findings serve as a theoretical basis for future research into eModeration systems and can make a practical contribution to future practices and policies within schools and assessment bodies. / School of Computing / M. Sc. (Computing)

A quantitative, descriptive method was used in this study. A purposeful sample of 239 (N=239) participants was chosen. At a theoretical level, the study provided insight into the causes of stress among educators, the impact of stress on them and the influence of school management teams to support educators in the management of their stress. The literature review confirmed that stress of educators is caused by internal and external factors. It also confirmed that stress may lead to physical and mental illnesses and may influence the emotional state of an educator. The literature confirmed that where school management teams support educators, it reduces the stress levels of the educators. From an empirical perspective, the study confirmed that external factors such as long working hours and workload do have an impact on the educator’s stress levels. This then leads to educators feeling irritated, exhausted and burned out. On the role of school management teams supporting educators to manage the stress levels, the empirical outcome was neutral. / Educational Management and Leadership / M. Ed. (Educational Management)

In South Africa the education system ensures that education is available and accessible to every learner. To ensure inclusivity for all learners, the implementation of accommodations for learners with barriers are vital. Research has indicated that the implementation of accommodations can be challenging at times for educators and relevant role players, e.g., policy implementers. The main aim of this study is to explore the systematic challenges when implementing the assessment accommodation policy in independent high schools in a qualitative method. This study applied the interpretivism paradigm to explore the phenomenon under study by applying Bronfenbrenner’s bio-ecological systems theory to explore the challenges experienced. An intensity case study design was selected with six participating independent high schools. Individual semi-structured interviews were conducted with each policy implementer by using intensity sampling. In addition, audio-recordings and a reflection journal were used as a data collection strategy. Using thematic analysis, three main themes emerged from the data, namely: challenges with parent, insufficient internal support for policy implementers, and inadequate services. Each theme was accompanied by a number of sub-themes. Constructed on the research findings, I conclude that when the identified systematic challenges are addressed when implementing inclusive education policies like the IEB’s assessment accommodation policy, then policy implementers, better supported, will be able to ensure that education is accessible to all learners in South Africa. / Psychology of Education / M. Ed. (Psychology of Education)

The aim of the research study, Combatting the Downward Spiral: Burnout, Support Networks and Coping Strategies of TESOL Teachers at Private Language Schools in Johannesburg, South Africa was firstly to determine whether TESOL teachers working in private language schools in Johannesburg, South Africa suffered from burnout. Secondly, the aim was to discover which factors caused stress for TESOL teachers inside and outside the classroom, what support structures were available for burned out TESOL teachers and the type of coping strategies TESOL teachers used to manage burnout. Using a mixed method design which consisted of the Maslach Burnout Inventory-Educators Survey and semi-structured interviews, the findings revealed that 46% of the TESOL teachers who participated in the research study were suffering from high levels of burnout. Interviews revealed three main areas that caused stress for TESOL teachers: the job of teaching, relationships at work and organisational and TESOL-related issues. These areas were divided further into various sub-themes. Furthermore, support structures for burned out TESOL teachers were generally inadequate and although TESOL teachers attempted to manage burnout by using a variety of coping strategies, these did not seem to be effective in the long-term. / English Studies / D. Lit. et Phil. (English)

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)

The research sought to study the integration experiences and challenges of immigrant students in a private secondary school in the Tshwane North district in Gauteng. The study focused on investigating the experiences of immigrant learners when integrating with the local learners at the private secondary school. Integration denotes how various cultural groups interact within the bounds of a single society. Scholars argue that the dominant group in a society sets the tone and determines the nature of the integration activities and objectives. However, in other instances integration is facilitated by both the immigrants and the host people. Literature review helped the researcher to gain a broader and deeper knowledge base of the concept of migration and experiences faced. Literature review indicated the sociological and economic explanations for migration. Literature covered integration of immigrants, assimilation and acculturation. Sources of stress for immigrant students and cross-cultural adaptation were also outlined. The investigation was a case study research. Mixed methods were used to collect data. The researcher used questionnaires, interviews and observations. Questionnaires were issued to 28 immigrant learners who participated in the study. The 28 immigrant learners were also interviewed in order to obtain richer data. All indications show that the integration process at the school was positive. The results of the study showed that most immigrant learners have friends among local learners. The immigrant learners disclosed that local learners were friendly to them. Many immigrant learners indicated that they would be interested in learning local languages. / M. Ed. (Socio-Education)

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)

Limited research is available on teachers’ perspectives on addressing barriers to learning in learners in low to middle-income countries, such as South Africa. The main aim of the current research was to describe teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province. The study adopted a qualitative approach and data was collected by means of interviews, document analysis, and observations with 12 teachers in the school. The results of the study indicate that there are various challenges when addressing barriers to learning in learners. Furthermore, teachers respond to the diverse needs of learners by identifying the needs of learners and differentiating the curriculum. Lastly, teachers mentioned various forms of support that could help them effectively address the barriers to learning in learners in inclusive settings. Future countrywide research should focus on teachers’ perceptions when addressing barriers to learning in independent mainstream schools in South Africa. / Inclusive Education / M. Ed. (Inclusive Education)

Christian Education South Africa (CESA), formerly known as Accelerated Christian Education (South Africa) or ACE(SA), represents a significant number of evangelical Christian schools in South Africa. Most CESA schools are multiracial· and part of charismatic fellowships. The purpose of this study was to investigate CESA {its roots, philosophy of education and methodology) and to evaluate the quality of Christian education offered at CESA schools. Firstly, 'sound Christian education' was defined. Secondly, a model for assessing Christian education was developed. The SAPPAB model with its six criteria (spiritual, academic, physical, practical, administrative and balance) assess both the biblical and t educational 'soundness' of an education programme . . Information was gathered over six years by way of interviews, surveys, ethnographic and in-depth case studies. Evaluations included individual CESA schools, CESA as an organization and the ACE programme. The major finding was that individual CESA schools do contribute meaningfully to sound Christian education, but that the organization as such lost its vision and its influence. / Educational Studies / M. Ed. (History of Education)

Students no longer respond to content-driven, teacher-centred learning. Literature reveals that changes in methodology and pedagogy of teachers needs to take place in order to keep education relevant and engaging. Classrooms where critical thinking, communication, creativity and collaboration are embraced are required in schools. The environment where these components are present can be referred to as 21st century classrooms. Establishing these locales require a leader who is able to create the vision for the changes that need to take place. One who will fashion a learning environment where teachers feel secure and have the confidence through teacher development to embark on and embrace a new arrangement in their classroom. The principal needs to embrace his/her instructional role in establishing these 21st century classrooms. This research project investigated precisely what the instructional role of the principal necessitates in aiding teachers to establish 21st century classrooms. A qualitative research design, embedded in the constructivist paradigm in the form of a hermeneutic study was chosen as research method. Using semi-structured interviews, the researcher attempted to find out how the principal of each school visited, viewed 21st century classrooms, as well as what skills and knowledge he/she required as the instructional leader in leading teachers to establish 21st century classrooms. The researcher used purposeful sampling to select the participants who would have the greatest insight into establishing 21st century classrooms at their school. Trustworthiness was ensured in the collection and interpretation of data. The researcher transcribed the collected data and it was later analysed. Once analysed, the data was interpreted and arranged under the research sub-questions. The findings established that each participant is quite knowledgeable concerning the attributes and characteristics of a 21st century classroom. Many of the principals played a strong instructional role in their school and displayed many of the characteristics and skills necessary to create an environment where teachers could competently bring 21st century skills and knowledge into their classrooms. In most of the schools visited, 21st century classrooms are well on their way to being established. It is evident that the theory of 21st century classrooms is far more prevalent in some of the schools visited than the practical application thereof. In some of the schools visited a whole philosophy of learning, which encases all the 21st century attributes has been implemented. Each school could be placed on a continuum, with no one school being at the same space in their journey to implement 21st century skills and knowledge into their teachers’ pedagogy. / Leerders reageer nie meer op inhoudgedrewe en/of onderwysgesentreerde onderrig nie. Literatuur toon dat veranderinge in onderwysmetodiek en pedagogie moet plaasvind ten einde onderwys relevant en interessant te hou. Klaskamers waarin kritiese denke, kommunikasie, kreatiwiteit en samewerking omhels word, is die nuwe maatstaf. Die omgewing waarin hierdie komponente teenwoordig is, word na verwys as die 21ste eeu klaskamers. Die stigting van 21ste eeu klaskamers vereis ʼn leier wat in staat is om ʼn visie te skep en dit na te volg. Een wat ʼn leeromgewing verseker waarin onderwysers veilig voel en selfvertroue opbou deur personeelontwikkeling. Sodoende word onderwysers bemagtig om die nuwe veranderinge in die klaskamer te omhels. Die skoolhoof speel ʼn sterk rol in die vestiging van hierdie 21ste eeu klaskamers en moet dus ʼn instruktiewe rol aanneem. Hierdie navorsingsprojek ondersoek wat presies hierdie instruktiewe rol van die skoolhoof behels in die ondersteuning van onderwysers om hul toe te rus vir 21ste eeu klaskamers. Hierdie navorsingsprojek is gebaseer op ʼn kwalitatiewe navorsingsontwerp, gegrond op die konstruktivistiese paradigma in die vorm van ʼn fenomenologiese studie. Deur gebruik te maak van semi-gestruktureerde onderhoude, het die navorser gepoog om uit te vind hoe die skoolhoof van elke skool wat besoek is, 21ste eeu klaskamers beskou en oor watter vaardighede en kennis ʼn skoolhoof as onderrigleier moet beskik om onderwysers in 21ste eeu klaskamers te vestig. Die navorser het van ʼn doelbewuste steekproef gebruik gemaak om geskikte kandidate te identifiseer wat kennis dra oor die vestiging van 21ste eeu klaskamers by hul eie skole. Betroubaarheid van die data is verseker deur die versameling en interpretasie daarvan. Die data is deur die navorser getranskribeer en later ontleed. Na analise is die data geïnterpreteer en dan in geskikte navorsings sub-vrae ingedeel. Die bevinding was dat elke kandidaat grondige kennis aangaande die eienskappe en kenmerke van 21ste eeu klaskamers het. Baie van die hoofde vervul ʼn sterk instruktiewe rol in hul skool en beskik oor die nodige eienskappe en vaardighede om ʼn omgewing te skep waarin onderwysers met bevoegdheid 21ste eeu vaardighede en kennis in hul klaskamers kan toepas. In meeste van die skole wat besoek is, is 21ste eeu klaskamers besig om pos te vat. Dit is ook duidelik dat die teorie van 21ste eeu klaskamers baie meer op die voorgrond is by sommige van die skole wat besoek is, as wat die praktiese toepassing daarvan is. In sommige van die skole wat besoek is, is ʼn leerfilosofie wat alle 21ste eeu kenmerke omvat geïmplementeer. Daar is ʼn kontinuum waarop elke skool geplaas kan word wat aandui dat nie een skool op dieselfde vlak in hul implementering van 21ste eeu vaardighede en kennis in hul onderwyspedagogie is nie. / Educational Leadership and Management / M. Ed. (Education Management)