The concept of personal vision refers to teachers&#039 / ideal perception of education (teaching and learning, classroom management and educational implications for the society). Teacher&#039 / s personal vision is how he or she wants these dimensions to be. This case study analyzed personal visions of teachers at a rural primary school and investigated the effects of the school context on teachers&#039 / personal visions. The data were collected from ten teachers through utilizing the semi-structured interview method. The researcher analyzed the obtained data through cointent analysis. The results of the study revealed that teachers&#039 / visions considered education as a lifelong process involving a student-centered, democratic classroom environment where learning differences were given importance to / and meaningful learning and process evaluation were highlighted. According to the teachers, this educational process would lead a democratic society where science, moral values and citizenship values prevailed. The results also showed that the school context was not supportive for the teachers to achieve their visions.

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Federal legislation, No Child Left Behind (NCLB, 2001), has brought the call for high quality and excellence into every aspect of education, including professional development. The links between teacher learning and student learning are well documented. teacher skill is one aspect influencing student growth; hence, professional development provides a path to the goal of NCLB - increased student achievement. However, it is a long way from policy decisions to implementation in local districts; hence, the professional development requirements of NCLB face challenges to implementation. One of the factors affecting NCLB policy implementation at all levels is the capacity of schools and districts to implement policies as they are intended (Cooper, Fusarelli, & Randall, 2004; Heck, 2004; Odden, 1991). Especially in rural districts, factors of isolation, poverty, and size may restrict the implementation of policy requirements (Jimerson, 2004; Reeves, 2003). This policy impact study used qualitative methods to look at the question, "How Do Factors of Arizona's Rural Districts Impact the Implementation of Models of Professional Development Required by NCLB?" Information was gathered through the use of document analysis, site-visits, and semi-structured interviews.

Proportionality is the content domain of mathematics that is rooted in ratio and proportion. It is believed to be vital for problem solving and reasoning, which are key cognitive domains of mathematics teaching and learning. Hence, ratio and proportion forms part of curricula for all countries. Studies carried out in different parts of the world found that while learners can do simple and routine manipulations of ratio and proportion, they struggle to solve problems that involve these concepts. Researchers apportion the blame for this to the strategies that learners use to solve the problems. Researchers found that learners use flawed strategies due to misconceptions that learners have on ratio and proportion. The purpose of the study is to explore learner errors and misconceptions on ratio and proportion. A test that comprised of questions that are appropriate to the National Curriculum Statement (NCS), for General Education and Training (GET) band, was used to collect data. Items in the instrument were selected and adapted from a tool used in Concepts in Secondary Mathematics and Science (CSMS) study. The participants in the study are 30 Grade 9 learners from a rural school in KwaZulu-Natal (KZN). The findings of the study are that learners have a limited knowledge and understanding of ratio and proportion, hence their performance in items on the topic is poor. A great proportion of the learners have serious misconceptions of ratio and proportion. They use incorrect strategies to solve problems on ratio and proportion that produce errors. The errors and misconceptions they exhibit are not different from those observed by similar studies conducted in other parts of the world. The study recommends a structured focus on ratio and proportion because the topic is fundamental to proportional reasoning. It recommends clarity for teacher trainers, textbook writers and teachers on what learners need to learn on ratio and proportion. It recommends serious exploration of errors and misconceptions on ratio and proportion, and a teaching approach that considers errors and misconceptions as opportunities for learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.

Many children in the foundation phase in rural schools in KwaZulu-Natal, South Africa struggle to acquire early literacy skills. A review of the literature demonstrates the link between early communication development and academic achievement, including literacy skills (Rossetti, 2001). This study explored the beliefs and practices of caregivers regarding early communication development as a means to providing culturally appropriate early communication intervention. The study drew on phenomenological and interpretive viewpoints to inform the qualitative design. Fifteen caregivers with healthy infants in the age range of 0-12 months were recruited from a post-natal clinic in Inanda, a rural community in KwaZulu-Natal. The study took place in three phases. Phase 1) Nine of the participants were divided between two focus groups. Focus groups used photo elicitation as a method of stimulating discussion on subjects relevant to the topic. Phase 2) Data from the focus groups was used to inform the development of an individual guided interview schedule. One participant took part in a pilot study of an individual interview. Phase 3) The remaining five caregivers participated in individual guided interviews. Data obtained through both focus groups and individual interviews was analyzed for themes using Creswell’s Data Analysis Spiral (1998). Five themes were identified as falling within the two study objectives: Parenting beliefs and parenting practices. The themes under parenting beliefs included: the role of the parent; needs and abilities of the infant and communication. Themes included under parenting practices were: daily activities and language stimulation. The results show that caregivers’ beliefs are guided by the desire for their infants to be accepted by community members, thus prioritizing issues of respect and observable health as their parenting goals. Caregivers’ daily activities facilitate the development of the maternal bond which serves as the foundation for the development of communication and provides language stimulation. These practices are however noted to be intuitive and lack a formal knowledge base. Practice and research implications for these findings are discussed. / Thesis (M.Sc.)-University of KwaZulu-Natal, Westville, 2011.

The aim of this study is to explore a team-based approach to leading and managing a rural primary school. A requirement in a team-based approach to make quality decisions and improvements in the school, comes from people working in harmony. In noting that teams are more effective than individuals, this study explores how a team-based approach to leading and managing schools plays itself out in a rural primary school. The objectives of this study were to determine how a team-based approach is operationalised in a rural primary school and to determine the challenges and possibilities associated with a team-based approach. The study employed an interpretive meta-theoretical approach with a case study research design. For the purpose of this study, purposive sampling was chosen. The study was conducted in a public rural primary school in the eThekwini Region of the Ilembe District. The research participants sampled comprised two male and three female participants to accommodate gender representation. The principal, head of department (intermediate, phase), acting head of department (foundation phase), one level one educator (intermediate phase) and one level one educator (foundation phase) who were concerned with the day-to-day activity of the organisation and the delivery of its performance were selected. Data was collected by means of semi-structured interviews. The collected data was analysed and categorised into common categories, patterns and themes. The key findings that emerged from the research were that to ensure achievement of school goals, teamwork is necessary. People working together, learning and sharing together will promote team effectiveness. The principal, together with the SMT play an important role in creating and managing the different types of teams. By having regular formal and informal meetings; ongoing professional development; monitoring and evaluating members of a team; having a clear vision and rationale to manage change and conflict will lead to continuous improvement and team effectiveness. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The purpose of this study is to determine the roles and skills needed by rural schools governors of the Mafikeng area project office of North West Province. Lack of uniformity, competency, skills and commitment are still encountered in the SGB structures. Little has been done to empower the rural school governors with relevant skills for effective job performance. An empirical investigation was employed to find ways of empowering the encountered incompetency of rural governors. Literature survey was employed to determine the nature and scope of roles and skills needed by rural schools governors. The subjects of the study were adults (teachers, parents, principals) and students. The responses of 220 respondents were analysed. The findings revealed that school governors in rural areas experience problems in areas like addressing parent's annual meetings, financial management, control and feedback in their job. Recommendations were made by respondents on how to empower rural school governors with the necessary skills. On the basis of the problems and skills identified, more emphasis was put on commitment of all stakeholders, training of governors to develop their management skills, financial skills, regular workshops by the Department of Education, and the old SGB members to train the new ones. The new SGBs should ask questions when they are not clear and translation of back-up materials into the SGB's home language and a certificate for course completion to be granted to the members who completed their office term. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2005

The value of schools as systems for encouraging positive adaptation and development has gained recognition in resilience research. As key role players in the school environment, teachers play a central role in fostering resilience among learners. Further, the context of the school environment provides understanding into the many systems in which learners are situated which encourage or hinder the development of resilience strategies. Learners in South Africa face many barriers in attempting to access education. These challenges are especially prevalent in rural areas, where poverty, unemployment and poor health add an extra burden on learners and teachers. Despite this, there are learners who are able to achieve academic success. They are in essence resilient. This study aimed to understand the perceptions of teachers of the factors which influence learner success in South Africa from a strengths perspective. A qualitative approach and purposive sampling were employed to conduct two focus groups with teachers from two rural high schools in KwaZulu-Natal. The Participlan method was used to conduct the focus groups as it allowed the groups’ control over organising main themes and ideas. Data was analysed using thematic analysis and concepts from resilience theory and the Bio-ecological Systems Theory were used to organise and understand the findings. The results indicated that the teachers have a contextual view of the factors influencing learner success and they underemphasise the role of the individual. The key role of the teacher and the school as a site for fostering resilience was also evident. Suggestions for further research include exploring the effectiveness of reactive strategies developed by the participants and encouraging the development of characteristics found in resilient schools. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Schools within South Africa are not performing as they should be due to a variety of issues within the school system. It is for this reason that there has been an increased interest in the field of school improvement. This research study is an articulation of a case for school improvement. In the Rorke‟s Drift / Isandlwana area of KwaZulu-Natal the David Rattray Foundation (DRF) implements school improvement projects at partner schools within the area with an aim to bring about school improvement. This qualitative study entailed the researcher conducting semi-structured interviews, a document analysis, non-participant observation with the use of a checklist, a preference analysis, and Participatory Action Research (PAR) to formulate a case study of the David Rattray Foundation (DRF). There were three main themes that emerged from the data of this research, namely (a) school improvement, (b) partnerships and (c) wider system issues. Within this study the researcher identified a shift from a charismatic approach to school improvement to one that is more systematic and business like on the part of the foundation. An interesting approach to whole school improvement is articulated by the manner in which the foundation operates. With the complexity of the school system, the researcher has identified that the DRF uses business principles to counter the problems that arise with the implementation of school improvement interventions, thus within this study the researcher presents a business model of school improvement. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.