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Educators' perception of school climate in primary schools in the Southern CapeDe Villiers, Elsabé 31 December 2006 (has links)
The aim of this research was to determine the perceptions of school climate of
178 educators of six primary schools in the Southern Cape. Two instruments,
namely The Organizational Climate Description Questionnaire Rutgers
Elementary (OCDQ-RE) and Dimensions of Organizational Health Inventory
of Elementary Schools (OHI-E) were used. The results indicated that primary
school educators in the Southern Cape perceived their relations with their
principals as more closed, while educator-educator relations were being
perceived as more open of nature. The typical climate prototype for the
relevant primary schools, was an engaged school climate. Regarding the
overall organizational health of primary schools, average health profiles were
found. A significant relationship was found between the perceptions of
primary school educators with regard to organizational climate and
organizational health. A significant difference between educators of different
primary schools was found regarding their perceptions of all the different
dimensions of both organizational climate and health. / Educational Studies / M.Ed. (Education Management)
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The role of the school governing bodies in creating an educative climate in schools : a case study of a school in Soweto South AfricaThekiso, Maria Monki 11 1900 (has links)
This study is about the School Governing Bodies (SGBs) which currently run schools in the country and it was done in a school in Soweto as a case study. The participants were the vice-chairperson, principal, deputy, secretary and treasurer because these are the core of the executive membership of the SGBs. The role of each is fully described in the policy documents of the Department of Basic Education. The focus of the study was to find out whether the SGBs do indeed create an educative atmosphere in schools as laid down in the government policies or have the discretion and leeway to deviate from such without incurring the wrought of the Department.
The research was conducted through the qualitative approach because it involved a series of in-depth interviews. The study used a purposive sampling method to identify a few participants who are actually involved in the management of the selected school. Hence, the research findings are such that the interviewees claim that they knew very little of their new responsibilities, duties and functions when they took office but gradually they acquired the necessary information, knowledge and skills to discharge their exacting mandate.
They point out that the South Africa School’s Act 84 of 1996 is the most informative policy document that guided and also assisted them in carrying out their responsibilities with confidence.
In the final analysis, the study revealed that workshops on skills development are very much important because they are empowering. From the research findings various themes emerged which formed the basis upon which the following proposal was made, i.e. that: a methodological theoretical framework that has at its core the SGB with other important stakeholders in the periphery contributing towards creating an educative climate in the school be established. / Educational Leadership and Management / D. Ed. (Education Management and Leadership)
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Educational needs of over age learners in the foundation phase as viewed by educatorsCairns, Clive John 12 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Being over age-for-grade has become a barrier to learning. More than 15% of learners in
the South African school system are over age. This creates an enormous problem in terms
of education spending per learner. In 1998 South Africa spent one-third of its education
budget on over age learners who included repeaters and drop-outs.
A clearer understanding of the educational needs of over age learners is needed. These
learners are at risk of dropping out, being further retained or being promoted out of the
school system. Thus far over age learners have been marginalised by the education
system essentially due to the system's inability to deal with them. The purpose of this
study is, therefore, to make a contribution to the understanding of the educational needs
of over age learners.
A qualitative approach provided a clear description of the factors that impact on the
educational needs of over age learners. This study revealed the following:
• Over age learners experience a sense of being educationally displaced.
• The attitudes and beliefs of teachers directly influence their educational responses to
the needs of over age learners.
• Over age learners struggle with basic scholastic skills.
• The provision of support comes primarily from classroom peers.
It appears that teachers need a variety of educational skills to deal appropriately with the
needs of over age learners. Furthermore, it appears that these learners need an
educational space of their own within an inclusive education environment. It would
further appear that over age learners need to be acknowledged as being a specific
category of learners with learning barriers, otherwise their needs will continue to be
marginalised by the educational system. / AFRIKAANSE OPSOMMING: Dit wil voorkom dat ouderdom 'n leerhindernis vir duisende leerders geword het. Meer as
vyftien persent van leerders in die skoolsisteem is oorouderdom. Dit skep 'n probleem in
terme van die opvoedingsonkoste per leerder. In 1998 is 'n derde van die Suid
Afrikaanse begroting aan oorouderdom leerders gespandeer wat ook herhalers en
skoolverlaters insluit.
Daar is 'n behoefte aan groter begrip vir die behoeftes van oorouderdom leerders. Daar is
'n risiko dat hierdie leerders skool kan verlaat, terug gehou kan word, of uit die
skoolsisteem bevorder kan word. Tot dusver is oorouderdom leerders deur die
onderwyssisteem gemarginaliseer hoofsaaklik as gevolg van 'n gebrek aan kennis om
hulle effektiefte akkommodeer. Die doel van hierdie studie was om 'n bydrae te lewer tot
'n beter begrip van die opvoedkundige behoeftes van oorouderdom leerders.
'n Kwalitatiewe benadering is verkies wat 'n duidelike beskrywing gee van die
opvoedkundige behoeftes van oorouderdom leerders. Die studie het die volgende
tendense aan die lig gebring:
• Oorouderdom leerders ervaar hulself as misplaas binne die onderwys stelsel.
• Opvoeders se houdings en oortuigings het 'n duidelike invloed op hul eie
opvoedkundige response ten opsigte van die behoeftes van oorouderdom leerders.
• Oorouderdom leerders worstel met basiese skolastiese vaardighede.
• Oorouderdom leerders ontvang primêr opvoedkundige ondersteuning van medeleerders.
Opvoeders benodig 'n verskeidenheid van opvoedkundige vaardighede om oorouderdom
leerders se behoeftes toepaslik te hanteer. Dit blyk dat hierdie leerders 'n behoefte het
aan hul eie opvoedkundige ruimte binne 'n inklusiewe omgewing. Daar kan
geargumenteer word dat oorouderdom leerders 'n spesifieke kategorie leerders is met
eiesoortige leerhindernisse. Indien bogenoemde nie erken word nie sal daar voort gegaan
word met die miskenning van oorouderdom leerders se behoeftes deur die
opvoedkundige gemeenskap.
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Educators' perception of school climate in primary schools in the Southern CapeDe Villiers, Elsabé 31 December 2006 (has links)
The aim of this research was to determine the perceptions of school climate of
178 educators of six primary schools in the Southern Cape. Two instruments,
namely The Organizational Climate Description Questionnaire Rutgers
Elementary (OCDQ-RE) and Dimensions of Organizational Health Inventory
of Elementary Schools (OHI-E) were used. The results indicated that primary
school educators in the Southern Cape perceived their relations with their
principals as more closed, while educator-educator relations were being
perceived as more open of nature. The typical climate prototype for the
relevant primary schools, was an engaged school climate. Regarding the
overall organizational health of primary schools, average health profiles were
found. A significant relationship was found between the perceptions of
primary school educators with regard to organizational climate and
organizational health. A significant difference between educators of different
primary schools was found regarding their perceptions of all the different
dimensions of both organizational climate and health. / Educational Studies / M.Ed. (Education Management)
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School climate as a cause of school dropoutSinclair, Dorothea Wendy 11 February 2014 (has links)
M.Ed. / Research teams from the Department of Educational Sciences of the Rand Afrikaans University (RSA) and the Hubert H. Humphrey Institute of Social Ecology of the Ben Gurion University (Israel) have joined hands in a research project. Knowledge, experience and expertise were pooled in an endeavour to expose the causes leading to the dropout phenomenon amongst adolescents worldwide, and more specifically within their own countries. The development of prevention programmes to address the problem will be introduced in follow-up studies with a goal of reducing the number of school dropouts. The aim of this study is to compare disadvantaged standard seven at-risk and not at-risk pupils in order to determine whether or not school climate could be considered an influencing factor in early school leaving. The method of the research is twofold. A literature study constitutes the first part in which terminology, concepts, definitions, causes and consequences of dropout are discussed. The emphasis is placed on school climate in general and the relation between school climate and academic achievement in particular. This was followed by an empirical investigation to determine whether there are significant differences between at-risk and not at-risk standard seven pupils with regard to their perception of school climate. These pupils were identified by their teachers and their replies measured in a questionnaire. The empirical investigation involved standard seven pupils affiliated to five high schools in the Pretoria-Witwatersrand-Vereeniging area. In total, 734 pupils answered the questionnaire. The information was processed at the Statistical Consultation Service of the Rand Afrikaans University.
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'n Skooldiagnostiese ondersoek na skoolstaking met beklemtoning van die sosiale skakeling van leerlinge met groepe buite die skool as faktor by skoolstakingDu Plessis, Catharina Susanna 04 February 2014 (has links)
M.Ed. (Psychology of Education) / Please refer to full text to view abstract
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Milieu as determinant van onderwysstandaardeRust, Hugo Amos 17 February 2014 (has links)
M.Ed. / Please refer to full text to view abstract
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The role of the school governing bodies in creating an educative climate in schools : a case study of a school in Soweto South AfricaThekiso, Maria Monki 11 1900 (has links)
This study is about the School Governing Bodies (SGBs) which currently run schools in the country and it was done in a school in Soweto as a case study. The participants were the vice-chairperson, principal, deputy, secretary and treasurer because these are the core of the executive membership of the SGBs. The role of each is fully described in the policy documents of the Department of Basic Education. The focus of the study was to find out whether the SGBs do indeed create an educative atmosphere in schools as laid down in the government policies or have the discretion and leeway to deviate from such without incurring the wrought of the Department.
The research was conducted through the qualitative approach because it involved a series of in-depth interviews. The study used a purposive sampling method to identify a few participants who are actually involved in the management of the selected school. Hence, the research findings are such that the interviewees claim that they knew very little of their new responsibilities, duties and functions when they took office but gradually they acquired the necessary information, knowledge and skills to discharge their exacting mandate.
They point out that the South Africa School’s Act 84 of 1996 is the most informative policy document that guided and also assisted them in carrying out their responsibilities with confidence.
In the final analysis, the study revealed that workshops on skills development are very much important because they are empowering. From the research findings various themes emerged which formed the basis upon which the following proposal was made, i.e. that: a methodological theoretical framework that has at its core the SGB with other important stakeholders in the periphery contributing towards creating an educative climate in the school be established. / Educational Leadership and Management / D. Ed. (Education Management and Leadership)
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Pupil identity formation with special reference to the black adolescentMathunyane, L. H. 11 1900 (has links)
The research was undertaken to determine the way in which the Black
adolescent forms a pupil identity. Special attention was focussed on the various relationships formed by th~ Black adolescent within and outside the school environment.
Literature indicates that pupil-identity is one of a variety of identities formed. Once a positive pupil-identity is established, the adolescent is in a position to actualise himself adequately.
The empirical research was undertaken by administering a questionnaire to 555 Black secondary school pupils. The questionnaire comprised four categories namely, the adolescent's relationship with the self, parents, peer-group and the school. It was found that each of the four categories showed a significant positive correlation with pupil-identity formation.
As this research project could not cover all aspects of the Black
adolescent, recommendations for future research have been made. / Psychology of Education / M.Ed. (Psychology of Education)
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Bestuurstyl en skoolklimaat as determinante van ouerbetrokkenheid by formele onderwys04 November 2014 (has links)
M.Ed. (Education) / Please refer to full text to view abstract
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