Text in Afrikaans / In the performing arts (music, dance and drama) affective factors do not only play a role during the performance of a work, but are present from the moment when a work is selected up to the completion of the performance. In order to analyse the continuous presence of affective factors in the performing arts, a literature study was undertaken in which the affective requirements of music, dance and drama works in different style periods were identified. The affective implications of adolescent development in a performing arts context were also researched. The most important affective factors which can influence the arts learner seem to be motivation, stress, anxiety and self-concept. A questionnaire was developed to measure these factors in a music, dance and drama context. An empirical investigation was carried out involving 297 learners. With the data obtained from the empirical investigation the reliability and validity of the questionnaire could be determined. Norms were also developed for the questionnaire. Hypotheses on the role of affective factors in the performing arts were tested statistically. The hypotheses dealt with the underlying relationship between the different affective factors, the role of affective factors in the different performing arts, the development of affective factors during the secondary school years, the relationship between affective factors and achievement in an art field as well as the role of other variables such as gender, social relations and home circumstances. Recommendations were made to teachers, parents and learners. The recommendations are aimed at the enhancement of motivation and self-concept as well as the reduction of anxiety and stress. / Teacher Education / D.Ed.

This thesis deals with teaching English at Secondary school level considering the educational theory of Maria Montessori. The aim of the thesis is to find out specifics of teaching English. The theoretical part presents Maria Montessori, who is considered to be a founder of Montessori pedagogy, her methods, principles and specifics. In the next part the thesis is focused on the role of the teacher and the pupil in this educational system. Next part is focused on the language teaching and on the acquisition of mother tongue and foreign language. In the conclusion of the theoretical part there is an introduction of General Educational Program of English language. The practical part describes teaching English at the Secondary school level considering the General Educational Program and thus by observing the classes and thanks to conversations with the teacher of English and pupils.

This study was aimed at finding reasons for nonparticipation in sport by black learners at secondary school level. It was carried out with a group of grade 9 to 12 learners who do not participate in sport at secondary schools in black townships. A nonparticipation in sport at secondary school level questionnaire was developed to measure the most important reasons for nonparticipation. Among the reasons learners cited were lack of sport facilities, political factors, social factors and factors related to self-image. Social circumstances were found to be intimately linked and overlapping with political circumstances. For learners coming from impoverished backgrounds, sport comes a very poor second. Based on the results of the study, a number of recommendations were made for education managers and sport administrators. Contributions of the study were highlighted and suggestions for further research made. / Educational Studies / M.Ed. (Guidance and Counselling)

The purpose of this study is based on a implementation theoretical perspective, to understand, want, and be able to study the conditions for social studies and science teachers at the upper secondary school level to implement the content of The Instrument of Government on freedom of speech, freedom of opinion and discrimination. The study is based on the political scientist Lennart Lundqvist’s implementation theory of understanding, will and ability. To fulfill this purpose, we have conducted eight semi-structured interviews, which consists of four social studies teachers and four science teachers. Based on the material we received through the eight interviews, we can conclude that not all teachers that participated in this study understand the content on freedom of speech, freedom of opinion and discrimination. All teachers described through their self- image a will to implement the content of The Instrument of Government on freedom of speech, freedom of opinion and discrimination when they handle value conflicts. Even though many teachers haven’t experienced discrimination in value conflicts it is still important to work with it. The teachers had the knowledge in common as the main factor which enabled them to implement.