published_or_final_version / Public Administration / Master / Master of Public Administration

The problem of this study is to determine what are the factors associated with teacher supply and demand in Texas, to analyze and interpret these factors, and to offer recommendations regarding the problem.

One hundred and twenty-two students at Virginia Tech who had completed teacher certification requirements in science and/or mathematics from 1980 to 1986 were surveyed to determine their current employment status, and if not currently teaching, then what reforms in the conditions of teaching might encourage them to return to or enter teaching. Opinions were solicited from three groups: current teachers, those who had left teaching, and those who had never taught. Data were reported in four categories: general demographics of all groups, importance of work satisfaction for all groups, modifications in the conditions of teaching necessary to entice those not currently teaching to return to or enter teaching, and opinions of current teachers on how to improve recruitment and retention of qualified science and mathematics teachers. It was determined that the general demographics of the individuals surveyed conformed to general descriptions of teachers in current literature with the exception that the parents of Virginia Tech graduates were more highly educated and tended to hold professional and semiprofessional positions in higher percentages. No significant differences were determined among current teachers, those who left teaching, and those who had never taught in regard to opinions of work satisfaction in teaching. Lack of administrative support, poor student discipline, and low salaries were factors involved with decisions not to teach. Others left teaching to raise a family. Improvements in working conditions that would encourage non-teachers to teach include improvement of student discipline, reduction of class size, removal of incompetent teachers, reduction of teacher isolation, reduction of stress, and the improvement of the physical environment. Almost 60% of individuals not currently teaching would teach if offered a suitable position. The majority of current teachers believe that raising teachers' salaries would be the most important improvement to increase recruitment and retention of teachers, however, beginning teachers' salaries compared favorably with those of individuals employed outside of education. Almost two out of three current teachers indicated they planned to leave teaching within five or more years. / Ed. D.

D.Ed. (Teaching studies) / Please refer to full text to view abstract

The ushering in of the new democratic order in South Africa in 1994 brought with it far-reaching changes that impacted on the lives of every citizen. South Africa was faced with the task of translating the dreams of its citizens into reality. To do so, the state, through its various departments had to revisit it approach to service delivery. this led to the extensive restructuring processes that characterised the first decade of democratic rule in this country. The changes that occurred and are still occurring in education are remarkable and commendable. Post 1994, the Ministry of Education had to dismantle the apartheid structure and create a unified education system. During apartheid there were 19 Education Departments, which had to be amalgamated into one National Department, which is further divided into nine Provincial Education Departments (Hofmeyer, 2000:2). this was to create a more equitable system of financing in a context of the huge demand on the limited financial resources and to create a policy framework, which gave concrete expression to the values, which underpinned the post apartheid state. The first five years of reconstruction were dedicated towards the dismantling of apartheid, and the creation of structures and procedures. This included transfers of staff, offices, records, assets and more than ten million learners and educators into the new system without compromising service delivery. Educators are central to educational change, the policy on norms and standard for educators were introduced in 2000 (Robinson, 2003:19). This policy created the framework and procedures for the approval of teacher education programmes and outlined the kinds of qualifications that the Department of Education would consider for funding and for employment. The policy provides an outline of the knowledge, skills and values that are seen as the hallmarks of a professional and competent educator (Robinson, 2003:21 ). / (MBA) North-West University, Mafikeng Campus, 2006

No description available.

Thesis submitted in fulfillment of the requirement for the degree Master of Education in the Faculty of Education and Social Science at the Cape Peninsula University of Technology, 2012 / Education has become an area of concern both in South Africa and the rest of the world. As a result there has been an increase of about one per cent on the average number of learners in South Africa schools (Collin, 2005), especially with the ‘education for all’ policy. Learner increase requires large numbers of teachers because they play a critical role in achieving the post-apartheid transformation and development agenda (Asmal, 1999). However, there are many disturbing reports that point towards large numbers of teachers leaving the education profession in both primary and secondary sectors. Many factors have rendered education an area of distress both in the Western Cape, South Africa and elsewhere in the world today. One of these factors is the mismatch between demand and supply of teachers which is arguably exacerbated by shortage of teachers. The aim of this study is to (i) uncover factors that influence demand, supply and shortages of teachers among a select Western Cape Secondary Schools in order to (ii) primarily explore mechanisms and strategies that the selected schools employ for combating teacher demands, supply and shortages. The question following from these aims is: “How do some secondary schools in the Western Cape manage the tensions created by demand, supply and shortages of teachers?” The study employs the qualitative research method that has utilised an exploratory research design to meet the research objectives. Secondary school teachers, principals, ex-secondary school teachers and deans/directors of schools/faculties of education make up the target population for this study. The sample constituted thirty participants that were purposefully and conveniently selected. The finding in the study reveals that teacher demand and supply in the Western Cape is influenced by similar factors that occur elsewhere in the world. However the schools employ many ways to deal with teacher shortages, some of which are preventative or curative of the problem of teacher shortages. What is worth-noting is that since public schools in Western Cape are owned and funded by the provincial government, principals are limited in what they can do as most of the strategies require a high level of monetary commitment.

published_or_final_version / Education / Master / Master of Education

Historically, educator post provisioning in South African public schools has been a / Thesis (Ph.D.) - University of Kwazulu-Natal, 2005.

The aim of this study was to establish new strategies on how redeployment of teachers should be conducted and enable teachers to adapt to the redeployment process, especially in Port Elizabeth schools. This investigation was set within both qualitative a quantitative framework. Five schools where some of teachers were affected by redeployment in Port Elizabeth were investigated. Purposive sampling was used for selecting the respondents for this study and also for selecting these five schools. Questionnaires and interviews were used for the collection of data. The aim of the study was to investigate the impact of redeployment of teachers in Port Elizabeth schools. The findings revealed that there is needs to upgrade the qualification of the teachers, that effective human resource planning should result in the involvement of teachers when decision making takes place, especially issues that affect them directly such as iv redeployment and that provincial Department of Education and teachers organizations like South African Democratic Teachers Union (SADTU), National Professional Teachers Organization of South Africa (NAPTOSA), South African Teachers Union (SATU) should work closely in the area of redeployment. This topic is useful for all who are in the teaching profession, whether as redeployed teachers or as practicing professionals. A number of conclusions and recommendations, in line with the findings of the study were made. Recommendations on how redeployment of teachers could be conducted in Port Elizabeth schools were presented. An attempt has also been made to include items that are of special interest to South African teachers in general and Port Elizabeth teachers in particular.