Thesis (MPA.) -- University of Limpopo, 2007 / The role of school principals as managers in empowering educators and learners in Tshinane Circuit. This study was carried out to investigate the role of school principals as managers in empowering educators and learners in Tshinane Circuit. Empowering is the process of development and growth where a person is enable to take decisions independently and in an autonomous way to make a contribution to the development of his/her organization ( a school) .empowered people feel confident that they can perform adequately. Empowerment aimed at improving the educator’s and learner’s livelihood ultimately, in order to improve teaching and learning. It also equip educators with information, knowledge, skills and new classroom teaching strategies, which put learners in the centre of the didactic situation required for them. Chapter two is devoted to literature review. The aim of chapter two is to clarify concepts related to empowerment of educators and learners, concepts such as school climate, principals’ management role, participatory school governance, educator’s empowerment mechanism, learners empowerment mechanism, purpose of empowerment, the impact of empowerment on motivation, importance and significance of empowerment and making empowerment possible. Chapter three outlines the methods and techniques used to gather data for this research. The researcher used the qualitative research parading to collect data from selected respondents. Two instruments for collecting data were used in this study. Questionnaire in (Appendices A, B and C) were handed out to school principals, educators and learners. Interview schedules in (Appendices D and E were for circuit manager and subject advisor. The main findings of this study were: • Educators were poorly empowered and in effective as a results of poor attendance of in service training, no proper techniques for supervision and no proper coordination between educators organizations and schools management teams. • Educators competence and effectiveness in enhancing learner performance were found to be remarkably low as a result of indiscipline learners, no involvement in curriculum planning and curriculum development, poor management of schools by principals, lack teaching media and high educator-learner ratio. • Amongst learners, educators were disempowered and ineffective and visible sign were absenteeism , no preparation of lessons when teaching , continuous boycott of classes in attending meeting of their organizations. • Subject advisor and circuit managers indicated that educators were ill empowered and in effective in enhancing scholastic achievement of learners as a result of their being rejected by educators in supervising their activities. Main conclusions Educators are poorly empowered and ineffective in enhancing learner’s performance as a result of: • Poor attendance of in-service training by educators. • There is no proper techniques for educators supervision. • Learners are not disciplined with visible sign-posts such as absenteeism , bullying and negligence of written work. • Poor management behaviour and performance of the management teams by education managers. • Teachers are not involved in the curriculum development of their subjects. • There is high educator-learner ratio, which prevents educators from executing individual teaching necessary for the betterment of learner performance. Resultant Recommendations Several recommendations are made and they are detailed in Chapter Five

Effective supervision can improve the quality of teaching and learning in the classroom. Researchers in educational theory agree that supervision exists for the primary purpose of improving instruction. Wiles defined supervision as "assistance in the development of better teaching-learning situations." There is a pressing need in our school system to decide what to teach and how to teach it. along with the increase of possible content material there is the tremendous growth in number and type of technological tools and media. Excessive demands are made on school staff. Supervisors are destined to play an essential role in deciding the nature and content of curriculum, in coordinating programs, in facilitating learning, fostering teacher progress, and selecting the school organizational patterns which will facilitate improved instructional programs. The professional literature of the past two decades is full of the theory of modern supervision. Terms such as democratic, team effort, mentor system, peer coaching, teacher-decision-making, and effective schools are lavishly used to show that the autocracy of the early twentieth century supervisor is no more. It is apparent from a review of the literature that some theorists have strayed rather far from a workable concept of school supervision. Many supervisors are verbalizing various styles and terms while practicing either authoritarian control or the manipulation of staff to achieve their own goals. This study is an attempt to address the major principles and characteristics which undergird effective supervision. The study will report teachers and supervisors' opinions of what is, and what should be as per a large metropolitan area. / Ed. D.

No description available.

Submitted in fulfilment of the requirement of the Degree of Doctor of Technology: Language Practice, Durban University of Technology, 2011. / In response to the alarmingly low literacy rates in South Africa and to improve reading instruction in schools, the National Department of Education introduced the National Reading Strategy (NRS) in primary schools in 2008. The NRS was developed for educators from grades R to 9 to facilitate reading literacy but foundation phase educators are faced with many challenges in implementing the NRS which include among others: teaching or facilitating reading in English in their multicultural, multilingual classrooms where the majority of their learners do not speak English as a first language; catering for different levels of understanding and proficiency in the language of instruction and reading within time-table and resource constraints; and adapting to changing curricula and requirements without receiving training to do so. In the absence of training, educators are left to interpret the NRS on their own. Recognising that the above factors impact on performance in the classroom this study investigated foundation phase educators’ knowledge and attitudes towards implementation of the NRS. Grounded within a social constructivist paradigm and underpinned by Vygotsky’s theory of the zone of proximal development, this study used a mixed methods approach to gather both qualitative and quantitative data from foundation phase educators and learners in the Phoenix-North region in northern KwaZulu-Natal. Questionnaires were administered to foundation phase educators to gather data to determine their knowledge and attitude towards implementing the National Reading Strategy. Focus group discussions were conducted with learners to establish the effect of educators’ implementation of the NRS on their “actual level” of development in terms of reading. Analysis of data revealed that despite a relatively positive attitude towards teaching reading, educators’ level of confidence to implement the NRS was low as many of them were teaching reading in their second language. In the absence of training workshops and professional development, there was conflict between educators’ existing knowledge and the requirements of the NRS. This study also found that educators’ knowledge and attitudes towards implementation of the NRS had a direct impact on learners’ reading progress as they are dependent on the educator for guidance and assistance within their zone of proximal development. Based on the findings, this study developed a training framework towards vi improving foundation phase educators’ knowledge and attitudes in order to facilitate reading and implementation of the NRS.

Thesis in compliance with the requirements for the Doctor's Degree in Technology: Language Practice, Durban University of Technology, 2011. / In adopting a critical realist approach, this study offers a view of the complex social and contextual factors impacting on literacy acquisition and development in primary education, which is thought to be its main contribution to the field. The study‟s focus was on reading because reading is a fundamental part of literacy acquisition and development in primary education. Its purpose was to establish the state of current literacy teaching and learning practices in formal education so that, ultimately, recommendations could be made for teacher training and support. In the changing face of education in post-apartheid South Africa, provision has been made by the government to democratise education, and, in particular allow all students equity of access to key competences such as literacy. However, there are signs that all is not well at the level of implementation, for example, the low learner pass rate. In particular, teachers do not appear to be coping with the new dispensation, and are generally demoralised and demotivated. It must be stressed that the issue of literacy acquisition and development is complex and multi-layered, and not just a simple question of applying linguistic knowledge or skills. While literacy is a key competence for schooling and a key life skill, education is an essential variable in literacy acquisition and development. However, there are indications that the South African educational system is failing to deliver quality education to its learners. It has been estimated that illiteracy is costing the government as much as R550 billion a year. The fact remains that the main responsibility for teaching literacy rests with schools. Currently there is a literacy crisis in South Africa. This means that large numbers of children are not acquiring the high level skills in reading and writing that will enable them to take part in the new knowledge economy. The general aim of this project was to investigate the process of literacy acquisition and development in primary schools. The investigation focused specifically on how learners acquire literacy, and the involvement of teaching training and support for educators. It was anticipated that the investigation would identify gaps in the acquisition and development of literacy, as well as iii provide recommendations for teacher training and support: the findings might then feed specialist knowledge on the current state of literacy acquisition in formal education into the area of teacher training as to address the problem of lack of preparedness of teachers to deal with literacy acquisition. The project involved an investigation of literacy teaching and learning practices in three different types of public school in the Ethekwini Region, comprising ex-Model C, semi-urban and rural schools. The scope of the study was confined to three primary schools in KwaZulu Natal. The selected research sites were Joel1 Primary School (urban) in the Pinetown area, Milo Primary School The semiurban) in the Mariannhill area, and John Primary School (rural) in the Ndwedwe District. No attempt was made to generalise on the acquisition of language and development, and the provision of teacher training and support at these selected primary schools with reference to schools in the rest of South Africa. However, it is thought that the findings might well be relevant to some schools to enable them to cope and understand the role and function of language acquisition and development. The social factors which negatively impact on literacy acquisition and development were found to include features of the local social context, security for literacy resources and other physical challenges. Factors impacting negatively on teacher performance were inadequate teacher training, the impact of teacher unions, and the effects of poverty and HIV/AIDS. Some of the clearly intertwined challenges experienced at the Intermediate Phase education level include the problems of insufficient teaching staff numbers and insufficient numbers of competent and trained staff; lack of sufficient support for African language learners; large class sizes; lack of resources; and lack of quality leadership in schools. These challenges are the shaky ground upon which we build education for some of our learners, especially those in rural and poor areas. / Durban University of Technology Post Graduate and Support Centre.

D. Tech. Education / The study explores the experiences of 23 primary school teachers who participated in a nine-month professional development that focused on assessment for learning. The study addresses questions about teachers knowledge of assessment for learning and their capacity to learn and implement the techniques; to describe teachers beliefs and practices of assessment for learning before their participation in the teacher professional development programme, discover how reflective practices can influence teachers to enhance knowledge of assessment for learning, and to explore the depth of teachers learning after their participation in the teacher professional development programme.

D. Tech. Human Resources Management / The main purpose of this study was to develop a framework that could be used to build the capacity of academic staff to enhance teaching and learning in Ghanaian polytechnics. In order to achieve this objective, a central argument in the study is that building the capacity of academics is not only critical to successful teaching and learning, it should also be the starting point for the on-going transformation in the polytechnic system in Ghana. The approaches to capacity building of employees in organisations were analysed critically and justified. To provide a strategic context to the study, four capacity building factors, namely institutional training and development, performance and professional development, academic competence, and a learning and developmental environment, were identified and clarified and their strategic contributions toward developing a capacity building strategy were outlined.

Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The Republic of South Africa has a population made up of different racial groups. The differences are far reaching. There are differences with regard to the geographic location, wealth, educational levels and quality etc. amongst the racial groups. This has been the case for many years. A new democratic government came into being in South Africa in 1994. The advent of the democratic rule brought along a number of changes. The big change has been the observed concerted effort by the government to improve on the quality of life of the lot of the previously disadvantaged people of South Africa. This effort is observable in almost all spheres of government. One of the areas where such attempts are being made is in education. Several programmes have been put in place to improve the educational level and quality of the majority of the previously disadvantaged people. Much money, effort, time and energy are put into these programmes. The main question is whether these programmes are yielding the results that were intended. In this study, I tried to evaluate the impact of one such programme. I chose the TOPS school management programme as an example of these programmes. The programme was operational in eight areas of the Republic of South Africa. Its activities ended in 1996. I chose the case study approach in this study. The evaluation is summative in nature. One school which participated in the programme was chosen, to see what impact the programme had on its effectiveness. A second school that had not participated in the programme was brought into the study for purposes of comparison. The conclusion I reached is that school management programmes have a significant impact on the effectiveness of the schools that participate in such programmes. This became very clear in the study. The school that participated in the TOPS management programme was found to be very effective. The school met quite a number of requirements for effectiveness. The performance of the programme school was found to be much better than that of the comparison school. / AFRIKAANSE OPSOMMING: Die populasie van Suid Afrika bestaan uit 'n verskeidenheid van rasse wat nog verder verskil as gevolg van geografiese ligging, welvaart, opvoeding ens. Dit was die geval in baie jare. Sedert 1994 het 'n nuwe demokratiese regering die bewind orrgeneem. Sedertdien het daar baie veranderinge plaasgevind. Die grootste hiervan is dat die regering 'n poging daarvan maak om die lewenskwaliteit van die vorige minderbevooregte lede van die samelewing te verbeter. Die verandering is opmerklik in aIle afdelings van die regering. Onderwys is seker die afdeling wat die meeste aadag gegee word ten opsig van verbetering. Verskeie programme word aangebied. Hierin word baie geld, arbeid en energie in geploeg. Die groot vraag egle is word die regte resultate ontvang? In hierdie ondrsoek poog ek om die inpak van hierdie programme te evalueer. Ek het die TOPS sckool bestuur program uit gekies om te evalueer. Hierdie program was in agt streke van die Republiek aangebied; tot en met 1996. In hierdie opsig het ek die gevalle studie metode toe gepas, en die evaluasie is opsommend van aard. 'n Skool wat deelgeneem het aan die program is uit gekies om te bepaal watter inpak die program op sy efektiwiteit gehad het. 'n Ander skool wat nie deelgeneem het aan die program nie is gebruik om as vergelykend op te tree. Die resultate toon aan dat die skool wat deelgeneem het aan die program baie verbeter het. Dit is 'n bewys dat skool bestuur programme 'n beduidende en waardevolle inpak op efektiwiteit het. Die skool wat deelgeneem het aan die TOPS skool bestuur program was baie meer effektief en het verskeie vereiste standaarde maklik gehaal. Die resultate van die skool wat aan die program deelgeneem het was beduidend beter as die vergelykende skool

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2007. / This thesis analyses the potential of resource materials to facilitate NCS (National Curriculum Statement) curriculum development processes related to the teaching of Natural Science in the Primary School. The resource, We Care learning support materials, was presented to teachers within the context of an INSET programme. During the course of investigating two teachers’ curricular activities as they engaged the We Care materials, their professional development is traced as an outcome that parallels their curriculum activities. Case study research, consistent with the interpretive paradigm, served this study. With respect to the evidence acquired, the curriculum development activities and associated indications of teacher learning were scrutinized concomitantly. Working within a guiding framework, I chronicled the teachers’ involvement with the We Care learning support materials and detailed their curricular processes. At the same time, I monitored indications of professional development that associated with these processes. Likewise, professional development indicators were used to establish teacher learning.

Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study was contextualised in the broad process of change and transformation in education in South Africa In this study I investigate how SWAP (Schools Water Project) as a resource could possibly enable teachers to use the local environment as a means of promoting environmental learning in their classes: a professional development process for teachers. The purpose of this study is to understand and give meaning to the processes of professional development that might be made possible through using SWAP as suggestion materials for teaching about water quality issues in a local water source close to schools. This process was framed in my research question, "could an in-service process using SWAP as learning support material enable professional development in teachers working at rivers in a local environment?" It is organised as a number of delimited or bounded case studies within an interpretive paradigm. In this study the bounded systems are primary schools represented by a selection of teachers from the participating schools. The research process involved a short period of training for teachers to familiarise themselves with the resource, a supported field trip to provide an opportunity for hands on application and follow-up support visits to assist teachers with field trips and implementation of SWAP activities in their classroom practice. Data was generated at various stages and suggests that materials are an important facet of professional development and the SWAP materials proved to be a useful tool in this regard as evidenced through the development of new skills, acquisition of new knowledge and new ways of teaching. Issues that emerged were that in-service processes need to be organised over long periods of time and support is needed at school level to ensure meaningful implementation of curriculum innovations. An important insight developed is that professional development processes in schools occur in complex systems and are thus influenced by many factors that either support or hinder the process. These factors need to be recognised as impacting factors and taken into account during such processes so that they can benefit the process maximally and not hinder initiatives. / AFRIKAANSE OPSOMMING: Hierdie studie is globaal geraam binne die transformasie proses in onderwys in Suid Afrika, met die fokus op die nuutgevonde belangrikheid van omgewingsopvoeding in die hersiene Kurriulum 2005. Die studie fokus op hoe "n waterkwaliteitmoniteringstoetsstel (SWAP) moontlik kan bydra tot leerkragte se gebruik van die onmiddelike omgewing om omgewingsopvoeding in die klaskamer te bevorder; "n professionele ontwikkelingsproses vir leerkragte. Die doel van die studie is om die prosesse betrokke by die professionele ontwikkeling van leerkragte te verstaan, verklaar en daaraan betekenis te verleen. In die geval is die prosesse gekataliseer en ondersteun deur SWAP materiaal te gebruik om onderrig te gee oor waterkwaliteitknelpunte wat dalk bestaan rondom "n varswaterbron naby die skool. Hierdie proses word gestel in die navorsingsvraag: kan "n indiensopleidingsprogram wat SWAP as leerondersteuningsmateriaal aanwend bydra tot die professionele ontwikkeling van leerkragte om hulle onmiddelike omgewing as "n onderrigmiddel te gebruik? Verder, hoe verloop hierdie proses en wat verhinder of ondersteun die proses? Wat is die invloede op die leerkragte wat professionele ontwikkeling ondersteun of verhinder? Die navorsing is georganiseer in die vorm van 5 gevallestudies binne "n interpretivistiese navorsingsraamwerk. Die navorsingsproses het 'n kort werkswinkel vir leerkragte, "n uitstappie na hul naaste rivier waar hulle die toetse gedoen het en "n kritiese refleksie daarna, ingesluit. Die leerkragte is verder bygestaan deur opvolgbesoeke waar die fasiliteerder hul bygestaan het op uitstappies na die rivier en klasbesprekings. Data is gegenereer tydens verskeie stadiums van die proses en wys dat SWAP materiaal "n baie goeie ondersteuning was vir die ontwikkeling van nuwe vaardighede, die verkryging van nuwe kennis en die gebruik en ontwikkeling van nuwe strategiee in die klaskamer. Om sinvolle implementering van kurrikulum innovasies te verseker het ek gevind dat sulke professionele ontwikkelings projekte oor langer periodes geimplementeer moet word en dat gekonsentreerde ondersteuning by die skool nodig is om te verseker dat die indiensopleiding optimaalondersteun word. 'n Baie belangrike bevinding was dat die professionele ontwikkelingsproses plaas vind midde in die komplekse sisteem van 'n skool wat deur "n groot aantal faktore beinvloed word, beide ondersteunend of afbrekend. Hierdie faktore/invloede moet erken en in ag geneem word as beinvloedende faktore sodat die proses in leerkragte maksimaal kan gefasiliteer word.