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The role of South African Democratic Teachers' Union in the implementation of teacher redeployment policy in schoolsDwangu, Agrippa Madoda 01 October 2019 (has links)
The purpose of this study was to understand what the role of SADTU (South African
Democratic Teachers’ Union) is in the implementation of the Teacher Redeployment
Policy in schools. The Approach to data collection was that of qualitative research.
The methods used to collect data were interviews and literature review. The study
used the interpretive paradigm. The theory applied is the Interpretive
Phenomenological Analysis (IPA) theory. IPA aims to explore in detail how participants
are making sense of their personal and social world. The approach to data analysis
was that of a qualitative research. Qualitative data were organised and arranged
categorically into themes and patterns emanating from the responses of participants.
The data were analysed using descriptive explanations, based on the frequencies and
similarities of the responses. The approach was primarily exploratory, just as would be
expected of a qualitative research design. A combination of purposive, quota and
snowball sampling was used in this research. The main finding in this research is that
the role of SADTU in the implementation of teacher redeployment is not limited to
observation as the policy prescribes. SADTU members go beyond that role and
assume the role of active participation and decision making in the process. The main
recommendation was that the policy should be amended to allow SADTU to
participate actively in discussions and decision making. This will avert the
unnecessary conflicts and instability in schools caused by the suppression of the
union to participate actively. When the Teacher Redeployment Policy was conceived,
the purpose was to achieve equity in teacher distribution by moving teachers from the
historically advantaged White schools to the historically disadvantaged Black schools.
The implementation of Teacher Redeployment Policy is causing more harm than good
in so far as effective teaching and learning in schools is concerned. For most of the
time, teachers are pre-occupied with worrying about how the process of teacher
redeployment is going to affect them instead of focussing on delivering quality
teaching in schools. Teachers who are most fitting to be the ones identified in excess
in some cases enjoy the benefit of escaping redeployment for the simple reason that
they are members of SADTU. At the same time, candidates who do not qualify to be
placed in specific posts are placed into those posts at the expense of the best suitable
candidates because of the biases. The role of the union is not to implement policy, but
also to make sure that the policy is implemented in the spirit and letter in which it was
formulated. The status of the teacher union in the implementation of policy is that of an
observer who only surfaces when an observation is made whether there is unfairness
and biases in the manner the Teacher Redeployment Policy is implemented. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)
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The role of the Namibia national teachers' union in the development of the staffing norms policy in NamibiaLukubwe, Rosco Misika 11 1900 (has links)
21 March 1990 marked the turning point in the Ministry of Education's policy processes in Namibia when a culture of open debate in policy making commenced. Against this background, this study focused on the role of stakeholders in the policy process with particular reference to the role played by the Namibia National Teachers' Union (NANTU) in the formulation of the staffing norms policy in Namibia. The topic was investigated by means of a literature study and an empirical investigation using a qualitative approach. Data was collected by semi-structured interviews from a small sample of Union and Ministry officials. Findings supported the role of NANTU in what was traditionally perceived a management area of jurisdiction. The role of the teachers' union in policy making is more widely accepted due to professionalism. Findings stressed the significance of stakeholder involvement in policy processes and provided a better understanding of the complex nature of policy. / Educational Studies / M. Ed. (Educational Management)
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An evaluation of personnel provision policy in selected public secondary schools in the Eastern Cape provincePeter, Zola Witness January 2008 (has links)
The Eastern Cape Department of Education has a constitutional and legislative mandate to provide quality public education in all public schools within the province. The commitment to improve also involves ensuring effective educator personnel provisioning in public secondary xii schools. However, despite various legislative and policy measures relating to educator personnel provisioning, serious concerns have been raised. There have been concerns over the shortage of educators. There are concerns over the lack of suitably qualified educators, especially in Mathematics and Science subjects. Disparities have been noted between legislative and policy directives with regard to educator personnel provisioning and the expectations of educators based on the realities in public secondary schools. The complications and challenges thereof have called upon for the appraisal of educator provisioning. The objective of the study is to describe and explain the nature and place of personnel provisioning in public secondary schools. Thereafter, evaluate its application at selected public secondary schools in the Eastern Cape Province. The basic intention is to prove that the educator personnel provision policy implementation in public schools needs to be examined and possibly changed for effective results. Basically, personnel provisioning is the first step in the personnel process. It is classified into: Human resources determination; and the Filling of posts The process of filling public personnel posts involves recruitment, selection, appointment, placement, transfer and promotion. In evaluating personnel provisioning policy in public secondary schools, a research study has to be conducted. As an integral part of scope of study, the survey area includes public secondary schools, provincial department offices and educator union/association offices. The questionnaire is used as the appropriate data collection instrument for this survey. The total population for the study are provincial department officials, public secondary school principals, school governing body chairpersons and educator unions/associations. xiii When data was analysed and interpreted, there were various significant findings. The respondents’ demographic details provided a significant insight into the study and its findings. They ensured divergence of opinions and understanding of the personnel provisioning. Regarding human resources determination and the filling of posts in public secondary schools, it was found that there are challenges in terms of the employment of suitably qualified educators. These include among other issues educator dissatisfaction and lack of effective procedures in the filling of posts. This also results in educator shortage in public secondary schools.
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Challenges facing schools as a results of experienced educators exiting the system earlier a case study of Soutpansberg East CircuitMudau, Ndivhuho 21 September 2018 (has links)
MPM / O. R. Tambo Institute of Governance and Policy Studies / The study is based on challenges facing schools as a result of experienced
educators exiting the education system. Retaining effective experienced teachers is
a particular challenge. Statistics shows that from year 2015 to date (2018), 111
educators have exited the education system at Soutpansberg East circuit. There are
number of factors that cause teachers to exit the education system, amongst others
are, old age, sickness, failure to cope with new changes, career dissatisfaction, low
salaries, lack of discipline amongst learners, overcrowded classrooms. As a result of
these, schools suffer from lack of experienced educators; the Department of
Education, communities and learners pay a price. Department of Education hence
must find ways to keep their highly-skilled and experienced educators.
The researcher used a mixed method approach, that is, both qualitative and
quantitative research method to carry out the study. The population of the study was
obtained using non - probability sampling and data was gathered from the defined
population. Two data collection instruments were used, namely, interviews and
questionnaires while analyses were through thematic analysis and using the
statistical package for social analysis. Data collected through questionnaires was
analyzed using statistical analysis while the interviews data were analyzed using
thematic analysis. Ethical considerations were observed when conducting the study.
The researcher found that the following are the key challenges faced by schools at
Soutpansberg East regarding educators exiting the system earlier. Experienced
educators are difficult to replace and the process of replacing an educator takes too
long. Process of teaching and learning is compromised. Scarce skills for specific
subjects are difficult to replace. New educators are not able to deal with disciplinary
problems in the classrooms and the school at large. The schools are always
experiencing problems of allocation of work and time tabling .
The following factors were found to be the causes that induce teachers to abandon
their calling. Educators are not getting enough salaries and benefits in relation to
their work. The introduction of qualified conditional pass in schools is causing
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frustration. Some educators are exiting because they are concerned about their
safety at schools. Some educators are failing to maintain discipline since the removal
of corporal punishment. Most of them are in debts.
The researcher proposed the following recommendation to lessen experienced
educators from exiting the education system. Pay teachers accordingly so that the
experienced educators can be encouraged to stay in the profession. Measures to
deal with disciplinary problems in the classrooms and the school at large should be
put in place. Learners should be given counseling regarding the new system of
conditional pass, its advantages and disadvantages to lessen the frustration it
causes to educators .Security at school should be strengthened as it is clear from
the findings that some educators are exiting the system early because they are
concerned about their safety at schools Educators should be given education
regarding their finances as soon as they get employed. Wellness education should
be prompted to assist the educators who are in debts. Educators who are in debts
can be given access to their pension funds to pay off their debts as long as the
process is monitored. / NRF
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Rightsizing in public schools : the experiences of educators and stakeholders of rationalisation and redeployment as policyRapeta, Seshoka Joseph 06 1900 (has links)
Rationalisation and redeployment of educators in South Africa negatively affects teaching and learning in schools. The purpose of this study was to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. The study was conducted in schools of the Mopani district in Limpopo Province. Limpopo schools experience redeployment every year as the learner enrolment fluctuates. This increase or decrease of learner enrolment causes compulsory transfer of educators from the school with low enrolment to the school with greater enrolment.
A legal framework, social justice and transformational leadership theory underpinned this study. The study used a qualitative research framework and methodology located within the constructivist paradigm to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. This qualitative study employed a case study design, the case being redeployment of educators. Principals, educators, secretaries of school governing bodies, union members and circuit managers were selected as stakeholders to participate in the study. Semi-structured, face-to-face interviews were conducted with principals, secretaries of governing bodies, union members and circuit managers. Two focus groups with educators, who were once redeployed, were used, one from a primary school and the other from a secondary school. Observations and document analysis were also used in this study for triangulation. Data were coded and analysed through qualitative content analysis.
The study found that rationalisation and redeployment affect the morale of educators It was also revealed that principals use the process for their personal advancement. Again, rationalisation and redeployment hinder the school performance as it takes place in the middle of the year. This study recommended that rationalisation and redeployment be done once within a three-year cycle. It was also recommended that redeployed educators should be counselled to boost their low morale. / Educational Management and Leadership / Ph. D. (Education Leadership and Management)
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