This research investigated issues teachers face Curriculum and Assessment Policy Statement (CAPS) implementation at Foundation Phase primary schools in Nzhelele East Circuit. Curriculum implementation promotes thinking and learning of new things in the teachers’ day to day working environment. Foundation Phase teachers are pillars contributing to the children’s success in future. If children become passive, this passiveness will be reflected in the following stages, namely developmental and progressive stages, through the school system. Republic of South Africa transcended many stage of changes in all different sectors of society since the inception of the new democratic government in April 1994. The curriculum change was done in order to address the concerns, cited by teachers in different schools. Those four concerns were: “complaints about the implementation of the National Curriculum Statement (NCS), teachers who were overburdened with administration, different interpretations of the curriculum requirements, and poor performance of learners”. In this mini dissertation, the researcher found that implementation the CAPS by teachers is a risk-taking exercise, because teachers were not trained well. The curriculum advisors responsible for training them were not having depth of knowledge of Foundation Phase. The curriculum advisors are there as a result of secondment. The teachers were devoid of capacity of knowledge, values and skills towards the implementation of the CAPS. Some teachers were not having time to improve their qualifications as they were still having Junior Primary Teachers Diploma (JPTD). In presenting this argument, the theoretical framework, constructivism learning theory, was particularly suitable within the area of education in curriculum implementation. Constructivism learning theory refers “to the idea that learners construct knowledge for themselves; each learner individually (and socially) constructs meaning as he or she learns”. The objectives of the study were:- to explore the way in which Foundation Phase teachers experience the execution of their tasks in the implementation of the CAPS; to establish how the resources are used through in the implementation of the CAPS; to determine the type of assistance by School Management Teams (SMTs) in the implementation of the CAPS; and to investigate how Foundation Phase teachers’ understanding and assessment of the CAPS influence their teaching practices of curriculum implementation. This study used a qualitative approach, and the methods used included a focus group interview with foundation phase teachers, individual interviews with heads of departments (HoDs) and school principals (SP), observation, document analysis of the CAPS in Nzhelele East Circuit. This study revealed the teachers’ frustrations and unease regarding curriculum change, assessment, previous policies, and workload, knowledge on the CAPS documents, and training and resources. This research should encourage the Limpopo Education Department to take heed of the responses of the teachers at the sampled schools, as this can easily be rectified through the intervention of the Department by funding the training of teachers in implementing the CAPS. The recommendations should be considered well in the correct implementation of the CAPS. It is also recommended that education specialists from the provincial government be appointed to visit schools in order to assist and evaluate the implementation of curriculum. It is also recommended that the DBE must make a re-training to all Foundation Phase teachers for a week during school vacation. The challenges that are facing the CAPS can be minimal if the recommendations could be adhered to. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

The study sought to investigate educators’ perceptions of the implementation of Inclusive Education in mainstream secondary schools around Polokwane, Limpopo Province of South Africa. The approach to the study was qualitative, guided by an interpretivist paradigm. A purposefully selected sample of 20 teachers from 10 purposively selected mainstream secondary schools in Polokwane participated in this study. Instruments for data collection comprised in-depth interviews, corroborated by non-participant field observations to verify the implementation of Inclusive Education in mainstream secondary schools. Content analysis was employed to analyse the data with the aim of coming up with themes and subthemes. The study revealed that the educators had the passion and willingness to implement Inclusive Education. The educators further perceived Inclusive Education as needful. The implementation of Inclusive Education was perceived as being effective to a lesser extent. The educators perceived the implementation of Inclusive Education as being negatively affected by their inadequate training, school environments which were unfit to accommodate learners with disabilities, the lack of facilities and equipment and higher learner enrolments in mainstream classrooms. Gender was seen to affect the educators’ confidence in handling learners with disabilities and their ability to identify such learners. The study recommends the continued professional development and training of educators in the area of Inclusive Education, regular support and monitoring of Inclusive Education activities in mainstream schools by the DBE, provision of relevant resources and facilities in mainstream schools for the implementation of Inclusive Education, and additional support to educators to enhance their confidence in handling learners with barriers to learning and development. Finally, a model for the improvement of the implementation of Inclusive Education in mainstream schools is proposed. / Inclusive Education / D. Ed. (Inclusive Education)

Information and communication technology (ICT) advances have dramatically changed teaching and learning processes. This study investigates the use of ICT in teaching and learning with the objective of establishing whether teachers are utilising the skills acquired through the Sci-Bono Discovery Centre training. The study sample comprised of 30 secondary school teachers who were trained in 2012 and who were teaching mathematics and/or physical science. The participating teachers were from schools that fell within the Johannesburg North and Johannesburg East regions of the Gauteng Department of Education (GDE). An overall understanding of reviewed literature on the use of ICT in teaching and learning contributed to the preparation of the research survey questionnaire and interview questions. A research survey design using a multi-methods approach allowed both questionnaires and interviews. The questionnaires were analysed using a simple descriptive data analysis technique. The interviews were conducted with 12 of the initial 30 participants over a period of two weeks in a one-on-one setting. The recorded interviews were transcribed and analysed using a thematic content analysis technique. The results of both quantitative and qualitative analysis are presented using charts and tables. The research findings identified issues such as the need for teachers to maintain a positive attitude towards the use of ICT in teaching, and for schools to create a conducive teaching environment for effective use of ICT in the classroom, including the availability of computer resources. The study provides recommendations including the provision of ICT coordinators at schools, and the provision of an ongoing teacher ICT training programme. / School of Computing / M. Tech. (Information Technology)

Educator stress is a major problem worldwide. This study focuses on the role of the principal in the secondary school in providing support and assisting educators manage work-related stress, with particular reference to schools in Kwa-Zulu Natal, South Africa. The problem was investigated by means of a literature study and empirical investigation. The literature identified perspectives on educators' stress, the stress process of the educator and the principal, causes of work-related stress in educators and coping strategies. Furthermore, principals' leadership styles, theories of motivation and causes of principals' stress were discussed. A qualitative inquiry using focus group interviews was undertaken with a small sample of secondary school educators selected by purposeful sampling. Findings suggested that educator stress was caused by a lack of learner discipline; deterioration in educational standards; workload; policy changes; promotion procedures and the principal's leadership style. Based on the findings, recommendations were made for improvement of practice. / Educational Studies / M. Ed. (Education Management)

The people in the organisation are the key to quality and effective change and improvement in schools. A new paradigm in school leadership, namely teacher leadership, grounded in distributed leadership theory and supported by enabling policies, provides a platform for school wide capacity building where more and more people recognise the potential of other team members, promote it and thus give stimulus for significant change. The purpose of the research was to determine the perspectives, perceptions and readiness of educators in the Eden and Central Karoo Education District for teacher leadership, as well as educators’ perceptions regarding the school culture required for teacher leadership to be nurtured and sustained. A total number of 283 educators participated in this study, including principals, members of school management teams, veteran, middle, novice educators and district officials. A series of instruments were used to determine educators’ perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI) and the Teacher Leadership School Survey (TLSS). Data revealed that educators held positive assumptions about teacher leadership; that educators were collectively ready for teacher leadership; and that they perceived their school cultures as healthy for teacher leadership practices. Educators used language of leadership which can be associated with the organisational and transformational leadership theory; indicated that they experienced barriers to teacher leadership; and that there is a need for professional development in relation to teacher leadership. A significant difference was found between the preliminary leadership and barriers to teacher leadership perceptions held by district officials and other educators (principal, member of school management team, veteran, middle and novice). A significant difference was also found between members of school management teams and other educators (middle and novice) in relation to their readiness for teacher leadership. Significant relationships were found between educators’ preliminary leadership and readiness for teacher leadership perceptions, as well as between their readiness for teacher leadership and their perceptions about a healthy school culture for teacher leadership. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators’ self-esteem, motivation and productivity, as well as student outcomes. / Educational Studies / Thesis (D. Ed. Education Management))

The impact of HIV and AIDS has threatened to destroy the education sector in South Africa. This qualitative study set out to investigate the psychosocial problems and needs of educators infected with HIV and/or affected by HIV and AIDS in Johannesburg Inner City schools. The study explores and describes the need to develop and implement a comprehensive and holistic treatment, care and support programme for educators infected with HIV and/or affected by HIV and AIDS. This study also reviews HIV/AIDS policies and programmes implemented by the Department of Education to indicate that these interventions are not effective in addressing the problems and needs of these educators. Therefore, the study contends that the Department of Education should revise and reformulate these HIV/AIDS policies and programmes to cater for the needs of educators infected with HIV and/or affected by HIV and AIDS. Ten educators infected with HIV and/or affected by HIV and AIDS from two selected Johannesburg Inner City schools participated in this study. Phenomenological strategies and in-depth interviews were used to capture day-to-day personal life experiences of these educators. The findings of the study reveal that there is a need for an urgent response by the Department of Education to develop and implement treatment, care and support programmes for educators infected with HIV and/or affected by HIV and AIDS. / Sociology / M.A. (Social Behaviour Studies in HIV/AIDS)

The aim of the study was to investigate the motivation and job satisfaction of teachers in the Ilembe District of KwaZulu-Natal. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. This was followed by an empirical investigation. The research design was a mixed-methods sequential explanatory design. During the quantitative phase, a structured questionnaire was completed by 100 respondents from five secondary schools. The qualitative phase involved a phenomenological study in which 16 teachers from the same schools were interviewed. This research found that the teachers generally exhibited high self-efficacies. Teachers with positive self-efficacies were more satisfied with their physical environments and their school’s cultures than the others. However, teachers of different age groups, post levels and personality types were in agreement that the physical working conditions at rural schools were not conducive to effective teaching and learning. Parental involvement in school matters was restricted due to poverty and illiteracy. These factors served to lower teacher motivation and job satisfaction. In addition, teachers believed that school policies related to remuneration, safety and security, school governance, and assessments and evaluations needed to be revised if teacher motivation and job satisfaction were to be raised. Teachers were unhappy with their workloads and the multiple roles they played at school. With respect to interpersonal relations, their relations with their school principals, School Management Teams and parents were unconstructive. Many learners were also ill-disciplined and underachievers. Some significant differences in perceptions were found. Male teachers were more satisfied with policies, interpersonal relationships and school organisation. African teachers were happier than Indian teachers with policies and the nature of the work. Teachers with 26 and more years of experience were less negative about their physical environments. Qualifications also made a difference: teachers with certificates only were the least satisfied with their physical environments, school organisation and structure. Most importantly, teachers who were given the opportunity to demonstrate their potential to be successful, was significantly more satisfied with work-related issues. The study made recommendations to improve the motivation and job satisfaction of teachers. / Education Leadership and Management / D.Ed.(Education Management)

The purpose of this study is to explore what knowledge and experiences teachers hold about curriculum implementation and how their knowledge and experiences influence teaching and learning practices. This study is qualitative in nature and adopted a case study research design to explore the Foundation Phase teachers’ experiences of curriculum implementation. Semi-structured interviews, observations, and document analyses were used for collecting data. The study utilised a constructivist theoretical framework on knowledge and experiences of curriculum implementation. Four Foundation Phase teachers from two different schools in the Eastern Cape Province were interviewed and observed. Document analysis was used to corroborate the data collected through observations and interviews. The findings indicated that teachers had different knowledge levels and understanding of curriculum content and components. Furthermore, this study revealed that teachers’ instructional planning was inadequate. It was indicated that teachers needed comprehensive training, relevant resources, monitoring and support, conducive teaching and learning environment, further orientation in teaching First Additional Language, multi-grade teaching skills, and parental cooperation in the education of children. The findings highlighted that, although teachers experienced challenges in curriculum implementation, there were some who showed willingness to implement curriculum changes and who acknowledged the benefits of NCS previous workshops. I recommend that in order to ensure that teachers implement curriculum changes according to the requirements; the Department of Education and curriculum designers must consider the context in which the curriculum has to be delivered. Amongst all other requirements for curriculum implementation, teachers have to be monitored and supported to enhance the quality of teaching and learning. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Although several studies have been conducted regarding sources of stress for teachers, as well as the coping resources deployed by teachers to manage stress, no studies were found which explored these constructs for teachers within different career stages. Similarly, several studies explored the sources of stress for teachers in different South African provinces, but no studies were found which explored stress or coping resources for teachers in Gauteng. This study aims to address this identified lack in research. Teaching ranks as one of the most stressful occupations, not only internationally, but also in South Africa and therefore, stress poses a threat to the quality of education in South Africa. This threat was recognised by the Gauteng Department of Education, and as a result, the goal to increase the wellness of teachers in Gauteng was set in the Annual Performance Plan of 2012/2013; making this study not only original, but also a necessity. High school teachers (n = 193) were selected from 23 high schools in Gauteng to participate in this study. The Sources of Work Stress Inventory (SWSI), the Coping Resource Inventory (CRI) and the Adult Career Concerns Inventory (ACCI) were used to measure sources of stress, coping resources and career stages, respectively. Pearson product correlations were analysed and significant relationships were found between different sources of work stress, coping resources and career stages. / Industrial and Organisational Psychology / M.Com. (Industrial and Organisational Psychology)

This study investigated teachers' attitudes towards a career in rural schools. The aims of this study were broken into two, namely, the primary and secondary aims. The primary aim was to find out whether rural secondary school teachers hold a positive or a negative attitude towards a career in rural schools. The secondary aim was also broken into two. The first secondary aim was to find out whether rural secondary school teachers' personal characteristics such as age, sex, marital status, rank, qualification and teaching experience in rural school(s), as well as the school in which the teacher teaches, have a significant influence on their attitudes towards a career in rural schools. The second secondary aim was to determine the nature of attitudes with regard to A-B-C components of attitudes. To this end, a questionnaire was compiled and used as an attitude rating scale. The questionnaire was administered to a representative sample of one hundred and thirty four rural secondary school teachers from six schools, under Mehlwesizwe circuit in KwaZulu-Natal. Statistical analyses were conducted to fulfil the aims of the study and to test the research hypotheses stated. This study revealed that rural secondary school teachers hold a negative attitude towards a career in rural schools. It also revealed that, irrespective of teachers' personal characteristics, their attitude towards a career in rural school is the same, that is, it is negative. Therefore it was concluded that teachers' personal variables have no significant influence on their attitudes. This study also revealed that, statistically, there were significant differences in the affective and cognitive components of attitude but differences in the behavioural component were not significant. This indicated that the affective and cognitive components are more closely related to each other than they are with the behavioural component. On the basis of teachers' responses to attitude statements, the researcher offered two lines of direction as recommendation, namely, "Rethink resource allocation" and "Direction of restructuring". The former will assist in improving the conditions under which rural teachers work and the circumstances surrounding their workplace. The latter will assist in collaborating the Reconstruction and Development Programme (RDP) structures at national, regional and local level with the Department of Education and Culture, as well as with the private sector, for improving the conditions under which rural teachers work. In that case teachers' attitudes towards a career in rural schools might be changed from negative to positive. / Psychology of Education / M. Ed. (Psychology of Education)