D.Ed. (Educational Management) / Please refer to full text to view abstract

D.Ed. / Increasingly high demands are being made on teachers. It is consequently not strange that they often find it difficult if not impossible to hold their own, professionally and personally. This leads to phenomena such as stress, burnout and resignations from the teaching profession. Although these problems are also encountered in other occupations as well, in teaching they have a unique and rippling dimension. Pupils, who are in a particularly impressionable stage in their lives, are defenceless against the "onslaughts" that may partially stem from a teacher's inability to cope successfully. Every teacher should therefore be able to uphold his inner self, with all the meanings he attaches to it - in the work context and in all life situations that have a bearing on him as a unique person. Against this background the aim of this investigation was to determine how the high demands of the teaching profession influence the professional and personal coping process of high school teachers. To achieve this aim the research was guided by seven detailed objectives. The first five were realized by building a theoretical framework for the professional and personal coping process of teachers with the help of an extended literature study. Factors and functions were identified that complicate the survival and functioning of high school teachers, and consequently set high coping demands. Arising from the nature of these coping demands, particular conditions or requirements were sought that promote or ensure the successful professional and personal coping process of teachers. In addition, certain kinds of strategies or techniques were identified from the literature that teachers can use to help them handle situations that could lead to tension, frustration or could upset them. In the above theoretical reflection of this investigation, two dimensions (facets) of high school teachers' ability to hold their own have crystallized. The first of these dimensions concerned teachers' professional and personal coping abilities in respect of demands placed on them by contextual factors and the inner dynamic quality of each teacher's own persona. The second dimension concerned teachers' use of particular coping strategies or techniques when they find themselves in situations that could be stressful, frustrating or upsetting to them. An empirical investigation was undertaken with reference to the above theoretical framework. White teachers at Afrikaans-medium and English-medium schools in Pretoria and Verwoerdburg were involved in the investigation. A structured questionnaire, in Afrikaans and English, was compiled on the basis of the above dimensions of teachers' ability to hold their own. In line with the sixth objective set for this study, this measuring instrument was used to determine to what extent high school teachers succeeded in holding their own professionally and personally. The strategy followed to analyze and interpret data consisted of four steps. In accordance with steps 1 to 3 the data were separately analyzed in respect of each dimension (facet) of teachers' ability to hold their own. In step 1 the validity and reliability of the measuring instrument was investigated in terms of each separate dimension (facet) of teachers' ability to hold their own. First and second-order factor analytical procedures and item analyses were applied in this connection, leading to the identification of three variables (scales or factors). In respect of dimension 1, one variable was of relevance, namely teachers' perceptions of their professional and personal coping ability concerning demands made on them as a result of con extual factors and the inner dynamic quality of each teacher's own persona. For dimension 2 two variables were used, namely teachers' use of predominantly problem-oriented coping strategies or techniques and their use of predominantly emotion-oriented coping strategies or techniques. The above variables were then used to conduct multivariate and single-variable analyses on the data according to steps 2 and 3 in respect of each dimension of teachers' ability to hold their own. These analyses were aimed at determining to what extent high school teachers were currently succeeding in holding their own professionally and personally. The Hotelling T2 test and the MANOVA were used to test multivariate hypotheses, while Student's t test, the ANOVA, the Scheffe test and the Chi-square test were used to test single-variable hypotheses. In step 4 of the analyses a canonical correlation analysis was conducted on the data to determine whether there was a statistically significant relation between the two respective dimensions (facets) of the teachers' ability to hold their own. The findings obtained from all these analyses will now be dealt with briefly. Concerning the first dimension of teachers' ability to hold their own, it appeared from the findings that most of the teachers in the test group had apositive perception of their professional and personal coping abilities. There were also teachers who had less positive perceptions in this regard, which indicates that they found it more difficult than others to hold their own successfully. It therefore seems that such teachers could often experience crises in their ability to cope. In addition, the use of the respective types of coping strategies (dimension 2) by the teachers in the test as a whole suggests that the above positive perceptions may not always be so realistic. Although the teachers believe they coped very successfully, it appeared from the results that their use of predominantly problem-oriented coping strategies or techniques was not particularly high, which can imply a less successful ability to hold their own. It follows from this that these types of strategies are aimed at averting emotional experiences such as tension, frustration and alarm. Although there were teachers who used these strategies to a greater extent than others, it emerged that the use by most of the teachers of predominantly emotion-oriented coping strategies was particularly high. There were also teachers who made use of the latter type of strategies to a greater extent than others, which indicates that they probably frequently experienced tension, frustration or alarm and consequently coped less successfully. This happens because predominantly emotion-oriented coping strategies are used when the above experiences have already been elicited in a person and he/she endeavours to control them. Regarding the relation between the teachers' perceptions of their professional and personal coping abilities and their use of particular types of coping strategies or techniques, the following was found: • Particularly positive perceptions of professional and personal coping abilities correlate statistically significantly with a high use of predominantly problem-oriented coping strategies or techniques. • Teachers who believe that their religious convictions and teacher training to a large extent contribute to their coping ability, nevertheless find it difficult to cope in respect of demands that stem largely from their relationship with the pupils. Such teachers consequently make use of mainly emotion-oriented strategies in their endeavours to hold their own. In addition these teachers believe that nowadays teacher training equips teachers with the skills to cope successfully in practice. Understanding for the professional and personal demands that teachers have to contend with, needs to be encouraged among parents and the public at large.

M.Ed. (Subject Didactics) / The awareness of the necessity to protect our natural environment is increasing, which is indeed promising. Despite this encouraging fact, it is tragically evident that mere awareness is not sufficient, as our world is going from bad to worse. It is therefore imperative to try and save our world: environmental education is one of the most efficient ways being used to save our earth. 'Die Witskrif vir Omgewingsopvoeding in Suid-Afrika' was published in 1989 by the South African government stating their acceptance of Environmental Education as essential for South Africa. Thus, Environmental Education needs to be implemented successfully into the formal, educational system of government schools in South Africa. Before the succesful implementation of Environmental Education, the teacher has to be thoroughly trained and prepared for this challenging task. This research takes a look at the level of knowledge and attitudes towards the natural, biophysical environment. This study is directed at three acute environmental problems namely: population explosion, the greenhouse effect and the depletion of the ozone layer. The sample tested comprised of fifty-eight students from three Afrikaans universities in Transvaal, preparing themselves to teach Biology in the near future.

D. Phil. (Education) / Please refer to full text to view abstract

M.Ed. (Education Management) / The individual behaviour of the involved experienced teacher gives form and direction to the practice of teaching and education. The improvement of the school's effectiveness can be the consequence of the dedication and enthusiasm of involved experienced teachers. By developing highly motivated involved experienced teachers, the educational leader creates the potential for effective teaching and the improvement of school efficiency. Education leaders should regard their motivational task as a high priority. From the research material it is clear that there is a large variety of problems facing the uninvolved experienced teacher. These problems differ in degree and scope. For every separate problem area specific solutions will have to be found. In order to find sensible solutions for these problems." it is desirable to group them together in separate areas or categories. From a wide variety of problems, it is possible to isolate the following areas or categories, viz: + discontent with aspects of management + adaptation to the school environment, and + limited promotional opportunities Although not all uninvolved experienced teachers experience the same problems, there are, however, problems that are common to them all. Communication is one such problem that could bring about major change. Communication is a way of Iiving and forms an integral part of one's existence. It forms the basis of the establishment, maintenance and improvement of human relations. Due to the educational leader's managerial function, manifold opportunities arise for effective communication, which are enhanced by his qualities, such as leadership, guidance, the ability to organise, to be decisive and to exercise discipline. The school climate, human relations and the management style within a school constitute the basic requirements for a particular mode of communication. The educational leader should always endeavour to communicate effectively in order to prevent and rectify communication barriers. xii In order to allow the educational leader to formulate a sensible motivation strategy it is necessary for him to be aware of and get an overall picture of the multiplicity of existing theories of motivation. Each theory, in its own way, gives expression to the nature of human needs and motives as forces governing motivation. At the same time it is an indication of the human personality and these theories allow educational leaders to: + improve the uninvolved experience teacher's attendance, quality of work, and personal involvement + bring about the acceptance of responsibility without the use of threats, and + turn traditional practises into innovative teaching methods. It would be unrealistic to think that a perfect approach to motivation could ever be achieved. The educational leader must, of necessity, apply motivation in a specific situation, adapting the motivational strategy to suit each individual, depending on his needs in changing circumstances. A positive school climate is of particular importance if the pupils are to achieve maturity and teachers are to enjoy job satisfaction. The success of motivation as a managerial skill applied by the educational leader depends on the efficiency of the execution of his other managerial activities. This efficiency can be achieved by training during which the educational leader becomes more skilled in dealing with the key elements of the task of motivation, viz: + the importance of school climate in the development of highly motivated uninvolved experienced teachers, and + the effect of different leadership styles on the motivation of the uninvolved experienced teacher. The creation of the so-called ideal or positive school climate should form part of the educational leader's managerial strategy. In this regard the leadership style of the educational leader is of paramount importance in the creation of a positive school climate in order to encourage motivated behaviour of the uninvolved experienced teacher.

D.Ed. (Educational Management) / Please refer to full text to view abstract

M.Ed. (Didactics) / In this study attention is paid to the use of technical college student evaluators of teaching..Specia! attention is focused on certain factors which influence students in their evaluation of the teaching skills of lecturers. The problem addressed, is the vital role played by vocational training in South Africa as a developing country. In the light of the acute shortage of skilled manpOwer, it is essential that vocational training, as practised at technical colleges, should function optiIllally. Lecturers at technical colleges can play an important role in this resPect and what is needed is a willingness on the part of both lecturers and organisations responsible for vocational training, to optimalise effective teaching and the concomitant successful learning by students. The aim of this study centres round an overview of literature regarding methods of teaching evaluation as applied locally and internationally, the identification of the possible influence of certain factors on the evaluation by students and the e,d:ent 1;0 which these factors apply ~o male and female students of different seniority levels at six technical colleges. In the study of relevant Literature , attention is paid to the aim and function of technical colleges. Certain indicators of effective teaching, as well as teaching evaluation are dealt with and special attention is paid to self evaluation, peer evaluation and evaluation by means of objectives. Evaluation of teaching by students is investigated in depth, together with factors which influence students in" their evaluation of teaching, such as humour, sex of student and lecturer, seniority of students, class siZe, enthusiasm and course content. The research group consists of full-time N4, NS and N6 technical and commercial students at six technical colleges on the witwatersrand and in the Pretoria area. The lecturers teaching these students are evaluated by means of a questionnaire.

Summary in Afrikaans and English / Hierdie verhandeling omvat 'n beskrywing van die ontstaan en ontwikkeling van die onderwysersvereniging wat vanaf 1893 onder meer as die Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), die Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) vanaf 1903 en sedert 1923 as die Transvaalse Onderwysersvereniging (TO) bekend gestaan het. Die klem val op uitsprake van TO-voorsitters en aktiwiteite wat deur die TO van stapel gestuur is ter bevordering van die professionaliteit en professionele status van onderwysers en onderwyseresse. Die verhandeling sluit ook 'n ontleding van en kritiese besinning oor die kenmerke van professionaliteit in. In die verband word gefokus op die verhouding van die TO met enkele onderwysbelanghebbendes, die bevordering van die professionele beeId van onderwysers/onderwysersesse en die beginsels wat die TO tydens salarisonderhandelinge gehandhaaf het. 'n Belangrike gevolgtrekking waartoe gekom word, is dat die TO vir meer as 100 jaar nie net professionaliteit in onderwysverband bevorder het nie, maar dat sy uitsprake en aktiwiteite op sigself getuig van 'n professionele ingesteldheid. / This thesis comprises an account of the origin and development of the teachers' association known from 1893 as the Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), as the Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) from 1903, and since 1923 as the Transvaalse Onderwysersvereniging (TO). The accent is on pronouncements of TO chairpersons and activities initiated by the TO to promote professional qualities among teachers and to secure professional status for them. The thesis also includes an analysis and critical consideration of the criteria of professionalism, with special reference to the relationship between the TO and roleplayers with an interest in education, the promotion of the professional image of teachers, and the principles upheld by the TO in salary negotiations. An important conclusion drawn is that for more than 100 years of its existence, the TO not only promoted professional qualities in the educational context, but epitomises professionalism in its pronouncements and activities. / Educational Studies / M.Ed. (Historiese Opvoedkunde)

Summary in Afrikaans and English / Hierdie verhandeling omvat 'n beskrywing van die ontstaan en ontwikkeling van die onderwysersvereniging wat vanaf 1893 onder meer as die Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), die Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) vanaf 1903 en sedert 1923 as die Transvaalse Onderwysersvereniging (TO) bekend gestaan het. Die klem val op uitsprake van TO-voorsitters en aktiwiteite wat deur die TO van stapel gestuur is ter bevordering van die professionaliteit en professionele status van onderwysers en onderwyseresse. Die verhandeling sluit ook 'n ontleding van en kritiese besinning oor die kenmerke van professionaliteit in. In die verband word gefokus op die verhouding van die TO met enkele onderwysbelanghebbendes, die bevordering van die professionele beeId van onderwysers/onderwysersesse en die beginsels wat die TO tydens salarisonderhandelinge gehandhaaf het. 'n Belangrike gevolgtrekking waartoe gekom word, is dat die TO vir meer as 100 jaar nie net professionaliteit in onderwysverband bevorder het nie, maar dat sy uitsprake en aktiwiteite op sigself getuig van 'n professionele ingesteldheid. / This thesis comprises an account of the origin and development of the teachers' association known from 1893 as the Vereeniging vir Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), as the Vereeniging van Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) from 1903, and since 1923 as the Transvaalse Onderwysersvereniging (TO). The accent is on pronouncements of TO chairpersons and activities initiated by the TO to promote professional qualities among teachers and to secure professional status for them. The thesis also includes an analysis and critical consideration of the criteria of professionalism, with special reference to the relationship between the TO and roleplayers with an interest in education, the promotion of the professional image of teachers, and the principles upheld by the TO in salary negotiations. An important conclusion drawn is that for more than 100 years of its existence, the TO not only promoted professional qualities in the educational context, but epitomises professionalism in its pronouncements and activities. / Educational Studies / M.Ed. (Historiese Opvoedkunde)