Submitted in fulfillment of the requirements for the degree DOCTOR PHILOSOPHY in COMMUNITY PSYCHOLOGY in the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND, 2005. / Along with the changes in the political an economical spheres in South Africa over the last decade, there has also been a shift towards a more democratic education system. The foundation for these changes has been laid by the Constitution of the Republic of South Africa and has important implications for education and the concept of inclusive education. The relevant clauses in the Constitution of the Republic of South Africa are those that contain principles of basic rights, equality and non-discrimination. The aim is to rectify the divisions of the past and establish a society based upon democratic values, social justice and fundamental human rights. This also entails the acceptance of an inclusive education policy that will ensure optimum provision for and inclusion of the full spectrum of educational needs within a single education system. Learners with special educational needs in an inclusive classroom are no longer regarded as the responsibility of a particular person outside the classroom, but of all educators. Educational Support Services need to make a paradigm shift in supporting teachers to assist learners with special educational needs. In the learning process educators play a distinctive role and if they do not function effectively, it could form a barrier to learning. Teachers have certain skills and abilities to assist learners with special educational needs and these need to be developed, as educational support services are not in a position to assist teachers and learners individually. As the implementation of the inclusive policy is inevitable, it is of the utmost importance to determine the needs of educators and how to support them to effectively assist learners with learning disabilities. The aim of this study is to establish how educators can be supported to effectively assist learners with special educational needs, specifically learning disabilities, within an inclusive classroom. Criteria as well as guidelines for a social-perceptual education program for learning disabled learners are also recommended. Sixty Educators from four different primary mainstream schools in the lower Umfolozi district, Empangeni region, Kwa-Zulu Natal, South-Africa, participated in the study. The schools represented the diversity of the South-African population as well as the diversity within the learner population. All the participants completed a questionnaire on special educational needs and 20 participants from the sample group participated in a focus group interview. Results of the quantitative data were explained by means of descriptive statistics. It was clear that educators were not effective in assisting learners with special educational needs in an inclusive classroom. From the qualitative data analysis process findings, four main patterns of concern emerged, namely, the need for on-going training, reduction of the educator-learner ratio, provision of psychological services and support regarding the social and emotional problems of learners with learning disabilities. As a result of this research a basic introductory study, providing certain criteria and guidelines for a social-perceptual education program, has been done. This program has value for further government implementation of training programs in inclusive education. It will also assist educators working with children with special educational needs in an inclusive classroom in mainstream education.

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.

This study investigated the nature and impact of role-related interests on an attempt at organizational change in the school context. The change effort was an attempt to impose new teacher evaluation procedures in three elementary schools during the conduct of a pilot project. These schools implemented teacher evaluation procedures that were designed as a component of a teacher incentive program. A conceptual model guided this research. The expectation was that role-related interests would have a direct effect on the various actors' perceptions of the teacher evaluation plan. The model presented other factors that would tend to intervene between the actor's role-related interests and perceptions of the plan. These potential intervening variables were defined as: (1) experiences during the pilot, (2) interpersonal relations, and (3) assignment of ratings. The research questions for this study were defined as follows: 1. What are the role-related interests of the key actors at the school building level in the implementation of the pilot plan? 2. How are these interests related to perceptions of the plan? 3. How are perceptions of the plan influenced by experiences that occur during the pilot program? 4. How are perceptions of the plan influenced by interpersonal relations existing between key actors and significant others during the pilot program? 5. How are perceptions of the plan influenced by the actual process of assigning ratings to teachers? A multiple-case design and multiple data gathering methods were employed in addressing the problem from an organizational perspective. Collection of data was begun in the fall of 1984 and completed in the spring of 1985, spanning the duration of the pilot project, which was one school year. Data were collected through interviews, observations, and document analysis. Role-related interests were found to be related to overall initial perceptions of the plan. Those who perceived positive impacts on their own satisfactions and needs were more likely to be positively disposed toward the plan in general and more likely to feel that the plan would achieve its intended goals. The relationship between role-related interests and plan perceptions was influenced by experiences during the pilot and interpersonal relations. A change in perceptions of the plan over time was found to be related to the process of assigning ratings to teachers and to the leadership of the principal. / Ed. D.

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.

D. Tech. Human Resources Management / The aim of this research is to identify the factors that impact on employee engagement of academic staff in further education and training (FET) colleges in South Africa. It also looks at how to develop a successful employee engagement framework for FET colleges.

Thesis (MPA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Performance management is an activity of the greatest of importance in any organization, whether that organisation functions within the public or private sector. The importance of performance management has however grown greatly within the public sector due to a renewed focus on efficiency, effectiveness and economy of actions. Within an environment increasingly characterised by a scarcity of resources, the application of performance management has therefore become an essential component. This applied research study hence examines the role of performance management within the public sector. The importance of this essay is due to the fact that very limited research has been done in this field in So~th Africa concerning the modification and application of performance management, which was primarily a private sector initiative, on the more complex public sector. By making use of historical and descriptive research methods, the researcher furthermore analyses the usage of performance management within a particular educational facility. This research study therefore focuses on the formulation and implementation of a performance management instrument for the measurement of the performance of administrative and support personnel employed by the specific educational facility, with the objective to solve existing performance problems within the organisation. / AFRIKAANSE OPSOMMING: Prestasiebestuur is 'n aktiwiteit wat van allergrootste belang is in enige organisasie, hetsy die organisasie in die private sektor of die openbare sektor funksioneer. Die belangrike rol van prestasiebestuur binne die openbare sektor het egter aansienlik gegroei met die openbare sektor se hernude fokus op effektiwiteit, doeltreffendheid en ekonomie van aktiwiteite. Binne 'n omgewing wat toenemend gekenmerk word deur 'n skaarsheid van hulpbronne, word die toepassing van prestasiebestuur gevolglik 'n ononbeerlike komponent. Vervolgens bestudeer hierdie toegepaste meestersvlak navorsingstuk die rol van prestasiebestuur binne die openbare sektor. Die uiterste belangrikheid van hierdie navorsingstuk spruit uit die beperkte hoeveelheid navorsing wat daar binne hierdie veld gedoen is rakende die aanpassing en toepassing van prestasiebestuur, wat aanvanklik slegs binne die privaat sektor gebruik is, op die meer komplekse openbare sektor. Verder ondersoek die navorser deur middel van historiese en beskrywende navorsingsmetodes ook die gebruik van prestasiebestuur binne 'n spesifieke onderwysinstelling. Die werkstuk fokus gevolglik op die formulering en implementering van 'n prestasie metingsinstrument vir die meting van die prestasie van administratiewe en ondersteuningspersoneel verbonde aan die spesifieke onderwysinstelling, met die oog daarop om bestaande prestasie probleme binne die organisasie op te los.

Thesis (MPhil)--Stellenbosch University, 2013. / Bibliography / Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approach. Semi-structured interviews, focus-group interviews and observations were utilised to obtain data. Once consent was obtained from the relevant authorities, second- and third-year student teachers were interviewed. Ethical requirements were adhered to throughout the research process. The findings indicated that students had both positive and negative perceptions in respect of self-assessment, peer assessment and reflection in promoting their active engagement in learning. Overall, the findings of the study revealed positive signs that active learning can be enhanced by student teachers through the use of strategies such as self-assessment, peer assessment and reflection. The study also pointed to implications of the research for teacher education practices and possible future research.

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: Evaluation is seen as one of the key elements to enhance the teaching skills and subject knowledge of teachers, thereby facilitating effective and quality teaching and learning. One way of ensuring that this becomes a reality at South African schools is the introduction of an evaluation policy, namely the Integrated Quality Management System, as contained in the document Integrated Quality Management System (IQMS), Collective Agreement Number 8 of 2003 of the Education Labour Relations Council. This research was conducted against the backdrop of IQMS implementation in South African schools since 2005, and explored answers to the following questions: How do teachers experience the implementation of the IQMS (a form of evaluation)? To what extent does the IQMS contribute to the support, development and growth of teachers? Has the implementation of the IQMS had any positive impact on the quality of teaching and learning in schools? The data for the research were collected in 39 schools in Paarl and surrounding areas. The findings of the research study are based on a quantitative (questionnaire) investigation in the framework of an interpretive and positivistic paradigm. The results of the research showed that a significant number of teachers experience the goal and implementation of the IQMS as problematic. This leads to the conclusion that the implementation of the policy has not necessarily contributed to a fundamental improvement in the quality of teaching and learning in the participating schools. This conclusion is also based on the lack of meaningful and ongoing support and assistance that respondents receive before and after the evaluation process. The findings of this study correspond with those of international studies on the same topic, and indicate that teachers face universal problems, particularly with regard to the implementation of evaluation policies. This study could contribute to further research on the topic. / AFRIKAANSE OPSOMMING: Evaluering word as een van die kernelemente beskou om onderwysers se onderrigvaardighede en vakkennis te verbeter, en sodoende doeltreffende en goeie onderrig en leer in die hand te werk. Een manier om toe te sien dat dít in Suid- Afrikaanse skole werklikheid word, is die instelling van evalueringsbeleid, oftewel die Geïntegreerde Gehaltebestuurstelsel (GGBS), soos dit in die dokument Integrated Quality Management System (IQMS), Collective Agreement Number 8 of 2003 van die Raad op Arbeidsverhoudinge in die Onderwys vervat word. Hierdie studie is teen die agtergrond van GGBS-inwerkingstelling in Suid-Afrikaanse skole sedert 2005 onderneem, en soek na antwoorde op die volgende vrae: Hoe ervaar onderwysers die inwerkingstelling van die GGBS ( vorm van evaluering)? In watter mate dra die GGBS by tot die ondersteuning, ontwikkeling en groei van onderwysers? Het die inwerkingstelling van die GGBS enige positiewe invloed op die gehalte van onderrig en leer in skole? Die data vir die navorsing is in 39 skole in die Paarl en omgewing ingesamel. Die bevindings van die navorsingstudie is gegrond op kwantitatiewe (vraelys-) ondersoek in vertolkende en positivistiese paradigma. Die navorsingsresultate toon dat beduidende aantal onderwysers die doel en inwerkingstelling van die GGBS as problematies ervaar. Dít lei tot die gevolgtrekking dat die inwerkingstelling van die beleid nie noodwendig tot grondliggende verbetering in die gehalte van onderrig en leer in die deelnemerskole gelei het nie. Dié gevolgtrekking berus ook op die gebrek aan sinvolle en deurlopende ondersteuning en hulp wat die respondente voor en ná die evalueringsproses ontvang. Die bevindings van hierdie studie stem ooreen met dié van internasionale studies oor dieselfde onderwerp, en toon dat onderwysers, bepaald wat die inwerkingstelling van evalueringsbeleid betref, met universele probleme te kampe het. Hierdie studie kan tot verdere navorsing oor die onderwerp bydra.

Thesis (MEd)--Stellenbosch University, 2012. / Bibliography / This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.