M.Ed. (Educational Psychology) / Motivated teachers are essential for effe~~ive teaching to take place. As a result of trauma experienced by the black teacher, especially after 1976, when their authority was. undermined and the slogan "Liberation before education" was the theme of the day, teachers were unmotivated to teach. Furthermore the existing forms used to "inspect" the teachers were unacceptable for the ANC government and teachers. The researcher, out of his experience as subject advisor, identified and addressed the shortcomings in the existing evaluation practices by developing a motivation strategy where a motivation form is used. In this way a learning culture could again be established in the schools. As a grounding for above mentioned strategy a literature study was done on motivation, the motivation theories as well as ways in which adults are motivated. Goal setting, what it entials, existing theories as well as the errors made when setting goals, were also researched by means of literature studies. A motivation form is developed in this research, in which the purpose, development and structuring of the form is discussed. Finally research is undertaken to determine the didactic principles relevant to this study were researched to determine what the purpose and value of each principle were, and how these could simultaneously contribute towards the mastering of the work by the pupils.

M.Ed. / This study forms part of a greater, ongoing research project concerning teacher competence and its assessment. The project focuses on researching teacher opinion on teacher competences by the initial research. This research project is a group project initiated to investigate teacher competence, its measurement and the implication thereof for school effectiveness and improvement. The following factors were identified namely the learning environment, professional commitment, order and discipline, educational foundation, reflection, cooperative ability, effectiveness and management styles. What does the basic rights of education mean against the background of the past? Superordinate goals aim at improving matriculation results. The aim is to change the public school into a community school which means increased parental involvement. This could be done by legitimising civic groups. The problem facing the present educational system is to strategise and develop interest, remedy the lack of motivation, increase trust, and develop relevant management skills. The constitution guarantees equal access to basic education. Inequalities in education must be redressed. The principles include the development of independent and critical thinking. The overall aim is lifelong education and training of good quality. This would increase teacher competence. Teachers should Professor Bengu (1995:1) in the Hunter's Report commented that this present education system was the most fractured and inequitable on the face of the earth. Nevertheless the Hunter Report seems safe to assume that the commitment in the White Paper to ten years of free and compulsory education would satisfy the constitutional requirements of the right to basic education at this stage of our country's development. However teachers are seen as "aliens" by the school and community as they do not participate in village or farm life. The professional life of a teacher presents few challenges because they do not have access to ownership of land. Teachers have little legitimacy in their communities. The Hunter Report recommended that public schools entertain a partnership funding approach balancing the demand of the four key principles namely attaining equity, redressing past imbalances, advancing equality and improving efficiency. The Hunter Report suggested that training relevant to personnel should be established by an Educational Management Information System and an Educational Management Training Institute. Factors which could possibly have contributed to the poor matriculation results at the schools were evident in a summary of the Examiner's Reports(Education Bulletin, ex House of Representatives, 1995 : 345). These include many candidates who lack basic examination techniques that should have been taught and consolidated in Standard Nine. All the work in the syllabus was not covered. All this points to some form of teacher

M.Ed. / This study forms part of a comprehensive research project concerning teacher competence and its evaluation. A pilot study had been completed by lecturers from the Education Department at Rand Afrikaans University in 1994/5. An analysis of the data identified eight factors linked to teacher competence. These are: * The learning environment * Professional commitment * Order and Discipline * Educational foundation * Teacher reflection * Co-operative ability * Effectiveness * Leadership In addition to the above, five factors concerning the person evaluating teacher competence were identified. These are: * Invitational feedback * Transparent feedback * Tactful feedback * Credible feedback * Culturally sensitive feedback This research essay is part of the research undertaken on tactful feedback provided by educational managers during teacher evaluation. Tactful feedback has been conceptualised to consist of the following four aspects, namely: clarity, motivation, approach and openness (Bell, 1988:176-177; Montgomery & Hadfield, 1989:105-107). This particular research paper, therefore, focuses on the aspect of clarity in tactful feedback and its implication for the management of teacher competence. In view of the preceding brief introduction, the motivation for this study will be discussed.

A dissertation submitted to the University of the Witwatersrand, Johannesburg, in fulfilment of the degree Master of Arts in History by dissertation, 2018 / Why has South Africa failed to institute a teacher evaluation system that produces meaningful results? I aim to contribute to an understanding of why and how various South African post-1994 teacher evaluation policies have failed to become institutionalised and have failed to ensure either robust teacher accountability or professional development. In this dissertation, I examine the history of teacher evaluation in South Africa, in order to understand the evolution of these policies and systems over time. After discussing the legacy of apartheid-era evaluation, I assess three post-1994 policy phases: the 1998 Developmental Appraisal System (DAS), the 2001 Whole School Evaluation (WSE) policies and the 2003 Integrated Quality Management System (IQMS). This historical approach allows me to analyse the successes and failures of these policies in depth and context. Each of these policies has been shaped by, has tried to respond to, and has ultimately failed to confront the challenges of the past. They must also be understood to be a part of a continuous policymaking process, each one building upon and responding to the last. This dissertation contributes to an understanding of why these evaluation policies, despite massive investments of time, energy and resources, and complex and tough negotiations, have repeatedly failed. I argue that a flawed policy process consistently reiterates the same tensions and false assumptions in each new policy, and does not address these fundamental weaknesses. These appraisal policies reflect negotiations and contestations between teacher unions and the state, while the policies themselves and their outcomes further complicate those union-state relationships. The tensions and contradictions within these policies are the product of a policymaking process that tries to cater to mutually exclusive interests. The history of these institutions – teacher unions, the state, collective bargaining bodies – and the relationships between them must be understood in order to grapple with the policymaking environment fully. Further, even as these policies have been renegotiated and redeveloped, they have all failed to engage with the actual realities of teachers and classrooms in the majority of schools in South Africa. The legacy of apartheid education is still manifest in the abilities, attitudes and politics of teachers, and policymakers on all sides of the process have consistently failed to confront that history and propose real strategies for change. / XL2019

M.Ed. / This study focuses on the misconceptions that exist among teachers in the field of unifying themes in Biology teaching. The researcher feels confident that teachers are well underlain in their field of study, and that meaningful teaching occurs in Biology classes. His concern is that the fundamental unifying themes in Biology that enables pupils to reach higher cognitive levels of thought, are not utilised fully in pupils and teachers, learning and training. Investigations of these phenomena are being done through misconceptions that may occur at teachers of Biology. This forms the main aim of the study. The researcher feels that the fewer misconceptions' teachers have, the better students will be taught. Qualitative and quantitative research methods are being used to maximise the research effectiveness. Trough these methods the researcher found that teachers are well underlain in their studies but lack utilisation of unifying themes in the learning environment. Teachers concentrate on one or two themes, ignoring the remainder. The researcher hopes to make a meaningful contribution to the teaching of Biology as well as to improve the quality of teacher training programs in Biology didactic courses through awareness of these phenomena.

M.Ed. / GENERAL AIM To investigate the components of teacher competence and how these aspects can be managed to enhance teacher effectiveness. GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. SPECIFIC AIM Determine the contribution of curriculum interpretation towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that curriculum interpretation enhances effectiveness; and Devise a possible strategy whereby curriculum interpretation support effectiveness and enhance teacher competence.

D.Ed. / With the dawning of the new democratic South Africa the 'dream' of a a unified education system was realised. Children who previously attended racially segregated schools are now all being educated in desegregated schools. This meteoric change has been eagerly embraced by most of the people of South Africa. Change at macro level often means change at micro level as well. For teachers within the education system this meant the challenge of providing equitable education for all. Schools in Lenasia, previously administered by the House of Delegates (concerned specifically with the education of Indian), began admitting black children from Soweto and the informal settlements around Lenasia since 1989. Soon after their admission teachers from some of the schools requested assistance from the school psychologist attached to the now defunct House of Delegates. They reported that they were experiencing difficulty teaching the children from the informal settlements. This request by the teachers provided the impetus for the research. The overriding aim was to determine what the concerns were and to develop strategies for addressing the concerns. A review of the research literature revealed that the concerns would be most appropriately identified within the naturalistic paradigm. The teachers were chosen as the unit of analysis. This was based on the finding that there was a dearth of research studies which focused on "teachers' voices". Listening to the teachers themselves is important. The aims of the research were a) to gather information on the teachers' experiences of teaching children from the informal settlements b) to describe the conditions which prevail, beliefs and attitudes which are held, processes which are going on and trends which are developing and c) to present strategies that may assist the teachers in their task. The research was conducted at primary schools in Lenasia. The participants were teachers teaching primary school children at these schools. A pilot study was conducted to eliminate potential unforeseen difficulties in the planned research. Data was gathered by means of a combination of methods, namely, four focussed group interviews, four phenomenological interviews, analysis of pupils' workbooks, analysis of pupils' school reports, analysis of the proceedings at a conference on Multilinguality and field notes. Interviews were audio-taped and transcribed verbatim. The proceedings at the conference were video-taped and also transcribed verbatim. The data was content and phenomenologically analysed by using Kerlinger's Method of Content Analysis (1986) and Giorgi's Method of Data Analysis (1985). Quality was built into the research by the application of strategies such as triangulation, persistent observation, referential adequacy materials, peer debriefing, member checks, purposive sampling, reflexive journals, dependability audits, confirmability audits and literature control. Several categories and themes emerged from the analysis of the data. The experiences of the teachers were categorised into the following divisions: pupil related experiences; parent related experiences; community related experiences; administration related experiences; didactic experience; personal experiences; strategies and suggestions. Teachers' attributed the difficulties that the children from the informal settlements were experiencing primarily to their lack of knowledge of English. The schools being English medium schools they expected the children to know English. They perceived the difficulties as arising from a number of factors such as a) pupils' emotional vulnerability, lack of motivation, classroom misbehaviour, ethnic groupings and cultural differences b) mother tongue instruction at their previous schools c) parents socio-economic status and illiteracy and d) social problems and lack of support from the community. It was generally felt that teachers did not have the necessary training and experience needed to teach children who spoke languages other than English. In addition, the children were of a different cultural group and they did not have the expertise to deal with this issue. Teachers perceived the administrators and subject advisors as not been sufficiently supportive and unable to guide them in their efforts to teach the children from the informal settlements. Further, practical problems such as the large number of children per class, wide range of ability groups in their classes, inappropriate placement of children, syllabus demands, and the policy of condoned passes was complicating their teaching. This often led to frustration, resentment, and 'burn-out'. In spite of these difficulties most teachers had attempted to address the difficulties in innovative ways. Understanding and empathising with the children's difficulties and being flexible in their teaching was one of the strategies used by the teachers. Other strategies included the provision of extra tuition in English. The analysis also revealed that some teachers had reflected deeply about their teaching instruction. From their reflections they concluded that they themselves had to change to meet the new demands in teaching. The literature review and control revealed many similarities between studies undertaken in South Africa and some differences and uniqueness. Drawing the threads of the various studies resulted in the development of the strategies suggested. In essence it involves a) the need for teachers to get in touch with their own beliefs, attitudes, strengths and weaknesses and address the needs b) teachers need to empower the children from the informal settlements to meet the demands of the school. This can be accomplished by a) improving their knowledge, skills, and expertise in addressing the concerns expressed b) enlisting the assistance of the parents and the community c) demanding that administrators and subject advisors provide the necessary guidance support and resources need to accomplish their task. Administrators and education advisors need to support, guide and enhance the teachers' expertise. Ways in which this can be accomplished is by providing appropriate, relevant, practical and challenging in-service training, presenting workshops and seminars, initiating staff development programmes and "just being there" for the teachers by valuing them and encouraging them.

D.Ed. / The focus of this research is on the proposals to improve the implementation of developmental appraisal in schools in the Northern Province (Limpopo). The research is aimed at probing the essence of developmental appraisal in schools, establishing the opinions and problems related to developmental appraisal in schools, establishing effective ways in which the school development team (SDT) can function for the support and development of educators and to make recommendations on the basis of the findings about the role developmental appraisal can play in restoring the culture of teaching and learning if well implemented. The central problem here is: How can developmental appraisal be implemented to satisfy both the appraisers and the appraises' expectations and lead to school improvement? The research starts with the background and orientation of the study giving the rationale of conducting this research. A focused literature study is then conducted, probing the essence of developmental appraisal in schools. The research strategy and the research methods follow a focused literature study. This was done against the background of a qualitative research using qualitative focus group interviews. Seven focus group interviews were held and tape-recorded with educators in the Northern Province (Limpopo). Transcriptions of tape-recorded interviews are included in this research as Appendices. The data of the report are then presented for further analysis. In analysing data, Miles and Huberman's approach was used, that is, data reduction, data display and conclusion drawings and verification. The research report is concluded with the findings and interpretation of data. Recommendations and topics for further research on the implementation of developmental appraisal in schools in the Northern Province (Limpopo) are finally given.

M.Ed. (Education Management) / The eradication of the apartheid education system and subsequently the 're-admission' of the Republic of South Africa to the international arena does not only entail that the education system be effectively managed and governed but also that the potential of all stakeholders in education be maximized. The foundation for performance is linked to investment in people to capitulate high returns in education in the form of skilled personnel, a productive and competitive workforce and an effective and efficient educational community ...

This study investigated whether the PGCE adequately develops the WIL skills of student teachers. WIL skills have contributed extensively to the effectiveness of the facilitation of teaching and learning in schools. The definitions of WIL in this study refer to the skills required to succeed in practice. The four domains of Danielson provide the WIL skills, namely Preparation and Planning, the School Environment, Instruction and Professional Responsibilities. The study showed that there is a link between the four domains and the capacity of student teachers to integrate the theory they acquire at the HEIs and practice in the schools. The quantitative approach is referred to by Creswell (2005:39) as a type of educational research in which the researcher decides what to study, asks specific narrow questions, collects numeric data, which is numbered data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. As this study requires numeric data that ask specific questions, two questionnaires were distributed. One questionnaire was directed at school – based mentors and the other at PGCE student teachers. The mentors rated the students’ capacity in the four domains and the students rated themselves on the same items based on the four domains. The research instrument provides insight from school-based mentors with regard to whether there is a balance between the theoretical knowledge provided by HEIs and the WIL skills that student - teachers need. The questionnaires completed by PGCE student teachers provided perspectives from the students with regard to the relevance of their WIL skills for the schools at which they were placed. The hypothesis for this study is: The PGCE makes a significant contribution to the development of the WIL skills of ITE student teachers. Some of Some of the key findings in this study indicated that: • Constant curriculum changes in the schools create uncertainty for student teachers. • Student teachers need assistance to motivate learners to take pride in their work and achievements. • Managing learner behaviour is cause for concern for student teachers. • Language proficiency continues to be problematic in the teaching and learning environment, because it impacts on questioning, discussion techniques and the student teachers’ capacity to explain concepts. • Student teachers need assistance with the pacing of their lessons. • Adjusting their lessons, which requires spontaneity from student teachers is needed. • Opportunities need to be created for student teachers to gain access to the parents of their learners. • Student teachers need to devote more time to the development of reflective skills. • Excessive administrative tasks hamper delivery in the classroom and teacher and learner productivity. The findings strongly suggested that a significant relationship exists between the WIL skills of PGCE students and their effectiveness as facilitators of learning. The findings of the study indicated that the PGCE curriculum needs to incorporate the crucial WIL skills as identified in the four domains. The findings of this study supported the hypothesis that the PGCE makes a significant contribution to the development of the WIL skills of Initial Teacher Education student teachers (ITE).