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.

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 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 (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.

Thesis (MBA) --University of Limpopo, 2007 / The main purpose of the study was to investigate the implementation of a performance management system for educators, named by the Department of Education: the Integrated Quality Management System (IQMS). The investigation took place in the Zebediela schools of the Limpopo province. The research study targeted members of the School Development Teams (SDT’S) and the Principals of the schools in their capacity as accounting officers. The investigation was done by identifying the possible factors influencing the implementation of the system and its impact on the teaching profession, the motivation/productivity of educators and the efficiency of service delivery. Appropriate recommendations were suggested to improve the implementation of the IQMS. The study obtained primary data through structured questionnaires, interviews and secondary sources. Questionnaires were administered to all the 77 schools in the Zebediela area and personal interviews were conducted with a minimum of 15% of the population (schools) in each circuit of the Zebediela area. Ethical considerations were adhered to and all responses were treated as confidential while the names of the respondents will not be published if this research is published. The collected data were analysed using the Statistical Package for Social Sciences (SPSS) with the aid of a contingency table analysis. The findings suggest that the implementation of the Integrated Quality Management System in Zebediela area is very slow while numerous respondents were undecided as to whether there was really implementation in the schools or not. This research attributed this slackness to various factors ranging from insufficient training, uncoordinated activities, lack of commitment, a high workload for only a low salary increase percentage and the slow progression through the professional ranks. All these factors were leading too the low morale of the educators. Based on the findings it is recommended that the Department of Education as an employer should offer thorough training and development for educators, well coordinate activities, competitive salaries, proper job design and team work, favourable working conditions and a better promotional system. ii These interventions will contribute to an increase in the motivational levels of educators’ that will ultimately uplift the low morale of educators.

The National Curriculum Statement advocates a shift in focus with regards to the manner in which assessment and learning are conceptualized (Department of Education, 2002). Consequently, new forms of assessment that are in keeping with the principles of the National Curriculum Statement (Department of Education, 2002), are expected to be implemented within the South African classroom context. Set against this backdrop, the study set out to explore teaching learning through the lens of assessment, by focussing on the content, process and application issues associated with teacher learning. This study attempted to unpack what teachers know about assessment and how they have come to acquire this knowledge. It was envisaged that through an analysis of how teachers learn about assessment, this study would reveal valuable insights about how teachers learn, and in this way, bring to the fore additional meaningful insights about the conditions that lead to effective teacher learning. In striving to achieve the outcomes of the research project, this study focused on the interplay between theory and practice to explore the process of teacher learning and how this learning translates into practice, through exploring how teachers’ knowledge of assessment, influenced their classroom assessment practices. The study was a qualitative one, within a case-study design. The use of semi-structured, iterative interviews, document analysis, and observations, formed the instruments used in the study. The thesis unpacked the journey of learning about the new forms of assessment, among three primary school educators, who formed the participants of the study. The findings of the study allude to the notion that teachers learn in a variety of different ways, and through a plethora of learning experiences, making a simplistic, superficial understanding of teacher learning, inadequate. In addition, the study pointed to teacher learning being shaped by a number of factors, indicating the significant influence that a multitude of factors, both internal and external, have over teacher learning. Further, the challenges and issues associated with teacher learning were brought to the fore. The implications of the study suggest that teacher learning is complex and multi-faceted, making it most necessary to adopt a multi-focus approach to teacher learning. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2012.

This research study involves two Grade 9 Natural Sciences teachers from two schools in the Lady Frere District of the Eastern Cape. The reason for selecting these two teachers is that in 2009 they, like me, obtained an Advanced Certificate in Education (Science and Maths) from Rhodes University. As a result, we have a good working relationship. Furthermore, both teachers are actively involved in the Natural Sciences curriculum in the District and their schools are not far from the District Office where I work. The principal objective of this study was to investigate how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9. It was triggered by the transformation in curriculum in South Africa as well as by my experience of working with Natural Sciences teachers in our rural district. The study is informed by an interpretive paradigm using a qualitative case study approach. The data was gathered by administering analysis of documents, semi-structured interviews, observations, field notes and journals. During the data analysis process, patterns and themes were illuminated using the inductive analysis method. Rich data sets in relation to the main research question on how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9 emerged from the analysed data. The conclusions that can be drawn from the study indicate that when teaching chemical reactions, teachers should have adequate content knowledge as well as pedagogical content knowledge. It is thus recommended that teachers consider the prior knowledge of learners, use a variety of teaching and learning approaches including practical activities, to make learning meaningful. The major limitation of this study is that the two selected teachers do not represent the whole population of Grade 9 teachers in the Lady Frere District. Therefore, the findings cannot be generalized to represent the larger population. It is recognised, however, that within the qualitative inquiry, reliability and generalizability play a minor role.

Submitted in fidfillment of the requirements for the degree DOCTORATE OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2006. / The aim of this investigation was to establish educators' perceptions of developmental appraisal by means of a literature study and an empirical investigation. As an introduction to the study, the developmental appraisal system in other countries was reviewed. In doing so the South African developmental appraisal system was compared with other countries, and the common characteristics were highlighted. Educators* perceptions of developmental appraisal in other countries were also focused on. The literature review reflects that there has been a paradigm shift in teacher evaluation from a judgmental approach to a developmental approach. In the judgmental approach there is a tendency to find fault, to be negative in reports that are written and not to acknowledge the positive things that educators do. The main aim of the developmental appraisal is to facilitate the personal and professional development of educators in order to improve the quality of teaching practice and education management. The primary aim of this investigation was to investigate educators' perceptions of developmental appraisal through the medium of literature and empirical study. The implementation of developmental appraisal, appraisal and staff development and the integrated quality management system were investigated using the literature and empirical study. The study revealed that educators have a negative perception of developmental appraisal. For the purpose of the empirical investigation, a self-structured questionnaire was utilized. An analysis was undertaken using 217 questionnaires completed by educators in the eThekwini Region- The data obtained from the completed questionnaires was processed and analysed by means of descriptive and inferential statistics. Essentially the following were the main research findings: XXll • the process of developmental appraisal did not contribute to the development of educators; • outside assessors were not invited when needed; • the rating scale of A or B was not adequate; • appraisal of educators did not result in improvement of qualifications; • the quality management initiatives resulted in an unnecessary increase in educator's workload; and • a better working relationship between the staff development team and the school management team was encouraged. The summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings the following recommendations were made: • The Department of Education must re-introduce incentives and rewards for further study. • The inclusion of an appraisee from the outside on the appraisal panel should be made compulsory. • The Department of Education, teacher unions, principal's forum and other educational organizations must convene seminars, workshops and training programmes for appraisal panel members. • Further research should be conducted on the following: > The changing role of the educator and its impact on developmental appraisal. > The success of developmental appraisal based on the staff development team's leadership style. > Educators' perceptions of what role developmental appraisal serves in the integrated quality management system.

Thesis (M. Dev.) -- University of Limpopo, 2016 / This study aims to give insights into the nature and extent of professional teacher development by the department of education through class visits, and subsequently its impact on professional teacher development in the white hazy circuit in Mpumalanga province. This study further examines measures and recommendations to be put in place which can help to improve the programme (class visits), also the effectiveness of this programme in professional teacher development. The study further highlights key issues regarding class visits with regard to professional teacher development. The study further highlights strategies that can be put in place to enhancing class visits as a programme for professional teacher development. The study further highlights key recommendations to be put in place to enhance class visits as professional teacher development programme. KEY WORDS Professional Teacher Development; Development Appraisal System; Integrated Quality Management Systems; development support group; Continuing Professional Teacher Development.