Submitted in fulfilment of the requirement of the Degree of Doctor of Technology: Language Practice, Durban University of Technology, 2011. / In response to the alarmingly low literacy rates in South Africa and to improve reading instruction in schools, the National Department of Education introduced the National Reading Strategy (NRS) in primary schools in 2008. The NRS was developed for educators from grades R to 9 to facilitate reading literacy but foundation phase educators are faced with many challenges in implementing the NRS which include among others: teaching or facilitating reading in English in their multicultural, multilingual classrooms where the majority of their learners do not speak English as a first language; catering for different levels of understanding and proficiency in the language of instruction and reading within time-table and resource constraints; and adapting to changing curricula and requirements without receiving training to do so. In the absence of training, educators are left to interpret the NRS on their own. Recognising that the above factors impact on performance in the classroom this study investigated foundation phase educators’ knowledge and attitudes towards implementation of the NRS. Grounded within a social constructivist paradigm and underpinned by Vygotsky’s theory of the zone of proximal development, this study used a mixed methods approach to gather both qualitative and quantitative data from foundation phase educators and learners in the Phoenix-North region in northern KwaZulu-Natal. Questionnaires were administered to foundation phase educators to gather data to determine their knowledge and attitude towards implementing the National Reading Strategy. Focus group discussions were conducted with learners to establish the effect of educators’ implementation of the NRS on their “actual level” of development in terms of reading. Analysis of data revealed that despite a relatively positive attitude towards teaching reading, educators’ level of confidence to implement the NRS was low as many of them were teaching reading in their second language. In the absence of training workshops and professional development, there was conflict between educators’ existing knowledge and the requirements of the NRS. This study also found that educators’ knowledge and attitudes towards implementation of the NRS had a direct impact on learners’ reading progress as they are dependent on the educator for guidance and assistance within their zone of proximal development. Based on the findings, this study developed a training framework towards vi improving foundation phase educators’ knowledge and attitudes in order to facilitate reading and implementation of the NRS.

South Africa has eleven official languages. In this diverse context teaching is a complex issue. In the light of this statement, the aims of this study were to • ascertain teachers’ perceptions of language diversity in multicultural primary schools in Gauteng; • determine their views on the factors that impact on the acquisition of English as a second language; and • make recommendations on how teachers can best be supported to teach multicultural classes. The study adopted a quantitative approach. A questionnaire was used to gather data, which was completed by 60 teachers from three Gauteng primary schools. Significant conclusions include, that not all teachers are aware of the language policies. Most are in favour of English being taught from Grade one; believed the parents preferred their children to be educated in English, and were divided in their support of using mother tongue languages. Finally, recommendations were made, emanating from the study. / Educational Studies / M. Ed. (Socio-Education)

Thesis (MBA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: Collective bargaining has gained more prominence within the industrial relations system as the latter is undergoing a worldwide transformation process. None of the effects of this transformation process is potentially more important to workers than the impact on dispute resolution. Changes in world markets furthermore necessitate a renewed emphasis on quality of products and services. Within this context labour conflicts in the public service have potential crucial consequences for the South African government's ability to promote economic development and service delivery. The Education Labour Relations Council (ELRC) with its nine provincial chambers provides the infrastructure for collective bargaining in the public education sector and plays an important role in managing conflict and disputes within this sector. The goal of this research is to determine whether the Western Cape provincial chamber of the ELRC (PELRC) is effective in the fulfilment of its statutory functions, with specific reference to its collective bargaining and dispute resolution functions. Data has been collected by conducting interviews using an interview schedule. The research indicated that the PELRC does perform its statutory collective bargaining and dispute resolution functions. The PELRC, however, is more active in terms of dispute resolution than collective bargaining. The research established that the PELRC does not measure its effectiveness. Results were inconclusive regarding the PELRC's effectiveness in terms of its service delivery. The research, though did manage to identify those factors that contribute to effectiveness as well as those that counter it. It furthermore indicated that when effective, the PELRC's service delivery has a positive impact on the said statutory functions. / AFRIKAANSE OPSOMMING: Kollektiewe bedinging het in vernaamheid binne die arbeidsverhoudinge sisteem toegeneem soos wat laasgenoemde 'n wêreldwye transformasie proses ondergaan. Geen van die gevolge van hierdie transformasie proses is vir werkers moontlik belangriker as die invloed wat dit op dispuut oplossing het nie. Veranderinge binne wêreld markte het verder 'n hernuwe klem op die kwaliteit van produkte en dienste genoodsaak. Binne hierdie verband het arbeidskonflik in die staatsdiens potensieel kritieke gevolge vir die Suid-Afrikaanse regering se vermoë om ekonomiese ontwikkeling en dienslewering te bevorder. Die Raad van Arbeidsverhoudinge in die Onderwys (RAVO) met sy nege provinsiale kamers verskaf die infrastruktuur vir kollektiewe bedinging in die openbare onderwys sektor en speel 'n belangrike rol in die bestuur van konflik en dispute binne hierdie sektor. Die doel van hierdie navorsing is om te bepaal of die Wes-Kaap provinsiale kamer van die RAVO (PRAVO) effektief is in die uitvoering van sy statutêre funksies met spesifieke verwysing na sy kollektiewe bedinging en dispuut oplossing funksies. Data is ingesamel deur onderhoude te voer waartydens 'n onderhoud skedule gebruik is. Die navorsing het aangetoon dat die PRAVO wel sy statutêre kollektiewe bedinging en dispuut oplossing funksies uitvoer. Die PRAVO is egter meer aktief in terme van dispuut oplossing as kollektiewe bedinging. Die navorsing het vasgestel dat die PRAVO nie sy effektiwiteit meet nie. Resultate was onoortuigend betreffende die PRAVO se effektiwiteit in terme van sy dienslewering. Die navorsing het wel daardie faktore wat tot effektiwiteit bydra sowel as dié wat dit teenwerk geïdentifiseer. Dit het verder aangetoon dat wanneer effektief, die PRAVO se dienslewering 'n positiewe invloed op die genoemde statutêre funksies het.

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.

Thesis (PhD)--Stellenbosch, 2015. / ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). / AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.

Thesis (PhD (Education))--University of Stellenbosch, 2004. / 241 leaves printed on single pages, preliminary pages i-xii and numbered pages 1-230. Includes bibliography. / Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner. / ENGLISH ABSTRACT: Educators at schools are expected to implement education policy changes promulgated through policy frameworks by the Department of Education in South Africa. However, whether these teachers are equipped to implement education policy or whether they have interacted sufficiently with policy issues remains a contentious issue. My contention is that pre-service and in-service teachers are expected to perform certain roles and demonstrate certain competences, as required or implied by changing education policy frameworks, like the Norms and Standards for Educators (Department of Education, 2000), but might not necessarily be equipped to do so. This dissertation utilised conceptual analysis and a literature review, as research methods, to explore constitutive meanings of the concept 'education policy' in relation to teacher education transformation in post-apartheid South Africa, with reference to the Norms and Standards for Educators (Department of Education, 2000). Constitutive meanings (Fay, 1975) of post-apartheid teacher education refer to all those shared assumptions, definitions, and conceptions, which structure teacher education transformation and post-apartheid teacher education in certain definite ways. Without these constitutive meanings, according to Fay (1975: 76), social practices, like teacher education, could not exist. By revealing these constitutive meanings, in terms of the interpretive paradigm (Fay, 1975: 78), I have given a possible explanation of post-apartheid teacher education, by articulating the conceptual scheme that frames post-apartheid teacher education. These constitutive meanings, which were extracted from a literature review, were explored in relation to the main question of this dissertation: Can the new teacher education policy framework, as set out in the Norms and Standards for Educators of 2000, improve teaching and learning in South African schools? I argue that the latter process will not materialise because of question marks over the transformative potential of the Norms and Standards for Educators (Department of Education, 2000). The mentioned policy framework may be an inappropriate framework to structure and guide the transformation of existing teacher education practices because of certain conceptual gaps. These conceptual gaps are stumbling blocks to transform existing teacher education practice and improve teaching and learning in our schools in the post-apartheid era. I argue that these gaps could be bridged if the Norms and Standards for Educators are reconceptualised along the lines of Benhabib's (1994) deliberative democratic model. Deliberation is necessary because policy alone cannot lead to the transformation of post-apartheid teacher education. Deliberation is also necessary because of the limitations on the state's power to enforce its will through promulgated policy. More engagement, via deliberation, is needed between the government, educational leaders, policy-makers and the other policy actors, like teachers, bureaucrats and teacher education institutions. The arguments of Burbules (1997) and Biesta (2004) seem to substantiate my claim that education policy, alone, cannot lead to the improvement of teaching and learning in our schools. Burbules (1997) posits that teaching is a complex human endeavour that is characterised by predicaments or dilemmas, which cannot be permanently solved. I argue against the integration of the seven roles, as advocated by the Norms and Standards for Educators, because of certain dilemmas. We need the tragic perspective on teaching, of Burbules (1997), to approach teaching differently. Biesta (2004) also urges us to approach teaching differently, by advocating a new language for education. / AFRIKAANSE OPSOMMING: Daar word van Suid-Afrikaanse opvoeders by skole verwag om opvoedingsbeleid veranderinge, wat via beleidsraamwerke gepromulgeer is deur die Departement van Onderwys, te implementeer. Wat egter 'n kontensieuse kwessie bly is of hierdie opvoeders toegerus is om opvoedingsbeleid te implementeer en of hulle genoegsaam omgegegaan het met beleidskwessies. My argument is dat daar van voor-diens- en indiens opvoeders verwag word om sekere rolle te speel en sekere kompetensies of bekwaamhede te demonstreer, soos vereis of geimpliseer deur veranderende opvoedingsbeleid raamwerke, soos die Norme en Standaarde vir Opvoeders (Departement van Onderwys, 2000), maar dat hulle nie noodwendig toegerus is om dit te doen nie. Hierdie proefskrif utiliseer konseptuele analise en 'n literatuur oorsig, as navorsingsmetodes, om konstituerende betekenisse van die konsep 'opvoedingsbeleid', in verhouding tot onderwyseropvoeding transformasie in postapartheid Suid-Afrika, met verwysing na die Norme en Standaarde vir Opvoeders (Departement van Onderwys, 2000), te eksploreer. Konstituerende betekenisse (Fay, 1975) van post-apartheid onderwyseropvoeding verwys na al daardie gedeelde aannames, definisies, en konsepsies, wat onderwyseropvoeding transformasie en post-apartheid onderwyseropvoeding op sekere definitiewe maniere struktureer. Sosiale praktyke soos onderwyseropvoeding kan volgens Fay (1975: 76) nie sonder hierdie konstituerende betekenisse bestaan nie. Ek het hopelik, deur die ontbloting van hierdie konstituerende betekenisse, in terme van die interpretatiewe navorsingsparadigma (Fay, 1975: 78), 'n verduideliking gegee van post-apartheid onderwyseropvoeding, deur my artikulasie van die konseptuele skema wat die realiteit van onderwyseropvoeding op sekere maniere definieer. Hierdie konstituerende betekenisse, wat onttrek is van 'n literatuur oorsig, was geeksploreer in verhouding tot die hoof vraag van hierdie proefskrif: Kan die nuwe onderwyseropvoeding beleidsraamwerk, soos uitgespel in die Norme en Standaarde vir Opvoeders van 2000, onderrig en leer in Suid-Afrikaanse skole verbeter?

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education. / AFRIKAANSE OPSOMMING: Gebaseer op ‘n aantal omvattende internasionale studies wat in die afgelope drie dekades wêreldwyd uitgevoer is asook verskeie nasionale opnames en verslae kan daar met reg aangevoor word dat deur slegs klem te plaas op die ontwikkeling van akademiese dissiplinêre kennis binne hoër onderwys daar nie aan die behoeftes en verwagtinge van werkgewers en studente voldoen word nie. Hierdie studies bevestig ook vraagstukke wat verband hou met die voorbereiding van studente vir die hedendaagse snel veranderende arbeidsmark, ekonomiese afswaai en gepaardegaande werksloosheid, asook aspekte rakende lewenslange leer. Literatuur dui daarop dat hierdie sogenaamde tekortkominge moontlik aangespreek kan word deur meer klem te plaas op die ontwikkeling van die kenmerke wat met gegradueerdes geassosieer word. Alhoewel hierdie kenmerke van gegradueerdes reeds gedurende die afgelope aantal dekades en in verskeie lande die spilpunt van bespreking is, dui literatuur daarop dat die opvattings wat met gegradueerde kenmerke gepaardgaan kompleks van aard is. Dit hou ook verband met kwessies soos werkverkryging, lewenslange en lewenswye leer, goeie burgerskap en gemeenskapsveranderwoordelikheid asook ander relevante kwessies soos omgewingsbewustheid en tegnologiese kundigheid. Hierdie studie is geposisioneer binne ‘n konstruktivistiese en interpretatiewe paradigma. ‘n Fenomenografiese benadering is gebruik om die opvattings oor gegradueerde kenmerke, wat akademici in vyf toegepaste ontwerpskursusse aan ‘n Universiteit van Tegnologie het, kwalitatiewelik te ondersoek. Die konseptuele raamwerk vir hierdie studie is gebaseer op die drie aspekte van gevorderde leer wat deel vorm van die samevoegende kurrikulum model van Barnett en Coate (2005). Vir die doel van hierdie studie is kwalitatiewe data ingesamel deur middel van veelvuldige data insamelingsmetodes wat die ontleding van kurrikulum dokumente, fokusgroep besprekings en semi-gestruktureerde onderhoude ingesluit het. Die ontledingsproses het bestaan uit sewe stadiums om die kategorieë van beskrywing, wat vanuit die data ontstaan het, te definieer. Dit was ‘n proses van herhaaldelike ontdekking en was nie gebaseer op vooraf bepaalde klassifikasies nie. ‘n Stel van ‘n beperkte aantal kategorieë van beskrywing binne ‘n hierargiese orde het ontstaan vanuit hierdie ontleding. Hierdie kategorieë van beskrywing, met inagneming van die verband tussen die kategorieë, vorm die uitkomste ruimte (“outcome space”) van hierdie fenomenografiese studie. ‘n Aantal belangrike gevolgtrekkinge kan gemaak word gebaseer op die literatuurstudie en die bevindings van die empiriese studie. Hierdie gevolgtrekkinge sluit in die wanopvattings van akademiese personeellede aangaande die kenmerke van gegradueerdes, asook die wisselwerking tussen die akademici se opvattings en wyse waarop hul onderrig benader. Die data-ontleding dui daarop dat indien akademici die kenmerke van gegradueerdes beskou as afsonderlike en geïsoleerde eenhede van leer wat by ‘n bestaande kurrikulum gevoeg kan word as ‘n sogenaamde kitsoplossing om aan werkgewers se verwagtinge te voldoen, hul heel moontlik ‘n oorvereenvoudigde, tegniese opvatting van kurrikulum het en dat hul ook waarskynlik ‘n transmissie, dosentgesentreerde benadering tot onderrig het. Literatuur dui daarop dat sulke benaderings studente se leerervarings negatief beïnvloed. As ‘n alternatiewe benadering, stel die navorser ‘n geïntegreerde raamwerk voor wat gebaseer is op ‘n vermenging van alvermoë en vernuftigheid sodat die kenmerke van gegradueerdes gesien kan word as ‘n stel komplekse, multi-dimensionele en inter-afhanklike aspekte van hoër onderwysstudies.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study was conducted within historically black schools in the Western Cape. According to (HSRP@historicsschools.org.za) historically Black schools are identified as schools which under the apartheid government were racially segregated schools, situated mainly in residential areas populated by people classified as black, for the exclusive use of people in this racial classification category. The purpose of this study was to explore educators', parents' and learner understands of epilepsy. This study uses an interpretive research framework to obtain in-depth data on educators', parents' and learner’s knowledge of epilepsy, reactions of educators towards learners with epilepsy, the effect of epilepsy on learning and the inclusion of learners with epilepsy in a regular class. The thematic content analysis was the method of analysis. Participants’ experiences with regard to epilepsy were reconstructed according to themes. Recurring themes were linked with the literature. This study found that educators, parents and learners had little idea what epilepsy entails and their beliefs were often moulded by inaccurate information. Educators have received little or no training to provide meaningful support for learners with epilepsy. Despite policy changes the needs of learners with epilepsy are not met in the classroom. Educators and parents insist that they need information, skills and clear guidelines regarding epilepsy. Research indicates that educators find it difficult to cope with the demands of these learners, and often experience frustration and failure. It could benefit the schools if a supporting programme is developed to provide practical and comprehensive guidelines to assist educators to support learners with epilepsy. / AFRIKAANSE OPSOMMING: Hierdie navorsing is in histories swart skole in die Weskaap onderneem. HSRP@historicschools.org.za beskryf ‘histories swart skole’ as skole wat tydens die apartheid-regime op grond van ras gesegregeer was, hoofsaaklik binne residensiële areas wat bewoon is deur mense wat as swart geklassifiseer is, vir die eksklusiewe gebruik van mense van hierdie rasseklassifikasie. Die doel van hierdie navorsing is om opvoeders, ouers en leerders se begrip van epilepsie te ondersoek. ’n Interpretatiewe navorsingsraamwerk is gebruik om in-diepte gegewens rakende opvoeders, ouers en leerders se kennis van epilepsie, opvoeders se reaksie teenoor leerders met epilepsie, die uitwerking van epilepsie op leer, en die insluiting van leerders met epilepsie in gewone klasse, in te win. Die tematiese inhoudsanalise is gebruik as ondersoekmetode. Deelnemers aan die studie se ervaringe van epilepsie is volgens temas gerekonstrueer. Herhalende temas is met die literatuur oor die onderwerp verbind. Die navorsing het bevind dat opvoeders, ouers en leerders weinig benul het van wat epilepsie is, en dat hulle begrip daarvan dikwels deur onakkurate inligting gevorm is. Opvoeders ontvang weinig of geen opleiding om betekenisvolle ondersteuning aan leerders met epilepsie te gee. Ten spyte van beleidsveranderinge word daar nie aan die behoeftes van leerders met epilepsie in die klaskamer voldoen nie. Opvoeders en ouers hou vol dat hulle inligting, vaardighede en duidelike riglyne rakende epilepsie nodig het. Navorsing wys dat opvoeders dit moeilik vind om raad te weet met hierdie leerders se behoeftes, en dat hulle dikwels frustrasie ervaar en voel dat hulle misluk het in hulle pogings. Die ontwikkeling van ’n ondersteuningsprogram, wat praktiese en omvattende riglyne daarstel om opvoeders met die behoeftes van leerders met epilepsie te assisteer, kan tot die voordeel van skole wees.

Job satisfaction and organisational commitment have been found to both be inversely related to such withdrawal behaviours as tardiness, absenteeism and turnover (Yousef, 2000). Moreover, they have also been linked to increased productivity and organisational effectiveness (Buitendach &amp / de Witte, 2005). This is furthermore postulated to have an influence on whether employees will have a propensity to remain with the organisation and to perform at higher levels.<br /> <br /> According to Bishay (1996), the teaching profession ranks high on the success list of a society. In conjunction with this, &ldquo / teachers' organisational commitment and general job satisfaction&rdquo / (Howell &amp / Dorfman, 1986, p. 37) have been identified as important to understanding the work behaviour of employees in organisations.<br /> <br /> Job satisfaction amongst teachers is a multifaceted construct that is critical to teacher retention and has been shown to be a significant determinant of teacher commitment, and in turn, a contributor to school effectiveness. Research, however, reveals wide&ndash / ranging differences in what contributes to job satisfaction and group differences according to demographic factors (Shan, 1998).

No description available.