M.Ed. / Please refer to full text to view abstract

Submitted in fulfillment of the requirements of the degree of Master of Information and Communications Technology, Durban University of Technology, Durban, South Africa, 2016. / Information and Communication Technologies (ICTs) are omnipresent in the world and that includes the worlds of sport, education and physical education (PE). However, there seems to be a scarcity of PE teachers who are well aware of the benefits of the use of ICTs in PE. The aim of this study is therefore to design a model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE. This aim is sub-divided into four research objectives: (a) to select relevant technology adoption theories for the design of a model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE; (b) to design a conceptual model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE; (c) to empirically test the above mentioned conceptual model; and, (d) to make appropriate recommendations from the knowledge of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE. Objectives a, b, and d were accomplished through the review of existing literature on the factors affecting the adoption of e-learning by teachers. As for objective c, it was achieved through the survey of 73 teachers from Camperdown schools in the UMgungundlovu District Municipality of the KwaZulu-Natal province of South Africa. Here is a summary of how these objectives have been met in this study: (a) The Technology Adoption Model (TAM) serves as the theoretical model behind the choice of the research variables of this study; (b) This study hypothesizes that PE teachers’ perceived awareness of the benefits of the use of ICTs is affected by the following variables: demographics, performance expectancy, social influence, and computer attitude; (c) The survey conducted by this study confirms that PE teachers’ perceived awareness of the benefits of the use of ICTs is affected by their performance expectancy, and by three teachers’ demographics (computer usage, gender, and age group); (d) This study calls for more research on the factors affecting teachers’ awareness of the benefits of ICTs, since the study failed to find enough literature on this topic. / M

A research report submitted to the Faculty of Management, University of the Witwatersrand, in 25% fulfilment of the requirements for the degree of Master of Management (in the field of Public and Development Management) 2015. / The purpose of the study was to explore the township schools foundation phase teachers' experiences in the implementation of CAPS with regard to curriculum implementation and how their knowledge and experiences influence the implementation of the curriculum. The literature review provides insights into the current practices regarding CAPS in the foundation phase in South African primary schools comparatively throughout the world. A qualitative case study research was adopted for this study and semistructured interviews. The findings highlight that although teachers experienced challenges in implementing CAPS, they acknowledge the benefits of previous workshops. The article recommends that curriculum designers and the Department of Education need to urgently review CAPS. It has been emphasised that teachers need to be actively involved during the review process. Amongst all the requirements for curriculum implementation, teachers need to be constantly monitored and supported to ensure the quality of teaching and learning. / AC2016

A report on a research study presented to The Department of Social Work School of Human and Community Development Faculty of Humanities University of the Witwatersrand In partial fulfilment of the requirements for the degree Master of Arts in Occupational Social Work March, 2016 / Due to the lack of direct access to Human Resource (HR) offices, most public schools are usually neglected with regards to issues of health and occupational services. Teachers are faced with occupational challenges, such as stress, physical and mental health issues, increased work load, long working hours, unrealistic deadlines, inadequate remuneration, HIV/AIDS, poor personal financial management and relationship problems. Therefore, this requires teachers to have access to professional occupational services which aim to support and enhance their wellbeing when required. The research study explored on occupational services rendered at rural public high schools for teachers in Limpopo. The qualitative research approach and a case study research design were utilised. A type of non-probability sampling, purposive sampling also known as a judgemental sampling was used to select the research participants. The sample consisted of 19 teachers from two public high schools, who participated in three focus groups. With the various findings from the study and identifying challenges in the various schools, it is evident that the Department of Education, Limpopo needs to prioritise the provision of occupational health services to teachers in the rural areas. Such services are anticipated to enhance the wellbeing of teachers, which is further hoped, that learners will benefit from quality education as provided by teachers, impacting positively on the year end outcomes. / MT2017

The purpose of the Advanced Certificate in Education (ACE) (School Leadership) is to empower school principals to develop the skills, knowledge and values needed to lead and manage successful schools. The study sought to achieve three objectives. Firstly, to find out if the school principals were able to use the learning from the ACE (School Leadership) programme in establishing the Professional Learning Communities (PLCs). Secondly, to find out if the school principals have succeeded in establishing and sustaining PLCs in their schools. Thirdly, to find out the extent to which school principals are succeeding in transforming their schools through PLCs. The theoretical framework used in the study were Leadership Development Theory and PLCs drawing from the Community of Practice (CoP). The study was located in the interpretive paradigm using the qualitative approach. A case study methodology was employed. Semi-structured interviews, focus group interviews and document analysis were the data production techniques. I sampled three primary schools led by school principals who successfully completed the ACE (School Leadership) programme between 2007 and 2009 in the Ilembe District of KwaZulu-Natal based on convenience. The school principals of each of the three primary schools were interviewed using semi-structured interviews. In sampling teacher participants, five teachers were sampled in each of the three schools. Two senior teachers from the foundation phase, two senior teachers from the intermediate phase and one senior teacher from the senior phase were selected. I also reviewed staff minutes for the period starting from January 2012 to June 2013. The data generated was thematically analysed. The study found that two school principals were able to establish PLCs in their schools and sustain them. The study also found that PLCs had massive impact in transforming the school. I conclude that the establishment of PLCs in schools promotes learning together and sharing of ideas and teaching techniques, among the teachers supported by school principal. / M. Ed. University of KwaZulu-Natal, Durban 2013.

This study explores how subjectivities and emotionality of teachers are inextricably linked with their teaching praxis in the spaces of the HIV and AIDS classroom. A post-structuralist perspective and narrative approach are adopted. The landscape of HIV and AIDS education forms the backdrop or overarching rationale for this study. Despite conflicting debates around the role of teachers and schools in HIV and AIDS education, this study aimed to explore the complexities and challenges facing teachers in mitigating HIV and AIDS education. The broad question this study aimed to explore is: How do teachers’ life experiences, subjectivities and emotionality influence their teaching about HIV and AIDS education? Data was gathered from timelines, semi-structured interviews, classroom observations, scenario analysis and critical lessons from five teachers. A purposeful sample of five teachers, who volunteered and were teaching HIV and AIDS education, was selected from three primary schools in a Midlands town in KwaZulu-Natal, South Africa. The contexts of the schools ranged from rural, semi-rural to urban. Foucauldian concepts of technologies of power/knowledge, technologies of the self and ethics of care were employed to analyse teachers’ subjectivities. Hargreaves theory of the emotional practice of teaching and Zembylas’s genealogies of emotions served as the analytical framework to make sense of emotionality of teachers. The co-constructed narratives of teachers were analysed using holistic content narrative analysis which uncovered seven clusters of meaning: diverse lives, multiple subjectivities; subjectivities and teaching; HIV and AIDS knowledge and teaching; spatial dynamics; relationships; emotions and feelings and cultural complexities. A key insight of this study is that teachers constituted multiple, dynamic and conflicting subjectivities. ‘Compassionate’, ‘supportive’ and ‘knowledgeable’ subjectivities were identified. Teachers enacted these multiple subjectivities drawing on their personal and professional experiences, HIV and AIDS knowledge and community and department of education support. Significantly, teachers resisted tensions and negotiated conflicting subjectivities to create critical reflective or labyrinthine spaces within their classrooms. I argue that spatial dynamics and teachers’ spatial praxis emphasise how power, HIV and AIDS knowledge, subjectivities and space are inextricably linked. Further analysis of teachers’ narratives highlighted discourses of responsibility, expertise, collaboration and sexuality. Most importantly, this study emphasises the complex and critical role of teachers in mediating HIV and AIDS education. A further insight is that teachers experience both positive and negative emotions when teaching about HIV and AIDS education, highlighting teaching as an emotional practice. Patterns of closeness in socio-cultural, moral and political emotional geographies and patterns of distance in professional and physical emotional geographies were displayed in teachers’ relationships. I argue that teachers negotiate their emotions and subjectivities when teaching about HIV and AIDS drawing on technologies of emotion. Of significance, cultural and religious myths as well as stigma and discrimination presented major challenges which teachers had to address. Key findings were categorised as: conflicting subjectivities and resistance; spatial praxis in labyrinthine spaces; technologies of emotion and demystifying cultural and religious myths.The implications of these findings are crucial for policy makers, teacher educators and teachers when implementing curricular and pedagogic changes in the complex spaces of the HIV and AIDS classroom. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.

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.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both. / AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.

Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: In 1932 the well-known Afrikaans writer and politician, C.J. Langenhoven, died in Oudtshoorn in his home, Arbeidsgenot. In his testament he appointed Sarah Goldblatt as the person responsible for the administration of his literary works. Sarah, a Jewish woman, immigrated to the Cape together with her family in 1897. The aim of this research was to find the possible reasons why Langenhoven chose an English speaking Jewish woman as his administrator. Jews were not accepted with open arms into the South African community, especially not Jews from Eastern Europe, the area where Sarah and her family came from. Anti-semitic feelings amongst the Afriaans population were especially strong during the thirties and forties. It was during this time, in 1932, that Sarah received the job as administrator. The period of research stretches from 1889 to 1975, from Sarah's birth to her death. A look is taken at the changing South African attitude towards Jews during Sarah's life. The role and position of the Afrikanerwomen during this time is also investigated. Oudtshoorn, the town in which Langenhoven lived and where the friendship between him and Sarah started, will also be put under the spotlight. Many Jews settled in this town and played an active part in the Oudtshoorn community. Not only the South African attitude towards Jews and women will be discussed, but also Langenhoven's and Sarah's personal perspectives on these subjects. Both their friendship and work relationship will be discussed. Their philosophy of life and their relationship will cast light on the reasons why Langenhoven finally decided to appoint Sarah as the administrator of his literary works. Sarah's greatest achievements were directly involved with Langenhoven. Opinions differ about the influence Sarah had on the way the South African community saw Langenhoven. The work as administrator for the literary works was not all Sarah did. Therefore a review on Sarah's contribution to the Afrikaans language and culture is also provided. / AFRIKAANSE OPSOMMING: In 1932 is die bekende Afrikaanse skrywer en politikus, C.J. Langenhoven, op Oudtshoorn in sy huis Arbeidsgenot oorlewe. In sy testament het hy vir Sarah Goldblatt as administratrise van sy letterkundige nalatenskap aangewys. Sarah, 'n Joodse vrou, het in 1897 saam met haar gesin na die Kaap geïmmigreer en die in die studie word ondersoek ingestel na die redes waarom Langenhoven hierdie vrou as sy administratrise aangewys het. Suid-Afrika het nie altyd die Jode met ope arms ontvang nie, veral nie Jode vanuit Oos-Europa, die gebied waarvan Sarah en haar gesin afkomstig was, nie. Spesifiek gedurende die dertiger- en veertigerjare was daar 'n sterk antisemitiese gevoelonder Afrikanergeledere teenwoordig. Dit was juis in 1932 wat Sarah die taak as administratrise opgelê is. Die tydperk waarna daar gekyk word is breedweg vanaf 1889 tot 1975, Sarah se lewensjare. Op hierdie manier word daar na die veranderende Suid- Afrikaanse houding teenoor Jode gekyk gedurende Sarah se lewe. Daar word ook na die rol en posisie van die Afrikanervrou gekyk om dieselfde rede gekyk. Oudtshoorn, die dorp waarop Langenhoven homself gevestig het en waar sy en Sarah se vriendskap begin het word onder die soeklik geplaas. 'n Groot getal Jode het hulleself in die dorp gevestig en hulle het 'n daadwerklike impak op die Oudtshoornse gemeenskap uitgeoefen. Hierdie ondersoek is nodig om te sien waarom dit so vreemd was vir In Joodse vrou en In Afrikaner man, om so In spesiale vriendskap te kon deel. Nie alleen die Suid-Afrikaanse houding teenoor die Jood en die vrou word ondersoek nie, maar daar word ook na Langenhoven en Sarah se onderskeie houdings teenoor die sake gekyk. Beide hulle werks- en vriendskapsverhouding word ondersoek. Altwee se lewensuitkyk en hulle verhouding werp lig op die redes waarom Langenhoven uiteindelik sou besluit om Sarah as sy administratrise aan te stel. Sarah se grootste werk hou verband met Langenhoven. Opinies verskiloor die uitwerking wat sy op sy nagedagtenis gehad het. Haar werk as administratrise was egter nie al wat Sarah verrig het nie. 'n Oorsig oor Sarah se bydraes tot die Afrikaner taal en kultuur word dus ook blootgelê.