Thesis (Ph.D. (Education Studies)) -- University of Limpopo, 2022 / This qualitative study explored teacher perceptions, knowledge and intervention of homosexual learners in high schools in the Gert Sibande District of Mpumalanga. Homophobic issues have proven to be rife in high schools in Mpumalanga. Therefore, it was commendable to understand how teachers perceive the homosexuality of these minority learners. That reason directed the purpose of this study, as teachers should teach, guide and protect all learners in the school. Hence, it was crucial to ascertain how they deal with homophobic attitudes or whether they are even aware of homophobic attitudes within schools. This study adopted Gibson’s Theory of Direct Perception, the top-down and constructivist theory, to understand teacher perceptions and knowledge of the homosexuality of high school learners. This study used a case study design and empirical studies were extensively reviewed to corroborate data gathered through individual interviews and document analysis. Data generated from the semi-structured individual interviews were analysed through Thematic Content Analysis. Numerous findings emerged from this research. Firstly, it became evident that teacher perceptions of learners’ homosexuality were hampered by their lack of knowledge about the phenomenon. It follows that there was no mention of homosexuality as a concept during their teacher education. Even in practice, the concept is not precisely included in the curriculum. Secondly, teachers appeared to have negative perceptions and a misunderstanding of the homosexuality of learners because they are obstructed by their own beliefs – namely, the Christian religion and their culture – in recognising homosexual learners in high schools. They still believe in stereotypes and myths which are encouraging homophobic behaviour. Thirdly, no homophobic incident was documented and as a result, no one was able to refer to previous or common incidents. The teachers confirmed that management resonated the same sentiments as everybody else at the expense of homosexual learners, who are rendered voiceless and vulnerable to discrimination, violence and isolation. This study recommends a speedy intervention from the Department of Basic Education to equip teachers with the necessary knowledge and accurate information on homosexuality as a concept for school communities. This study offered sufficient evidence for the claim that secondary school teachers’ perceptions, knowledge and intervention need to be challenged and homosexuality should be explicitly included in the curriculum to benefit the minority youth in high schools.

Thesis (M.A. (Education)) -- University of Limpopo, 2022 / This study sought to explore the perceptions of practitioners such as school principals, Heads of Departments and teachers towards the Grade9 curriculum changes in Economic and Management Sciences (EMS).This stems from the need for South African schools to have teachers with positive perceptions of teaching Economic Management Sciences since this is one subject that prepares learners for one of the scarce skills in the country entrepreneurship.The problem identified in this study is the perpetual poor performance of Grade 9 Economic Management Sciences learners.The review of the literature points out that since Economic and Management Sciences (EMS) in Grade 9 comprises the Accounting section, Business Studies section and Economics part, it is the former that contributes to the experienced learner's poor performance.This is a qualitative case study carried out at the Malelane circuit in Mpumalanga.This case study method allowed the researcher to use multiple data collection methods to enhance the qualityof the findings.The qualitative data generation methods applied in this study included the interviews, documents review and observations. Out of 12 secondary schools in the Malelane circuit, Mpumalanga, 3 secondary schools were conveniently sampled. In each secondary school, 3 research participants became part of this study. Teachers were specifically sampled for this study based on teaching Economic and Management Sciences in Grade 9. Key findings of the study revealed that a lack of sufficient teaching and learning resources in EMS delays the successful teaching of the subject. Furthermore, overcrowded EMS classes in secondary schools, make it difficult for the subject to be taught with enthusiasm by teachers. Finally, the difficult accounting section, which is part of the EMS, triggers negative perceptions against EMS by the EMS teachers. Lastly, inadequate support given to EMS teachers from secondary schools was worsening the negative perceptions against the subject. Based on the expressed findings, the researcher recommends that the Mpumalanga Education Department allocates more time for Economic and Management Sciences subjects in secondary schools to enable learners to build a better foundation of the subject. Inaddition, adequate teaching and learning resources for EMS are necessary

This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject. / Educational Studies / M. Ed. (Didactics)

Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. / Further Teacher Education / D.Ed. (Curriculum Studies)

Text in Afrikaans, summary in Afrikaans and English / Die navorsingsondersoek is toegespits op arbeidsverhoudinge in die opvoedingspraktyk van die Republiek van Suid-Afrika. Arbeidsregsterme is aan die lig gebring wat onderwysers sal moet ken. Enkele menseregte en daarvan afgeleide regte van onderwysers word bespreek. Die diensverhouding tussen die onderwyser en sy werkgewer met betrekking tot individuele en kollektiewe verhoudinge, word bespreek. Arbeidsverhoudinge is onlosmaaklik van die juridiese en daarom word na verskeie regsaspekte, soos die dienskontrak van openbare en onafhanklike skole verwys. Raakpunte ten opsigte van wetgewing en hofsake voortspruitend daaruit, word aangedui. Implikasies van stakings deur onderwysers ingevolge arbeidswetgewing en hoe dit onderwysers se professionalisme raak, word deurgaans bespreek. Arbeidswetgewing reel die verhouding tussen werknemer en werkgewer. Wanneer die werknemer-werkgewer-verhouding vertroebel word, kan geskille besleg word deur middele soos arbitrasie en versoening. Huidige onderwysvakbonde het verteenwoordiging op die Raad vir Arbeidsverhoudinge in die Onderwys (RAVO) wat op 'n kollektiewe basis namens onderwysers beding. Onderwysers by onafhanklike skole (privaatskole) kan egter individueel beter beding vir byvoorbeeld diensvoorwaardes. Verskeie sagte vakbonde en harde vakbonde bestaan vir die onderwys. Redes waarom onderwysers by vakbonde aansluit word aangedui. Daar is eerstens die behoefte aan 'n bestaanswaardige salaris om basiese behoeftes te bevredig; tweedens om die sekuriteit van reels en prosedures wat fisiese veiligheid in die werkplek bevorder, te kan ervaar; derdens om deur vakbondlidmaatskap 'n spreekbuis te he waardeur 'n gemeenskaplike gevoel van magteloosheid teenoor die oorheersing van bestuur en eienaarskap (van die staat of provinsiale owerheid) uitgedruk kan word. Vierdens is daar 'n behoefte aan betekenisvolle werk wat uitdagings en werkbevrediging bied. Vyfdens word 'n ondersteuningsl iggaam verlang in geskille wat kan ontstaan as gevolg van 'n behoefte aan werksekerheid, veral om waarborge teen arbitrere ontslag te verseker. Laastens kan die bevordering van politieke oogmerke moontlik deur 'n vakbond se voorspraak bereik word. Arbeidsverhoudinge in die onderwys verander voortdurend met nuwe wetgewing. Die werknemer-werkgewer-verhouding moet deeglik geken word in die veranderende omstandighede in die Republiek van SuidAfrika ten opsigte van wetgewing en die bepaling van regte en verpligtinge van al die belanghebbende partye. Kennis van arbeidsverhoudinge in die onderwys sal hopelik tot beter begrip van arbeidsverhoudings in die onderwysstelsel lei. / This research focused on labour relations in education practice in the Republic of South Africa. Legal terms concerning labour relations are brought to the attention of teachers. Some human rights and subsequent rights of teachers, as well as labour relations between teacher and employer, both individual and collective, are discussed. Labour relations are connected to laws, therefore various legal aspects such as the service contract of teachers employed at public and independent schools are discussed. Connections with existing laws and relevant lawsuits are discussed. Legal implications of strikes by teachers and the effect on their professionalism are dealt with throughout. Labour laws regulate the relations between employer and employee. When these relations are troubled, differences can be resolved by arbitration and reconciliation. Existing teacher unions are represented in the Education Labour Relations Council (ELRC) that acts collectively on behalf of teachers. However, teachers at independent schools (private schools) are in a more favourable position to negotiate more easily for better conditions of service. Various "soft" and "hard" unions exist in education. Reasons for desiring membership of labour unions are given. Firstly, there is a need to negotiate a reasonable salary to provide for basic needs; secondly, to experience security of rules and procedures ensuring physical safety in the work-place; thirdly, through membership to have a voice to express a shared feeling of helplessness against the domination of governance and ownership (of the state or provincial governments). Fourthly, there is the need for meaningful, challenging and satisfying work. Fifthly, support is necessary in settling differences arising from a need to experience job-security and to counteract arbitrary dismissal. Lastly, political goals might be attainable through a voice provided by the unions. Labour relations in education change continually, subject to new laws. The employer-employee relation should be mastered in changing circumstances in the Republic of South Africa in accordance with new laws and degrees of the rights and responsibilities of all parties concerned. Knowledge of labour relations in education will hopefully ensure better professional relations in education generally. / Educational Studies / D. Ed. (Philosophy of Education)

This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject. / Educational Studies / M. Ed. (Didactics)

Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. / Further Teacher Education / D.Ed. (Curriculum Studies)

Text in Afrikaans, summary in Afrikaans and English / Die navorsingsondersoek is toegespits op arbeidsverhoudinge in die opvoedingspraktyk van die Republiek van Suid-Afrika. Arbeidsregsterme is aan die lig gebring wat onderwysers sal moet ken. Enkele menseregte en daarvan afgeleide regte van onderwysers word bespreek. Die diensverhouding tussen die onderwyser en sy werkgewer met betrekking tot individuele en kollektiewe verhoudinge, word bespreek. Arbeidsverhoudinge is onlosmaaklik van die juridiese en daarom word na verskeie regsaspekte, soos die dienskontrak van openbare en onafhanklike skole verwys. Raakpunte ten opsigte van wetgewing en hofsake voortspruitend daaruit, word aangedui. Implikasies van stakings deur onderwysers ingevolge arbeidswetgewing en hoe dit onderwysers se professionalisme raak, word deurgaans bespreek. Arbeidswetgewing reel die verhouding tussen werknemer en werkgewer. Wanneer die werknemer-werkgewer-verhouding vertroebel word, kan geskille besleg word deur middele soos arbitrasie en versoening. Huidige onderwysvakbonde het verteenwoordiging op die Raad vir Arbeidsverhoudinge in die Onderwys (RAVO) wat op 'n kollektiewe basis namens onderwysers beding. Onderwysers by onafhanklike skole (privaatskole) kan egter individueel beter beding vir byvoorbeeld diensvoorwaardes. Verskeie sagte vakbonde en harde vakbonde bestaan vir die onderwys. Redes waarom onderwysers by vakbonde aansluit word aangedui. Daar is eerstens die behoefte aan 'n bestaanswaardige salaris om basiese behoeftes te bevredig; tweedens om die sekuriteit van reels en prosedures wat fisiese veiligheid in die werkplek bevorder, te kan ervaar; derdens om deur vakbondlidmaatskap 'n spreekbuis te he waardeur 'n gemeenskaplike gevoel van magteloosheid teenoor die oorheersing van bestuur en eienaarskap (van die staat of provinsiale owerheid) uitgedruk kan word. Vierdens is daar 'n behoefte aan betekenisvolle werk wat uitdagings en werkbevrediging bied. Vyfdens word 'n ondersteuningsl iggaam verlang in geskille wat kan ontstaan as gevolg van 'n behoefte aan werksekerheid, veral om waarborge teen arbitrere ontslag te verseker. Laastens kan die bevordering van politieke oogmerke moontlik deur 'n vakbond se voorspraak bereik word. Arbeidsverhoudinge in die onderwys verander voortdurend met nuwe wetgewing. Die werknemer-werkgewer-verhouding moet deeglik geken word in die veranderende omstandighede in die Republiek van SuidAfrika ten opsigte van wetgewing en die bepaling van regte en verpligtinge van al die belanghebbende partye. Kennis van arbeidsverhoudinge in die onderwys sal hopelik tot beter begrip van arbeidsverhoudings in die onderwysstelsel lei. / This research focused on labour relations in education practice in the Republic of South Africa. Legal terms concerning labour relations are brought to the attention of teachers. Some human rights and subsequent rights of teachers, as well as labour relations between teacher and employer, both individual and collective, are discussed. Labour relations are connected to laws, therefore various legal aspects such as the service contract of teachers employed at public and independent schools are discussed. Connections with existing laws and relevant lawsuits are discussed. Legal implications of strikes by teachers and the effect on their professionalism are dealt with throughout. Labour laws regulate the relations between employer and employee. When these relations are troubled, differences can be resolved by arbitration and reconciliation. Existing teacher unions are represented in the Education Labour Relations Council (ELRC) that acts collectively on behalf of teachers. However, teachers at independent schools (private schools) are in a more favourable position to negotiate more easily for better conditions of service. Various "soft" and "hard" unions exist in education. Reasons for desiring membership of labour unions are given. Firstly, there is a need to negotiate a reasonable salary to provide for basic needs; secondly, to experience security of rules and procedures ensuring physical safety in the work-place; thirdly, through membership to have a voice to express a shared feeling of helplessness against the domination of governance and ownership (of the state or provincial governments). Fourthly, there is the need for meaningful, challenging and satisfying work. Fifthly, support is necessary in settling differences arising from a need to experience job-security and to counteract arbitrary dismissal. Lastly, political goals might be attainable through a voice provided by the unions. Labour relations in education change continually, subject to new laws. The employer-employee relation should be mastered in changing circumstances in the Republic of South Africa in accordance with new laws and degrees of the rights and responsibilities of all parties concerned. Knowledge of labour relations in education will hopefully ensure better professional relations in education generally. / Educational Studies / D. Ed. (Philosophy of Education)

The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools in the King Williamstown Education District. It stems from the premise that curriculum design is plausible explanation for Mathematics achievement. In pursuit of this line of thought, the study looked at curriculum design types such as linear, sequential, and spiral arrangement of contents, as well as curriculum design aspects such as sequencing, progression, integration, pacing and organisation of contents. The study also looked at the perceptions educators and subject advisors have with respect to the bearing that these aspects have on underachievement in Mathematics. The interpretive paradigm was used to frame and focus the study. The sample included five schools selected on purpose, with underperformance in Mathematics as an inclusion criterion. These schools constituted the cases of this research. Data was obtained from the interviews which were conducted with the Mathematics educators of the selected schools, and the Mathematics subject advisor of the district to find out about their perceptions with regard to the impact of Mathematics curriculum design on students’ underachievement in Grade 12. In addition, the contents of the National Curriculum Statement for Mathematics documents were analysed. The findings revealed that the scope (contents coverage) is too wide, and that the skills which are supposed to be developed in learners per term are not fully developed. Time allocation is unreasonably limited as a result learners are unable to cover the scope for the term. Revisiting of topics done every year in a spiral fashion is good but the balance between superficiality and depth is not achieved, and that it is done without checking and understanding learners’ previous knowledge on the topic. The sequencing of certain topics has to be looked into and revised. The study also revealed that Mathematics curriculum design, link and progression from primary to high school is good but not all details covered which leave students with content gaps that impede the learning of certain topics. The researcher came out with the following recommendations: From this case study, it appears that teachers still need more empowerment in NCS. Educators still need training on the NCS so they can be confident with the Mathematics NCS content. In most schools the scope is not covered and skills that are supposed to be developed in learners every term are not developed because of slow learners and the time factor. Therefore, the Department of education needs to give the scope taking into consideration the slow learners and make sure that the time they give every term also takes into consideration the time used for tests. It also appears that the learners are slow because of the language barrier. Educators spend a lot of time saying the same things to the learners so that they can understand. Since the learners do almost all the subjects in English and write their examination in English if they are from an English medium school, it would be a good idea for the DOE to introduce English to the learners as early as grade R, as in the model C schools. If that is done, it might remove the language barrier and hence reduce underachievement in Mathematics. It appears that the educators revisit topics every year but do not balance superficiality and depth. Educators should be encouraged to take every topic seriously every year and not just repeat what they covered in the previous grade. They should use it as a base for the new content. If that is done, it might help the achievement in Mathematics.

The National Senior Certificate Diagnostic Reports for the 2014 and 2015 National Senior Certificate Examinations for the subject Physical Sciences reported that many candidates lacked understanding of basic concepts in the subject. Most basic concepts are introduced and taught to learners as early as grade 10. Grade 10 provides learners with the foundation required to build a more intricate, and critical understanding of science. Critically, teachers have to drive this process. The nature of the experiences of the teachers would therefore be of primary influence during classroom practices to assist these learners. Teachers have to provide meaningful learning. Teacher experiences are derived from professional development, beliefs and subject content knowledge. This was a qualitative study which made use of a case study design. It involved three cases from one of the districts of the Kwa-Zulu Natal Department of Education, South Africa. Data was collected using multimethod strategies and analysed using the typology approach. This study was guided by the following main research questions: What are the nature of the experiences of teachers in implementing the Physical Science curriculum in a grade 10 class? The study sought to answer the following sub-questions, how does teacher knowledge influence classroom practice in the implementation of grade 10 Physical Sciences curriculum? What is the nature of the professional development received by the grade Physical Sciences teacher? and What are the teacher’s beliefs with regard teaching and learning of Physical Sciences in a grade 10 class? The findings of the study revealed that the status quo of traditional teaching of Physical Sciences still exists in the grade 10 classroom practices of teachers. Teacher generally displayed some good subject matter knowledge. A lack of professional development for grade 10 Physical Sciences teachers’ negatively impacted on classroom practices of the teacher. Teacher beliefs had major influence on classroom practices of the teacher. This study recommends teachers have to undergo meaningful, ongoing professional development to assist them improve their classroom practice skills. A Model of Intensive Professional Development is recommended for teachers in the South African Classroom. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)