Multicultural education is only one of the major changes since the inception of the new democracy in South Africa. However, this inevitable change has resulted in many challenges for educators and educational institutions in the Isipingo District, KwaZulu Natal (KZN). One of the primary responsibilities of a teacher is to manage diversity. The research addressed here focused on challenges experienced by Grade R teachers to create and maintain an unbiased classroom environment for Grade R learners in the Isipingo District, (KZN). A literature review regarding unbiased classroom environments for Grade R learners as well as an empirical investigation using a qualitative approach was conducted. A semi-structured focus group interview and a follow-up focus group interview with Grade R teachers from 3 different public multicultural primary schools were used for data gathering. The findings indicated that Grade R teachers lack the knowledge, skills and attitudes required to enhance unbiased classroom environments. The results of the investigation also indicated that teachers require effective training to help them cope with creating and managing unbiased classroom environments. / Teacher Education / M.Ed. (Specialisation in Early Childhood Development)

The impact of HIV and AIDS has threatened to destroy the education sector in South Africa. This qualitative study set out to investigate the psychosocial problems and needs of educators infected with HIV and/or affected by HIV and AIDS in Johannesburg Inner City schools. The study explores and describes the need to develop and implement a comprehensive and holistic treatment, care and support programme for educators infected with HIV and/or affected by HIV and AIDS. This study also reviews HIV/AIDS policies and programmes implemented by the Department of Education to indicate that these interventions are not effective in addressing the problems and needs of these educators. Therefore, the study contends that the Department of Education should revise and reformulate these HIV/AIDS policies and programmes to cater for the needs of educators infected with HIV and/or affected by HIV and AIDS. Ten educators infected with HIV and/or affected by HIV and AIDS from two selected Johannesburg Inner City schools participated in this study. Phenomenological strategies and in-depth interviews were used to capture day-to-day personal life experiences of these educators. The findings of the study reveal that there is a need for an urgent response by the Department of Education to develop and implement treatment, care and support programmes for educators infected with HIV and/or affected by HIV and AIDS. / Sociology / M.A. (Social Behaviour Studies in HIV/AIDS)

The aim of the study was to investigate the motivation and job satisfaction of teachers in the Ilembe District of KwaZulu-Natal. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. This was followed by an empirical investigation. The research design was a mixed-methods sequential explanatory design. During the quantitative phase, a structured questionnaire was completed by 100 respondents from five secondary schools. The qualitative phase involved a phenomenological study in which 16 teachers from the same schools were interviewed. This research found that the teachers generally exhibited high self-efficacies. Teachers with positive self-efficacies were more satisfied with their physical environments and their school’s cultures than the others. However, teachers of different age groups, post levels and personality types were in agreement that the physical working conditions at rural schools were not conducive to effective teaching and learning. Parental involvement in school matters was restricted due to poverty and illiteracy. These factors served to lower teacher motivation and job satisfaction. In addition, teachers believed that school policies related to remuneration, safety and security, school governance, and assessments and evaluations needed to be revised if teacher motivation and job satisfaction were to be raised. Teachers were unhappy with their workloads and the multiple roles they played at school. With respect to interpersonal relations, their relations with their school principals, School Management Teams and parents were unconstructive. Many learners were also ill-disciplined and underachievers. Some significant differences in perceptions were found. Male teachers were more satisfied with policies, interpersonal relationships and school organisation. African teachers were happier than Indian teachers with policies and the nature of the work. Teachers with 26 and more years of experience were less negative about their physical environments. Qualifications also made a difference: teachers with certificates only were the least satisfied with their physical environments, school organisation and structure. Most importantly, teachers who were given the opportunity to demonstrate their potential to be successful, was significantly more satisfied with work-related issues. The study made recommendations to improve the motivation and job satisfaction of teachers. / Education Leadership and Management / D.Ed.(Education Management)

The aim of this research was to make recommendations on how to facilitate a healthy sense of Computer Self-Efficacy (CSE) in teachers of a primary school in South Africa. A literature study was conducted to determine a theoretical framework for the study. Thereafter a mixed method design was used to conduct an empirical investigation. This was done by means of focus group interviews, questionnaires and an observational narrative. The most important finding was that the teachers who participated in the research were professional and enlightened about the value of technology. They agreed that although daunted by the idea of technology it is essential for them to become proficient in the use of computers. The researcher came to the conclusion that the main obstacle that stands between the participants and technological proficiency was a weak sense of CSE. Recommendations were made on how one could use extrinsic motivation to introduce new technology in such a way as to enhance self-efficacy and as result computer self-efficacy. / Curriculum and Instructional Studies / M. Ed. (Adult Education)

The aim of the research study, Combatting the Downward Spiral: Burnout, Support Networks and Coping Strategies of TESOL Teachers at Private Language Schools in Johannesburg, South Africa was firstly to determine whether TESOL teachers working in private language schools in Johannesburg, South Africa suffered from burnout. Secondly, the aim was to discover which factors caused stress for TESOL teachers inside and outside the classroom, what support structures were available for burned out TESOL teachers and the type of coping strategies TESOL teachers used to manage burnout. Using a mixed method design which consisted of the Maslach Burnout Inventory-Educators Survey and semi-structured interviews, the findings revealed that 46% of the TESOL teachers who participated in the research study were suffering from high levels of burnout. Interviews revealed three main areas that caused stress for TESOL teachers: the job of teaching, relationships at work and organisational and TESOL-related issues. These areas were divided further into various sub-themes. Furthermore, support structures for burned out TESOL teachers were generally inadequate and although TESOL teachers attempted to manage burnout by using a variety of coping strategies, these did not seem to be effective in the long-term. / English Studies / D. Lit. et Phil. (English)

Although several studies have been conducted regarding sources of stress for teachers, as well as the coping resources deployed by teachers to manage stress, no studies were found which explored these constructs for teachers within different career stages. Similarly, several studies explored the sources of stress for teachers in different South African provinces, but no studies were found which explored stress or coping resources for teachers in Gauteng. This study aims to address this identified lack in research. Teaching ranks as one of the most stressful occupations, not only internationally, but also in South Africa and therefore, stress poses a threat to the quality of education in South Africa. This threat was recognised by the Gauteng Department of Education, and as a result, the goal to increase the wellness of teachers in Gauteng was set in the Annual Performance Plan of 2012/2013; making this study not only original, but also a necessity. High school teachers (n = 193) were selected from 23 high schools in Gauteng to participate in this study. The Sources of Work Stress Inventory (SWSI), the Coping Resource Inventory (CRI) and the Adult Career Concerns Inventory (ACCI) were used to measure sources of stress, coping resources and career stages, respectively. Pearson product correlations were analysed and significant relationships were found between different sources of work stress, coping resources and career stages. / Industrial & Organisational Psychology / M.Com. (Industrial and Organisational Psychology)

The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations. / Department of Educational Leadership and Management / D. Ed. (Education Management)

Text in Afrikaans / Gemotiveerde onderwysers speel 'n belangrike rol in suksesvolle onderrig en leer. Die doelwit van hierdie studie was om faktore te identifiseer wat 'n invloed uitoefen op onderwysermotivering. 'n Kwalitatiewe navorsingsontwerp van individiduele onderhoud-voering met agt doelgerig geselekteerde deelnemers is gebruik ten einde antwoorde te kry op faktore wat „n invloed uitoefen op die motivering van grondslagfase-onderwysers. Die doelwitte van hierdie studie was ook om riglyne aan onderwysers te verskaf oor hoe om hulself te motiveer en aan skoolhoofde oor hoe om hul onderwysers te motiveer. Daar is bevind dat faktore wat 'n invloed uitoefen op die motivering van onderwysers verband hou met die spesifieke skoolomgewing, die finansiële vergoeding van onderwysers, die werksverhoudings met ander onderwysers, die invloed van ouers, die verhoudings met die skoolhoof en die gedrag van leerders. As belangrikste motiveringsfaktor geld die onderwyser se eie lewensingesteldheid wat of op 'n positiewe of negatiewe lewensuitkyk gesentreer kan wees. / Motivated teachers play an important role in successful teaching and learning. The aim of this study was to identify factors that have an influence on teacher motivation. A qualitative research design was used. Individual interviews with eight purposefully selected participants were held to get answers to the factors that have an influence on the motivation of foundation phase teachers. The aim of this study was also to give guidelines to teachers on how to motivate themselves and to school principles on how to motivate teachers. The results indicate that factors influencing the motivation of teachers have to do with the specific school environment, the financial reward of teachers, the work relationship with other teachers, the influence of parents, therelationship with the school principal and the behaviour of learners. The most important motivation factor is the teacher‟s own attitude towards lifewhichcanrepresenta positive or negative life view. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

The number of students with learning disabilities entering the higher education system in South Africa is increasing dramatically. At the same time, the misconceptions about disabilities can have distressing consequences for disabled students. A thorough understanding of current staff attitudes and knowledge of learning disabilities will assist when setting up interventions aimed at improving perceptions. This qualitative, phenomenological case study uses the bio-psycho-social model of disability to explore staff perceptions at the University of the Witwatersrand. Interviews with staff members showed that a wide range of opinions and attitudes exist. Although perceptions varied between participants, the main findings indicated that they presented a poor understanding of what disability, and in particular, learning disability means. The conclusion was drawn that Wits University should be proactive in empowering their staff by providing them with opportunities to learn about disabilities. This investment in staff development should ultimately lead to a richer campus life where all students feel welcome. / Educational Studies / M. Ed. (Adult Education)

The aim of the study was to understand the teachers’ experiences of learners with disciplinary problems. A literature study was conducted on various issues related to disciplinary problems in schools. In the empirical investigation a qualitative research approach with a phenomenological research design was used. The study was conducted in one secondary school in KwaZulu-Natal. The purposive sample comprised of 10 teachers who experienced discipline problems and two teachers who were knowledgeable about the issue. Semi-structured interviews were conducted and the data were analysed and interpreted by means of the theoretical frameworks of the Bar-On Model of Emotional Intelligence and the Bronfenbrenner ecological model of child development. The findings revealed how disciplinary problems impacted negatively on the emotional and social well-being of the teachers. It was concluded that teachers needed improved coping strategies and collaborative support from the School Management Team and the Department of Education to deal with disciplinary problems. / Inclusive Education / M. Ed. (Inclusive Education)