Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

Within the new South African curriculum Physical Education (PE) or school sport has / Thesis (M.Ed.) - University of KwaZulu-Natal, 2007.

This study sought to investigate learners' experiences of bullying at Layman Village Primary School. To understand the problem better, teachers' perceptions on the matter were also sought as learners often report such incidents to class teachers. The subject of this thesis inquiry were 63 grade four learners and 10 teachers of the above mentioned school. Although this was a qualitative study, the structured questionnaires were used for both teachers and learners. When these failed to give sufficient data, semi-structured interviews were used. The taped interviews were transcribed and analysed, and data was categorised into three main themes. The results obtained showed that bullying is rife at Layman Village Primary School and that teachers lack skills to address this problem. It was concluded that bullying is a serious problem and should not be tackled haphazardly. Therefore, Layman Village Primary School needs to develop a policy on bullying to guide teachers and to provide learners and parents with specific procedures to follow when bullying occurs. My recommendations were that the Department of Education needs to draw a National policy on bullying that schools can use to develop their own programmes. It was felt that it would help if the national policy is linked to a monitoring programme to ensure that it is used appropriately. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.

The purpose of this study was to identify some of the factors associated with stress among primary school teachers in Soshanguve. The three main objectives were: • To identify factors associated with stress among primary school teachers in the township. • To identify signs and symptoms of stress among primary school teachers in the township. • To compare stress experienced by male and female primary school teachers in the township. Questionnaires were administered to a sample of 63 black teachers in the Soshanguve township, which is located north (but near) Pretoria. Statistical analyses revealed the following factors that were identified as major sources of stress: • Inadequate salaries • Lack of parental support • Lack of promotion • Learner ill-discipline • Too many learners in school. The majority of respondents also indicated that they were experiencing some symptoms of stress and above 80% of the respondents stated that they were experiencing muscular aches, worries, headaches, anger, anxiety, depression, frustration, poor concentration and powerlessness. Also, it was found that gender has nothing to do with any source of stress. The researcher has therefore recommended that the Department of Education should establish help care centers where teachers would be enlightened on some techniques on how to handle stress. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

Abstract not available. / Thesis (M.Ed.) - University of Natal, 2003.

The purpose of this study is to determine the perceptions of school counselors or guidance educators and students about the need for Guidance and Counselling in schools. Changes in the political arena and the birth of the new dispensation brought about changes in education and service delivery. The doors of education were opened to allow even the poorest of the poor to access equal opportunities. Apartheid education had disempowered black people to the advantage of whites. For the first time in the history of our education everyone enjoyed equal access and opportunities. Our classrooms became places where young people, black and white, can now access the best education for them to succeed in life, and fulfill ambitions that not so long ago seemed so remote. The study focuses on the availability of psychological services in ten high schools in the greater Durban North region. Questionnaires were administered to School Counsellors, Guidance educators and students in schools where school Guidance and Counselling is offered and to those in schools where it is not offered. It was hypothesized that Guidance and Counselling was not effectively and adequately offered in high schools. The results of the study indicate that both educators and students feel that there is the need to either revive or improve guidance and counselling services. Statistical analysis indicated that the majority of African schools that participated in the study do not offer Guidance and Counselling, with the lack of resources as the main cause. Retrenchments and the granting of voluntary severance packages were cited as some of the factors affecting the delivery of quality guidance and counselling. Schools are unique and problems and challenges facing them differ from one area to another, yet there is a dire need to improve the Guidance and Counselling services that are generally inadequate. It is hoped that the study will, firstly, stimulate further research in education support services, specifically Guidance and Counselling as a school subject, and, secondly, the findings will evoke debates about guidance and counselling services in schools. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

The purpose of this study was to examine the classroom practices of the Physical Science educators and analyze how these practices influence deep conceptual learning and understanding. Four secondary schools in the Pietermaritzburg area, in the province of KwaZulu-Natal were selected as cases for in-depth qualitative study. All the schools were African schools servicing a working class community. From each school only one educator participated, and each educator was observed teaching one of his/her classes. Two educators were observed teaching Grade 12 learners and the other two taught Grade 11 learners. The study utilized participant observation, interviews and relevant documents as source of data. The main findings of the study suggest that educator practices were predominantly traditional. They were characterized by lack of effective interactions with learners, dealing with surface features of the content without probing for depth necessary for understanding. It was also found that schools lack a culture of resource development. Though resources were inadequate, the little that educators had was not effectively utilized. The educators seemed to be shifting towards employing a variety of assessment methods, but the difference was still superficial. The findings have implications for policy, practice and in-service training of educators (INSET). Evidence suggests that educators' beliefs have a major influence on how they teach, and that unsound beliefs about teaching and learning are a threat to the implementation of policy. INSET programmes need to target the beliefs of educators about science teaching and learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

The overall aim of this study was to ascertain the nature of the differences that exist, in selected aspects, between two groups of pupils, viz. regular attenders and persistent absentees. More specifically, the research was designed to furnish information on the following issues : a) The incidence of absenteeism and truancy in Tongaat. b) The home and familial circumstances of regular attenders and persistent absentees. c) An examination of the differences, if any, between poor and good attenders with regard to maladaptive behaviour. d) The role of the school and school-related factors as contributors to absenteeism and truancy. e) The different conceptions that regular attenders and persistent absentees may have of the future. f) The reasons offered by teachers for pupil absenteeism. The sample (N = 153 pupils) was randomly selected from a list of five secondary schools in the Tongaat area. Pupils responded to a four-part Pupil's Perception Questionnaire (PPQ) designed to gather data relating to the home and familial circumstances, maladaptive forms of behaviour, the school and school-related matters and the pupils' perceptions of their future. In-depth interviews were also held with parents of the children in the sample. Teachers (N=116) were asked to offer what they saw as the more important reasons for the absence or regular attendance of the pupils. The major findings of the study were as follows: 1. The majority of absentees fall into the age category 15-16 years. Girls were often absent with the full knowledge and encouragement of their parents while the opposite was generally true for boys. 2. Absentee rates are not consistent throughout the year. Higher figures were recorded on a Monday and a Friday(days which coincided with the week-end) and on test days. 3. Poverty, parental ill-health, parental unemployment, single parent problems and alcohol abuse featured prominently in the lives of poor attenders. 4. Positive attitudes towards education on the part of parents generated similar attitudes in their children. In general, the converse was also true. 5. Poor parent-child relationships and a lack of communication with parents often resulted in ill-disciplined children who were frequently absent from school. On the other hand, children whose parents took a keen interest in their progress and welfare attended school more regularly. 6. Poor attenders showed greater alienation from the school and the values it represented than did good attenders. 7. Poor attenders highlighted characteristics of teachers' personalities that influenced them to be absent from school while good attenders highlighted those characteristics that encouraged them to attend school. 8. Persistent absentees tended to have poorer relationships with teachers compared to good attenders. 9. Troublesomeness in class was a reliable indicator of absenteeism and truancy amongst pupils. 10. Career aspirations of persistent absentees tended to be lower than that of regular attenders. 11. The curriculum, perceived by some children as irrelevant to their needs, was blamed for generating boredom and frustration. These, in turn, contributed to their absence from school or even dropping out. Evidence from various sources show that early detection and the proper treatment of absentees can produce positive results and thereby save the individual and society much unhappiness and wastage.lt is against this background that several recommendations are made. Schools, teachers and parents (individually and collectively) can do a great deal to curb absenteeism amongst pupils. It is vital for all interested parties to create a warm, accepting and congenial climate both in the home and school situation. / Thesis (M.Ed.)-University of Durban-Westville, 1995.

This thesis explores the construction and experience of racial identity among eight grade eleven learners at a desegregated school in Chatsworth. The possible challenges and threats faced by these learners in terms of racial identity were also examined. Semi-structured interviews were utilized as qualitative method to interrogate the ways in which the eight grade eleven learners construct their racial identities. There were many contradictions which emerged from my study. This points to the fact that research is never clear-cut; results do not always fall neatly into place. Nonetheless, the primary findings of the interviews reflect that learners are comfortable with the idea of racial integration and expressed positive views about interacting with learners from different race groups. However, the participants made reference to pockets of racism and threads of interracial conflict evident at the school. The data in my study also shows that the Indian learners, forming the majority in the school, enjoy a more advantaged position as the school adopts an assimilation policy. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.

Stress has been a concern all over the world. The study of teacher stress is not a new area of research. However, most of the research studies have been oriented around secondary and high school teachers. Teaching in primary schools differs from secondary and high schools. Therefore, their experiences differ. This project has been conducted with the purpose of investigating teachers' experiences of stress in a primary school and what they think the school is doing to help them cope if it does. The study was conducted in one primary school in Lesotho which was selected because of its accessibility to me as I was a teacher in this school. Twelve teachers were interviewed as participants. The case study methodology based on semi-structured interviews and observations were employed. These methods were used to help me gain understanding of the teachers' experiences of stress and for the validation of the data. Ethical issues were considered in this study as permission was requested from the authorities and informed consent letters for the participants were also sought. Pseudonyms were used for confidentiality. The interview questions were formulated in themes. As a result, data presentation and findings was done in accordance to those themes. The findings of this study revealed that teachers' experiences of stress are: teachers' interaction with the principal; teacher-learner relationships, inadequate resources; workload; role demand. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.