Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: In a post apartheid South African educational environment, learners’ academic achievement is generally seen as a barometer of the quality of education in schools. The low academic performance of black learners has contributed to an overall, but narrow and decontextualised view, that these learners generally produce poor results because of something inherently wrong with their abilities to learn. Educational research has hitherto focused on unproblematized pedagogical approaches that result in narrow and decontextualized, functionalist views that working class learners’ learning is problematic. What is less known are the challenges that working class learners have to face on a daily basis as they try to navigate deeply constraint lived spaces of their homes, communities and schools in their quest to realise their educational goals. The study explores selected working class high school learners’ navigation and mediation practices as they engage with their schooling over different spaces of their rural town. I assert that these learners have the ability to shift their habitus just enough to enable them to stay on course in their quest for educational achievement and a better future. I argue that, through the optimal utilisation of available resources in their lived spaces and the strategic deployment of embodied adaptive practices, these youth develop a ‘self-schooled’ habitus that enable them to re-imagine their daily realities and aspire to better futures despite their adverse living conditions. In order to study these learners’ habitus adaptations, I utilise Bourdieu’s theoretical lenses of field, capital and habitus to argue that the youth in this study are not mere passive recipients of global influences and changing environments, but active agents in the shaping of their local realities. Through ethnographic study I explore the self- schooled navigation practices that these youth employ to help them mediate between the structural reproductive influences of their educational environments and their educational aspirations. The thesis is motivated by the position that qualitative research can offer a view of the intersections of fast changing macro-community processes and young people’s micro-lived educational dimensionalities. / AFRIKAANSE OPSOMMING: In ´n post-apartheid Suid-Afrikaanse onderwysopset word leerders se akademiese prestasies oor die algemeen beskou as die maatstaaf van kwaliteit in skole. Die lae akademiese prestasie van veral werkersklas- leerders in die land dra by tot ´n hegemoniese, maar nou en gedekontektualiseerde siening dat werkersklas-leerders oor die algemeen swak uitslae oplewer omdat daar iets inherent verkeerd is met hul leervermoeëns. Opvoedkundige navorsing in Suid-Afrika sentreer hoofsaaklik rondom onuitgedaagde pedagogiese benaderings wat werkersklas-leerders se leervermoëns as problematies sien. Wat minder bekend is, is die uitdagings wat werkersklas-leerders op ´n daaglikse basis moet trotseer soos hulle probeer om deur die verskillende leefruimtes van hul ouerhuise, gemeenskappe en skole te navigeer in die nastrewing van hul opvoedkundige aspirasies. Hierdie studie eksploreer geselekteerde werkersklas-hoërskoolleerders se navigering en mediëringspraktyke soos hulle omgaan met hul skoling oor die verskillende ruimtes van hul landelike dorp. Ek asserteer dat hierdie leerders hul aspirasies lewend hou deur hul habitus sodanig te verskuif dat dit hulle aan koers hou deur die skool. Ek argumenteer dat hierdie jeugdiges, deur die maksimalisering van hul leefruimtes en die strategiese ontplooiing van beliggaamde aanpassingspraktyke, ´n selfgeskoolde habitus ontwikkel wat hulle in staat stel om ´n beter toekoms te ‘sien’ en struktureel-reproduktiewe ruimtes te transendeer. Om hierdie studente se habitusaanpassing te verken, maak ek in hierdie studie gebruik van Bourdieu se teoretiese lense van veld, kapitaal en habitus om te argumenteer dat die jeugdiges in hierdie studie nie net passiewe ontvangers is van globale invloede en snel-veranderende omgewings nie, maar aktiewe meemakers in die vorming van hul plaaslike realiteite. Gebaseer op ´n etnografiese studie, eksploreer ek die selfgeskoolde navigeringspraktyke wat hierdie jeugdiges ontplooi om hulle te help om tussen die strukturele reproduktiewe invloede van hul opvoedingsomgewings en hul eie opvoedkundige aspirasies te medieer. Hierdie tesis is gemotiveer deur die posisie dat kwalitatiewe navorsing ´n siening kan bied van die interseksies van snel-veranderende makro-prosesse en jongmense se mikro-beleefde opvoedkundige dimensionaliteite.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This dissertation argues that women on the African continent experience moments of internal exclusion in higher education discourses. Although women are statistically represented in higher education discourses, they remain subjected to internal exclusion on the grounds that their contributions are evidently unsubstantive. Through a conceptual analysis of women’s experiences of African higher education, the study reveals that internal exclusion can be attributed to patriarchy, male chauvinism, authoritarianism and a gendered view of equality, mostly generated in people’s social, political and cultural practices. I contend that a ‘non-gendered’ ethics of care can undermine the debilitating effects caused by the internal exclusion of women in higher education discourses. By examining the implications of a reconstituted ethics of care for teaching and learning at higher education institutions on the continent, the study offers some ways in which exclusionary higher education practices can be remedied. This dissertation contends that, if higher education in Africa were to halt the dilemma of internal exclusion and move towards engendering a reconstituted ethics of care, both conceptually and pragmatically, then it stands an authentic chance of cultivating compassionate, imaginative and responsible citizens who can reason, not only for themselves, but for humanity as well. / AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat vrouens op die vasteland van Afrika momente van interne uitsluiting ondervind. Alhoewel vrouens statisties goed verteenwoordig is in hoër onderwys diskoerse, bly hulle steeds onderhewig aan interne uitsluiting op grond daarvan dat hulle bydrae nie genoegsaam geag word nie. Gegrond op 'n konseptuele analise van die wedervaringe van vrouens in hoër onderwys in Afrika, bevind hierdie studie dat interne uitsluiting van vrouens toegeskryf kan word aan patriargie, manlike chauvinisme, outoritarisme, en 'n geslagsblik van gelykheid wat meestal aanslag vind in mense se sosiale, politieke en kulturele praktyke. Ek voer aan dat 'n nie-geslagtelike etiek van sorg die verlammende effekte van interne uitsluiting van vroue in hoër onderwysdiskoerse kan ondermyn. Die studie stel maniere voor hoe uitsluitende hoër onderwys praktyke beredder kan word deur 'n ondersoek van die implikasies van 'n rekonstruksie van 'n etiek van sorg aan hoër onderwys instansies op die vasteland. Hierdie proefskrif voer aan dat as hoër onderwys in Afrika die dilemma van interne uitsluiting wil stuit en dan konseptueel en pragmaties wil beweeg na 'n rekonstruksie van 'n etiek van sorg, daar dan 'n outentieke kans kan bestaan om verantwoordbare burgers te kweek wat deernisvol is, wat verbeeldingryk is, en wat nie alleen vir hulleself kan redeneer nie, maar ook vir die mensdom.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This dissertation argues that teacher education and development policy lacks an explicit philosophy of education and a responding pedagogy that would promote transformation. Through a conceptual analysis of teacher education and development, the study points to a deficit in philosophical underpinning that calls for an inquiry into ontology − ways of being, and epistemology − ways of knowing to contribute to critical citizenship. I contend that it is in a Freirean philosophy of education and a pedagogy of hope that teacher education praxis establishes the notion of a teacher as an unfinished being. This dissertation contends that for this to become established practice, the authority of educators, teachers and learners, and their status as subjects of their own learning and teaching, have to become part of the reflexive praxis. A pedagogy of hope constitutes the unleashing of the emancipatory potential of a teacher as an agent of democratic change, authority and reflectiveness. In line with the National Development Plan and the Vision for 2030, and in order to make an impact on society, I suggest an agenda for mass-based dialogue for the re-orientation of current teacher education policy. / AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat beleid ten opsigte van onderwyseropleiding en -ontwikkeling nie eksplisiete opvoedingsfilosofie en ‘n ooreenstemmende pedagogie wat transformasie voorstaan, openbaar nie. ̓n Konseptuele analise van onderwyseropleiding en -ontwikkeling wys op die afwesigheid van ̓n filosofiese onderbou, wat vereis dat ’n ondersoek van ontologie, as wyses van wees of bestaan, en epistemologie, as wyses van weet of met kennis omgaan, tot kritiese burgerskap kan bydra. Ek gaan van die veronderstelling uit dat dit in ̓n opvoedingsfilosofie en ̓ isn pedagogie van hoop, soos deur Freire voorgestel, dat onderwyserpraksis die idee kan vestig van ̓n onderwyser as “onklare/onvoltooide wese”. Die proefskrif gaan verder van die veronderstelling uit dat om hierdie idee as praktyk te vestig, die outoriteit van die opvoeders, onderwysers en leerders en hulle status as onderwerpe van hulle eie leer en onderrig, deel moet word van hul refleksiewe praktyk. ̓n Pedagogie van hoop behels die ontketening van die emansipatoriese potensiaal van die onderwyser as agent vir demokratiese verandering, outoriteit en reflektiwiteit. In ooreenstemming met die Nasionale Ontwikkelingsplan en die Visie vir 2030, stel ek voor dat om ̓n impak op die samelewing te kan maak, ons ̓n agenda vir massagebaseerde dialoog ter bevordering van die reoriëntering van huidige onderwysopleidingsbeleid moet onderneem.

Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The main objective of this study was to determine the effects of an intervention programme on the reading levels of ten grade two learners. A case study was used as research method. The research group of five boys and five girls between the ages of 7 and 8 years were Grade 2 learners at a Boland primary school. These learners did not meet the Assessment Standards for reading and looking (LO3: 3, 4) The research process consisted of a pre evaluation phase, the intervention and a post evaluation phase. The learner’s reading levels were determined during the evaluation phases. The observation during the intervention was coded and recorded. The group was taught during a period of 10 weeks, 3 times a week for 30 minutes at a time. Ananlysis of data showed improvement of reading levels with regards to fluency, speed, accuracy analysis and self correction. The study thus shows that the intervention was effective for improving reading levels. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die invloed van ‘n intervensie op tien graad 2- leerders se leespeil te bepaal. ‘n Gevallestudie is as navorsingsmetode gebruik. Die navorsingsgroep, bestaande uit vyf seuns en vyf dogters tussen sewe en agt jaar oud, was almal in graad 2 aan ‘n Bolandse laerskool. Die leerders het nie voldoen aan die Nasionale Assesseringstandaarde vir lees en kyk (LU3: 3.4) nie. Die navorsing het uit twee evalueringsfases en ‘n intervensieprogram bestaan. Tydens die evalueringsfases is die leespeil van die leerders voor en na die intervensie bepaal. Tydens die intervensie is waarneming gedoen en met behulp van ‘n koderingstelsel aangeteken. Die navorsingsgroep is oor ‘n periode van tien weke drie keer per week vir 30 minute aan ‘n program blootgestel. Die data-analise het ‘n verbetering getoon ten opsigte van vlotheid, spoed, akkuraatheid, analise en selfkorrigering. Die studie het dus aangetoon dat die intervensie die leespeil van die tien leerders verbeter het.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Many learners, even at high school level, have difficulty with fractions and computations involving fractions. A report from the Department of Basic Education (DBE, 2012c: 15) has highlighted that the lack in basic fraction sense was one of the areas of concern that contributed to the low achievement in matriculation mathematics examinations in 2012. Fractions play an important role in our ever-advancing technological society. Many occupations today rely heavily on the ability to compute accurately, proficiently, and insightfully with fractions. High school learners’ understanding or the lack thereof is carried over to their tertiary studies and workplaces. It is for that reason that in this dissertation, the learning and understanding of fractions and their role in the high school curriculum are studied through a critical literature review. Fractions are compound constructs and can therefore be interpreted in many different ways, depending on the area of study within mathematics. The concept of fractions consists of five sub-constructs, namely, part-whole, ratio, operator, quotient, and measure (Behr, Lesh, Post, & Silver, 1983; Kieren, 1980). This thesis starts with discussion of the background of the study and its importance. Thereafter the elements that assist in the understanding of the fraction concept is discussed. Then, the five different sub-constructs are elaborated on, and how these different sub-constructs are used in the high school curriculum is demonstrated. The conclusion offers some implications for classroom teaching and mathematics teachers’ professional development. / AFRIKAANSE OPSOMMING: Talle leerders, tot op hoërskool vlak, ervaar probleme met breuke en berekeninge met breuke nie. ‘n Verslag van die Departement van Basiese Onderwys (DBE, 2012c: 15) het beklemtoon dat die gebrek aan basiese breuk vaardighede een van die oorsake was wat daartoe gely het dat die prestasie in die 2012 matriek wiskunde eksamen so laag was. Breuke speel ‘n belangrike rol in ons voortdurende tegnologiese voor uitgaande samelewing. Talle beroepe vandag is grootliks afhanklik van die akkurate, bekwame en insiggewende berekeninge van breuke. Hoërskool leerders se begrip, of die gebrek daaraan word oorgedra na hul tersiêre studies en werksplekke. Dit is vir dié rede dat hierdie tesis die leer en begrip van breuke en hul rol in die hoërskool kurrikulum bestudeer deur middel van ‘n kritiese literatuur studie. Breuke is ‘n saamgestelde konsep en kan vir hierdie rede op verskillende wyses geïnterpreteer word, afhangende van die area van studie in wiskunde. Die konsep van ‘n breuk bestaan uit vyf sub-konstrukte, naamlik deel-van-‘n-geheel, ‘n verhouding, operateur, kwosiënt en meting (Behr, Lesh, Post, & Silver, 1983; Kieren, 1980). Hierdie tesis begin met ‘n bespreking oor die agtergrond van hierdie studie en die belangrikheid daarvan. Daarna word die faktore wat bydra tot die verstaan van die breuk konsep. Dit word gevolg deur ‘n uitbreiding op die vyf verskillende sub-konstrukte en waar hierdie verskillende sub-konstrukte in die hoërskool kurrikulum voorkom. Die bevinding bied ‘n paar implikasies vir onderrig. Hierdie studie fokus nie op die ontwerp van enige take of ander leermateriaal vir ‘n intervensie program nie, maar konsentreer op die belangrike kwessies rondom breuke. My hoop is dat die bevindinge van hierdie studie implikasies inhou vir wiskunde onderwysers se professionele ontwikkeling deur hul te motiveer om nuwe leerondersteuningsmateriaal te ontwikkel en die aanbieding van breuke in klaskamers aan te pas sodat die begrip van breuke by leerders ten volle ontwikkel kan word.

Thesis (MEd) -- Stellenbosch University, 2012. / ENGLISH ABSTRACT: In December 1998 the Assessment Policy in the General Education and Training Band, grades R to 9 and ABET was introduced by the Department of Education. According tot the principles of Outcomes Based Education (OBE) the previous system of mainly test-based summative evaluations was replaced by a number of cumulative assessments. The principle of automatic promotion, which stipulates that a learner should ideally progress with his or her age cohort, is endorsed by this policy. Despite various other promotion and progression policies which have been implemented since then, this principle of automatic promotion still stands. In this study I explore some of the implications of the present promotion policy, the National Policy on Assessment and Qualifications for Schools in the GET Band for epistemological access to quality education. In my literature study I put the development of the promotion policy in historical perspective. Making use of the interpretive framework, I conduct a qualitative study and I interview three educators in an attempt to get an understanding of their experience of the implications of the policy. I also study the promotion schedules of one school in order to estimate the number of learners who have been automatically promoted and to investigate the degree in which they answer to the demands of the curriculum. I will argue that the National Policy on Assessment and Qualifications for Schools in the GET Band does not necessarily contribute to the vision of the Education Department of “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” as stated in the South African Schools Act of 1996. The principles of equity, access and redress are not necessarily supported by the promotion policy. I reach the conclusion that, despite the advantages it holds for formal access to education, the National Policy on Assessment and Qualifications for Schools experiences some difficulty in delivering quality education in the GET phase. It is often contradictory to the strive for quality education due to the lack of epistemological access it provides, not only for learners who repeat or who were automatically promoted, but also for the more advanced learner. / AFRIKAANSE OPSOMMING: In Desember 1998 is die Assessment Policy in the General Education and Training Band, grades R to 9 and ABET, deur die Departement van Onderwys bekend gestel. In lyn met die beginsels van Uitkomsgebaseerde Onderwys (UGO) is „n stelsel van deurlopende assessering ingestel wat die plek moes inneem van hoofsaaklik summatiewe toetsgebaseerde assessering. Die beginsel van outomatiese bevordering waarvolgens leerders hoofsaaklik volgens hul ouderdomskohort moet vorder, is ook hierin vervat. Sedertdien is hierdie bevorderingsbeleid vervang deur verskeie ander, maar die beginsel van outomatiese bevordering tot en met graad 8 bly „n kernelement van al hierdie bevorderingsbeleide. In hierdie studie ondersoek ek enkele implikasies wat die huidige bevorderingsbeleid, die Nasionale Beleid op Assesserings en Kwalifikasies vir Skole in die Algemene Onderwys- en Opleidingsband (NBAK) inhou vir epistemologiese toegang tot kwaliteit onderrig. In my literatuurstudie plaas ek die ontwikkeling van die bevorderingsbeleid in historiese perspektief. Binne die interpretiewe raamwerk doen ek „n kwalitatiewe ondersoek en voer onderhoude met drie onderwysers om hul ervaring van die implikasies van die beleid te verstaan. Ek ondersoek ook die bevorderingskedules van een skool om sodoende „n idee van die omvang van leerders wat outomaties bevorder word, asook die mate waartoe hulle bybly by die eise van die kurrikulum, te bepaal. Ek argumenteer dat die NBAK nie noodwendig bydra tot die onderwysdepartement se visie van “equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society” soos vervat in die Suid-Afrikaanse Skolewet van 1996 nie. Die beginsels van geregtigheid (equity), toegang (access) en herstel (redress) word nie noodwendig deur die NBAK ondersteun nie en ek kom tot die gevolgtrekking dat, ten spyte van die voordele wat die NBAK vir formele toegang tot onderwys inhou, die NBAK probleme het met die lewering van kwaliteit onderrig in die AOO-band. Inteendeel, dit is dikwels teenstrydig met die strewe na die lewering van kwaliteit onderrig as gevolg van die gebrekkige epistemologiese toegang wat dit voorsien, nie net vir herhalers en vir leerders wat outomaties bevorder is nie, maar ook vir die skrander leerders.

Thesis (MEd) -- Stellenbosch University, 2005. / ENGLISH ABSTRACT: One of the major features of educational transformation in Namibia revolves around the democratisation of education. However, despite various endeavours by the government to transform the education system in an effort to provide quality education, there remain many challenges to the delivery of urgently needed quality education. This thesis seeks to explore how democratic education can possibly contribute towards eliminating identified challenges. My contention is that the promulgation of the education policy document "Toward Education for All" of 1993 was meant to bring about changes in the Namibian education system. However, the promulgation of this policy does not imply the effective implementation thereof. / AFRIKAANSE OPSOMMING: Een van die belangrikste kenmerke van onderwystransformasie in Namibie is die demokratisering van die onderwys. Ten spyte van verskeie pogings deur die regering om die onderwysstelsel te transformeer in 'n poging om gehalteonderwys te verseker, is daar steeds baie uitdagings met betrekking tot die lewering van dringend nodige gehalteonderwys. Hierdie tesis ondersoek hoe demokratiese onderwys moontlik daartoe kan bydra om die uitdagings soos gerdentifiseer die hoof te bied. Die skrywer is daarvan oortuig dat daar met die bekendmaking van die onderwysbeleidsdokument, Toward Education for All (1993), bedoel word om veranderinge in die Namibiese onderwysstelsel teweeg te bring. Die openbaarmaking van hierdie beleid impliseer egter nie die effektiewe implementering daarvan nie.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted. / AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / Internationally, contemporary youth struggle to make sense or meaning of their lives. That is so because they live in a world where they daily witness unsolvable problems of struggling economies, poverty, HIV, and religious and national conflict, and where they are generally treated with ambivalence and a threat to the existing social order. Youth also struggle because within the public imagination they exist on the fringe of society. Giroux (2012: 2) argues that youth are given few spaces where “they can recognise themselves outside of the needs, values, and desires preferred by the marketplace” and are mostly subjected to punitive and zero tolerance approaches when they behave in unacceptable ways. In South Africa presently, it is generally claimed that “discipline problems” amongst youth have become the most endemic problem in South African schools, with policy makers and educators daily complaining about the disciplinary problems within schools that affect how learners engage with learning. Equally, discipline as punitive coercion has been shown to be an unsuccessful educational method in dealing with youth (Porteus & Vally 1999). With the above schooling challenge in mind, this qualitative study explored the views of thirteen young learners at Avondale High School in the Western Cape on school discipline. Via semi-structured interviews, the youth were asked about their understandings of the rules, disciplinary structures, forms of authority and order at the school, how they interpreted the role of discipline, and how they thought this would influence the futures awaiting them. The goal of the study was to provide a multi-dimensional view of what youth regarded as discipline at one school, and to explore whether different learners adopted different meanings of ‘discipline’ according to the context of their individual lives. I show in the study - utilising the views of Emile Durkheim, Michel Foucault and Pierre Bourdieu - that school discipline needs to be thought of as more than punishment or structures of ordering per se if it is to play a productive role in the functioning of schools. Along with Yang (2009: 49) I suggest that only when schools recognise that discipline has multiple meanings and (limited) roles within their daily functioning, will the emancipatory and transformative possibilities of school discipline be unlocked. For that to happen, the voices and views of youth in schools have to be taken account of, and meaningful relationships developed between learners, educators, and school management.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: Teachers in the South African educational context are being asked to meet an increasing number of professional demands. Teachers are expected not only to produce academic results and develop professionally, but also to play an affective role in the school. The paradigm used in this study is neo-liberalism. This allows the researcher to view the teacher as possessing technical or ‘hard’ skills as well as the less well-defined ‘soft’ or emotive skills. Here soft skills are defined as the interpersonal, human, people or behavioural skills needed to apply technical skills and knowledge in the workplace. A qualitative transcendental phenomenological research approach was selected in order to explore whether ‘excellent’ teachers from three schools in diverse economic settings in the Western Cape employed soft skills when teaching. The results of this study indicate that teachers perceived as ‘excellent’ exhibit intrapersonal behavioural, interpersonal conceptual and interpersonal affective soft skills. / AFRIKAANSE OPSOMMING: Binne die huidige Suid-Afrikaanse konteks, word daar toenemend professionele eise aan onderwysers gestel. Daar word nie net van onderwysers verwag om akademiese resultate op te lewer en hulself te verbeter nie, maar ook om ‘n emotiewe rol in die skool te speel. Neo-liberalisme skep die paradigma vir die studie. Dit laat die navorser toe om die onderwyser te beskou as iemand wat oor tegniese of ‘harde’ vaardighede in die werkplek beskik, maar ook oor die minder omskryfde ‘sagte’ of mensvaardighede. Sagte vaardighede word gedefinieer as die interpersoonlike, menslike of gedragsvaardighede wat nodig is om tegniese vaardighede en kennis toe te pas in die werkplek. ‘n Kwalitatiewe transendentale fenomenologiese aanslag is ontwerp om te bepaal of onderwysers, wat gesien word as ‘uitstekende’ onderwysers, van drie skole in diverse ekonomiese omgewings in die Wes-Kaap, dieselfde sagte vaardighede gebruik wanneer hulle skoolhou. Die resultate van die studie dui aan dat onderwysers wat gesien word as ‘uitstekende’ onderwysers, intrapersoonlike gedragsvaardighede en interpersoonlike affektiewe sagte vaardighede ten toon stel.