The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)

The present study examines whether recognition of prior learning (RPL) is being implemented in the workplace, its effectiveness and impact on improving the lives of the previously disadvantaged groups and its contribution towards enhancing a culture of lifelong learning in South Africa. The main aim of this research is to explore the implementation of RPL and the extent of its effectiveness in the workplace, with particular focus on Northern Region of the Eskom Distribution. This was hoped to be addressed through the following objectives: The first objective was to determine the extent to which Eskom employees are aware of the RPL practices and to ascertain the level of awareness among employees. The second objective was to explore the current trends and practices on RPL at the workplace. The third objective was to determine and identify if there are any gaps. The last objective was to suggest ways that can be used to strengthen the RPL practice in the workplace. To this end, a questionnaire was administered to a randomly selected sample of 242 employees. In addition, interviews were conducted with three purposively selected (information rich) participants. The findings reveal that Eskom has policies and guidelines on RPL and a clearly stipulated purpose which is in line with the National Qualifications Framework (NQF), however, the current RPL policies and procedures have not been piloted within the Northern Region, the information has not yet reached everyone in the business, and employees’ level of awareness is still low. Findings also reveal that RPL does exist in Distribution and efforts to implement it are visible/traceable. A number of milestones and achievements are noted in the business as a whole as well as in the region, although a lot still needs to be done to ensure full and effective implementation. The last finding shows that there are a number of gaps and challenges impeding the success of RPL. These range from capacity building to quality assurance. On the basis of the findings, a number of recommendations to strengthen the RPL practice in the workplace are proposed and suggested. / Psychology of Education / M. Ed. (Psychology of Education)

Constructivist teaching strategies are undeniably accepted as effective in achieving the desired educational goals of constructing knowledge through active and creative inquiry. Inasmuch as teachers would love to adopt these strategies in their teaching, mathematics teachers find themselves in a situation where they are forced not to use them. This study investigated the factors that impacted on the selection and adoption of constructivist teaching strategies in selected Gauteng’s urban schools. Four (4) public schools and sixteen (16) mathematics teachers participated in the study. The parallel mixed methods design was employed in the study to produce both quantitative and qualitative data. The data were therefore analysed both quantitatively and qualitatively. It was found that the participating mathematics teachers had an understanding of constructivist theories of teaching and that they perceived their classroom environments to be constructivist in character. The study also found that the adoption of constructivist teaching strategies was hindered by teachers’ lack of skills and competencies to handle a curriculum that they felt was handed down to them without their full involvement at all the stages of its development. Learners’ family backgrounds were also identified as a major social factor that impacted negatively against selection of constructivist strategies. Based on these findings, recommendations were made on how constructivist views can be realised in the teaching of mathematics in South African schools. / Mathematics Education / M. Ed. (Mathematics Education)

South African teacher education is confronted by educational problems of a vast magnitude and complexity. In view of students' needs, society's expectations and improvement of teaching, problems need to be critically investigated. In order for the subject didactics curriculum to meet these needs and demands, a critical analysis was done of the current music syllabus (1991) for teacher training colleges in Venda. Against the background of the structure and components of didactics, subject didactics in general and of music in particular, criteria were formulated for the analysis. As a result of the analysis deficiencies such as the lack of suitable aims and objectives, content with a Eurocentric emphasis disregarding African music, a lack of teaching methods which could be applied in the classroom, etc., were discovered. In conclusion, recommendations and guidelines were formulated in order to address these problems. / Educational Studies / M. Ed. (Didactics)

The aim of this study is to investigate the validity of an assessment centre as a predictor of managerial training results. For this purpose, the assessment ratings of 77 white, male, middle managers, who had taken part in a Middle Management Assessment Centre (MMAC) in a South African service organisation, were compared to the results they achieved on a Senior Management Training Course. From the statistical analyses conducted, correlation coefficients, corrected for restriction of range, of -0, 03, 0,32 and 0,22 were obtained between the Overall Assessment Rating and a theoretical, practical and total grade criterion respectively. These results indicated that the MMAC was a valid predictor of practical and total course grades, but an invalid predictor of theoretical course grades. Explanations for the results obtained are provided and three recommendations are made concerning the use of the MMAC to predict training results. Directions for possible future research are also provided. / Die doel van hierdie studie is om die geldigheid van 'n takseersentrum as 'n voorspeller van bestuursopleiding resultate te ondersoek. Vir hierdie doel is die takseeraanslae van 77 blanke, manlike bestuurders, wat aan 'n takseersentrum vir middelbestuur in 'n Suid-Afrikaanse diensorganisasie deelgeneem het, met die resul tate wat hulle tydens 'n Senior Bestuur Opleidingskursus behaal het, vergelyk. Die statistiese ontleding wat uitgevoer is het korrelasiekoeffisiente, na regstelling vir die beperking van verspreiding (correction for restriction of range), van -0,03, 0,32 en 0,22 tussen die Totale Punt Beoordeling van die takseersentrum en drie opleidingskriteria opgelewer. Hierdie drie opleidingskriteria was 'n teoretiese-, praktiese-, en totale opleidingspunt onderskeidelik. Verduidelikkings vir die resultate wat behaal is word verskaf en drie aanbevelings word gemaak met betrekking tot die gebruik van die takseersentrum om opleidingsresultate te voorspel. Rigtings vir moontlike toekomstige navorsing word ook aangedui. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

The Apartheid Philosophy resulted in creating a heterogenous society in South Africa, with each group having its own distinctive culture and value-orientation. Organizational values, influenced by personal value-orientation employed by White managers, could be challenged by appointing members of this heterogenous society into positions previously held by White managers, thereby emphasizing the need for congruence between organizational and personal value-orientation. The literature study revealed not only the existence of both Individualism and Collectivism, but the co-existence thereof in individual value-orientation and the existence of Ubuntuism as another form of collectivism - the latter being analogous to humanism. Through this empirical study the value-orientations of managers from either Black or White cultural backgrounds, were assessed, using a value-orientation questionnaire. The findings of the present study, although inconclusive, demonstrated that Black and White managers do not differ significantly in terms of their value-orientation at work. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Text in Afrikaans / Die Suid-Afrikaanse Nasionale Weermag (SANW) beskou effektiewe opleiding as 'n noodsaaklike voorvereiste vir paraatheid. Instruksionele ontwerp - 'n benadering wat uit onderrigtegnologie ontwikkel het - word gebruik om nuwe kursusse daar te stel wat effektiewe 'n instruksionele ontwerpprojek uitgevoer behoort teword. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten voile demokratiese verkiesing in die Republiek van Suid-Afrika. ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. opleiding moontlik maak. Om effektiwiteit te beoordeel, word evaluering vereis en derhalwe behoort instruksionele evaluering 'n integrale komponent van die instruksionele ontwerpgebeure te vorm. Die SANW beskik nog nie oor toereikende kundigheid om hierdie komponent tot sy reg te laat kom nie en die doel van die studie was om hierdie leemte aan te vul. Daar is eerstens gepoog om, deur middel van 'n literatuurstudie, die didakties-wetenskaplike basis te bepaal waarop evaluering binne 'n sisteembenadering tot opleiding behoort te berus. Daarna is die aard en rol van instruksionele evaluering in die instruksionele ontwerpsisteem binne 'n militere opleidingsmilieu verken, ten einde te kon bepaal wat die funksies van instruksionele evaluering behels en welke evalueringstake in die verskillende fases van 'n instruksionele ontwerpprojek uitgevoer behoort te word. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten volle demokratiese verkiesing in die Republiek van Suid-Afrika, ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. / The South African National Defence Force (SANDF) regards effective training as an essential prerequisite for preparedness. Instructional design - an approach that has developed from instructional technology - is used to establish new courses that facilitate effective training. Evaluation is essential for assessing effectiveness and therefore instructional evaluation should form an integral part of the learning events. The SANDF does not as yet have the expertise to do justice to this component, and the aim of this study was to fill this gap. Firstly, it was attempted to determine, by means of a literature study, the didactic scientific foundation on which evaluation within a systems approach towards training should rest. The nature and role of instructional evaluation in the instructional design system within a military training milieu was subsequently investigated. This was done to determine what the functions of instructional evaluation comprise and what evaluation tasks should be carried out in the different phases of an instructional design project. The focus of the study then shifted to the numerous changes that took place since the inception of the SANDF on 26 April 1994, after the first democratic election in the Republic of South Africa. Compared to its predecessor the SANDF has new and more extensive secondary roles that demand higher standards of training and make evaluation a more complicated task This indeed confirms the need for an evaluation system that is practised according to system principles. Against the background of the afore-mentioned, the design of an overall instructional evaluation system for the SANDF was proceeded with. As the successful implementation and functioning of the system is, to a large extent, influenced by the way in which the instructional evaluator carries out this task, attention was finally given to the design of a course for instructional evaluators. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

An historical study of the Diocese of St John's of the Church of the Province of South Africa, with special reference to Bishop Callaway's vision of a black clergy Henry Callaway (1813 - 1890) came to South Africa with Colenso. In 1857 he founded a mission at Springvale, and later at Highflats and Clydesdale. He was highly respected as an expert in the Zulu language, customs and religion. He became bishop of St John's in 1874. Callaway developed St John's from four isolated mission stations into a thriving diocese. He laid the foundations of education and health systems as well as organising the Church itself. Of special interest was the training a core of black clergy to carry the church to the people. Callaway resigned because of ill health in 1886. / Christian Spirituality, Church History and Missiology / Th. M. (Church History)

Text in English / The training of psychotherapists not only determines what new therapists learn about the practice of therapy, but influences significantly their identity and the development of a professional self. This dissertation explores the professional development of a trainee therapist, taking into consideration the training context and training approach, the trainee's unique training needs and the influence of own interactional style. The study was undertaken from an action research perspective, therefore emphasising solving a problem in the field and feeding this information back into the system during the course of the research project. The researcher describes how the training context (in this case, the Agape Healing Community in Mamelodi, South Africa), the training approach (systemic family therapy), and his personal style shaped his professional sense of self. He found however, that it was the process of action research which encouraged movement from feelings of inadequacy to competence in his professional development. / Psychology / M.A. (Clinical Psychology)

The poor quality of state controlled black education in South Africa in the past was mainly caused by low pupil per capita expenditure and poor teaching. This resulted in many problems. Because of past neglect, as well as the increase in number of children to be educated, black education must be revitalised. Government funding is not adequate, therefore, privatisation and semi-privatisation of education is a recommended solution. Community and business involvement is encouraged, and state control should be reduced. Short-term strategies have been fairly successfully implemented. With a view to proposing strategies for the upliftment of black education, the upgrading of teachers through improved INSET and PRESET Q!_Qfil_~mmes is considered a priority. Already implemented models, such as Promat, TOPS and the Molteno Project should be investigated. These programmes have been successful to varying degrees. Strategies have been proposed based on the above findings and guidelines for further research suggested. / Educational Studies / M. Ed. (Comparative Education)