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The relationship between the management strategies of school principals and the job satisfaction levels of educatorsTsvara, Peter 06 1900 (has links)
South African schools have experienced a high rate of educator turnover which has led to greater school instability, disruption of curricular cohesiveness and a continual need to hire experienced and inexperienced educators, who may be typically less effective, as replacements for educators who leave. Unfortunately, principals of schools lack organizational capacity to provide the necessary management strategies that can enhance educators’ job satisfaction. Since the principals are fully responsible for the proper functioning of the schools and their personnel, this study explored the relationship between the management strategies of school principals and the educators’ job satisfaction levels within the context of South African schools. It examined how management strategies of principals impact on job satisfaction levels of educators in various school environments. The study explored literature from local and international perspectives on management strategies and the job satisfaction of educators. It described the background and findings of the relationship between management strategies of principals and educators’ job satisfaction levels from an education management perspective. For the empirical inquiry the study adopted a qualitative research paradigm, and as such, a qualitative investigation of the relationship between the management strategies of school principals and the educators’ job satisfaction levels in schools was conducted. Non-probability sampling methods were used to select a sample of six school principals and twelve educators. Individual and focus group interviews were used in data collection and were audio-recorded. Throughout the research study, ethical considerations were upheld. Data analysis involved a mix of content and thematic analysis instruments. The study findings determined the relationship between management strategies of principals and educators’ job satisfaction levels. An understanding of human relationship is very important to school principals who have the responsibility of establishing an environment that not only motivates educators, but can also help to enhance their job satisfaction levels in a positive way. An understanding of educators’ needs also helps school principals to devise management strategies to enhance the job satisfaction levels of educators. Based on the findings, recommendations to improve the management strategies of school principals in the enhancement of educators’ job satisfaction were proposed. / Educational Leadership and Management / D. Ed. (Education Management)
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The impact of expatriate school leaders in the United Arab Emirates education systemBock, Wilfred Carlo 03 1900 (has links)
The aim of the study was to investigate the impact of expatriate school leaders in the education system of the United Arab Emirates (UAE). This study was motivated by a concern regarding the short-term entry of expatriates into the UAE education system, thereby questioning their overall impact in the UAE educational reform. The literature reviews focused on mentoring and leadership within education, and how these related to the UAE educational reform in particular. The empirical investigation used a qualitative, ethnographical case study design. The situated learning theory and the social constructivist theory were used as conceptual frameworks for the study. Purposive and convenient sampling was employed to select five indigenous and five expatriate school leaders as participants for this study. Qualitative data collection was preceded by a pilot study in which an indigenous and an expatriate school leaders were informally interviewed. Individual interviews were thereafter conducted whereby participants were interviewed over a two-week period. The interviews were followed by focus group sessions that were gender specific. Notes were kept and all observations were documented throughout the study. Findings were that, according to the participants’ views, expatriate school leaders seemed to make little impact on current UAE education reform. Their impact was inhibited by dubious motives of many expatriate school leaders working in the UAE; cultural and religious barriers between expatriate and indigenous school leaders; language as a barrier; lack of role modelling; continuous changes in the UAE education system; poor attitudes of some indigenous school leaders; resistance to change; lack of sustainability and poor communication between school leaders and policy makers. Recommendations were provided to enhance the impact of expatriate school leaders within the UAE system. Firstly, expatriate impact could be enhanced through an intensive two-week induction programme and secondly, by means of a partnership development framework to improve the mentoring relationship between expatriate and indigenous school leaders. Ways to overcome the language barrier were also recommended. Additionally, the study provided recommendations for further research. / Educational Leadership and Management / D. Ed. (Education Management)
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Developmentally appropriate strategies of teaching music in selected primary schools in Ashanti region of GhanaAdjepong, Benjamin 24 November 2020 (has links)
Abstract is in English, Zulu and Xhosa / In Ghanaian primary schools, music is a compulsory study area which is taught by
generalist teachers. However, information is deficient on the strategies teachers use to
implement the music curriculum. The aim of this study was to determine how teachers
organise musical learning experiences in terms of developmentally appropriate practice
(DAP) for lower primary school pupils. DAP is an educational concept which refers to
teaching strategies that consider children’s age, abilities, interests and experiences, to
help them achieve challenging and achievable goals. The study was underpinned by the
concept of teaching within the context of constructivist theory. Qualitative Interpretative
Phenomenological Analysis and ethnographic research methods were used to find
answers to the research questions. Data were collected by means of observations,
interviews and document analysis.
Singing, movements and the playing of improvised instruments (although they constitute
only a part of the planned music curriculum in the Creative Arts syllabus) dominate the
music activities provided in the schools. In fact, unplanned music activities dominate
planned music lessons due to teachers’ perceived lack of adequate training to teach
music, the non-application of ICT in teaching, a lack of teaching and learning materials,
unsuitable physical conditions for teaching, lack of motivation and support to teach, and
lack of time to teach music because of the emphasis on meeting the targets of teaching
and assessment in core subjects. Strategies the teachers adopt to overcome the challenges
they encounter in teaching music include collaboration with their colleagues in planning,
teaching and integrating music into most classroom activities and drawing on pupils’
expertise in teaching and learning. It is recommended that teachers be given in-service
training, that specialist teachers be used, and that adequate teaching and learning
materials be provided, as well as support for teachers to integrate ICT in teaching music.
Limitations associated with the study make generalisation of the findings impossible. A
larger sample from various primary schools within the Ashanti region of Ghana should
be considered for further research. Functional integration of music in the other subject
areas within the Ghanaian context should also be explored and further studies should be
conducted about the application of developmentally appropriate practice in teaching
music in the lower-primary classroom. / Ezikoleni zamabanga aphansi zaseGhana, umculo uyindawo eyimpoqo yokufunda
efundiswa ngothisha abajwayelekile. Kodwa-ke, ulwazi alwanele ngamasu othisha
abawasebenzisayo ukwenza izifundo zomculo. Inhloso yalolu cwaningo
kwakuwukuthola ukuthi othisha bahlela kanjani amava okufunda omculo ngokwendlela
efanelekile yokuthuthuka (NET) yabafundi bezikole zamabanga aphansi. NET
ingumqondo wezemfundo obhekisa kumasu okufundisa abheka iminyaka yezingane,
amakhono, izintshisekelo kanye nezipiliyoni ezithile, ukuzisiza ukuthi zifeze izinhloso
eziyinselele futhi ezingafinyeleleka.Ucwaningo lwalusekelwa ngumqondo wokufundisa
ngokwengqikithi yethiyori yokwakha. Ukuhlaziywa Okufanelekile Kokuhunyushelwa
Kokubukeka Kwabantu nezindlela zokucwaninga ngobuzwe zisetshenzisiwe ukuthola
izimpendulo zemibuzo yocwaningo. Kuye kwaqoqwa imininingwane yolwazi
ngokubheka okwenzekayo, izinhlolokhono kanye nokuhlaziywa kwemibhalo.
Ukucula, ukunyakaza nokudlalwa kwezinsimbi ezithuthukisiwe (yize ziyingxenye nje
kuphela zekharikhulamu yomculo ehleliwe kusilabhasi Yezobuciko Bokuzenzela)
kulawula imisebenzi yomculo enikezwe ezikoleni. Empeleni, imisebenzi yomculo
engahlelwanga ilawula izifundo zomculo ezihleliwe ngenxa yokungabi bikho kothisha
abaqeqeshwe ngokwanele ukufundisa umculo, ukungasetshenziswa kwe-
ICT/Ezobuchwepheshe ekufundiseni, ukuntuleka kwezinto zokufundisa nokufunda,
izimo ezzibambekayo ezingafanelekile zokufundisa, ukungabi nogqozi nokusekelwa
ekufundiseni, nokungabi nesikhathi sokufundisa umculo ngenxa yokugcizelelwa
ekuhlangabezaneni nezinhloso zokufundisa nokuhlola ezifundweni ezibalulekile. Amasu
othisha abawasebenzisayo ukunqoba izinselelo abahlangabezana nazo ekufundiseni
umculo kufaka phakathi ukusebenzisana nozakwabo ekuhleleni, ukufundisa
nokuhlanganisa umculo emisebenzini eminingi yasekilasini nokudweba ubuchwepheshe
babafundi ekufundiseni nasekufundeni. Kunconywa ukuthi othisha banikezwe
ukuqeqeshwa emsebenzini, ukuthi kusetshenziswe othisha abangochwepheshe, nokuthi
kuhlinzekwe ngezinto ezanele zokufundisa nokufunda, kanye nokuxhaswa kothisha
ukuze bahlanganise i-ICT/Ezobuchwepheshe ekufundiseni umculo. Ukulinganiselwa
okuhambisana nesifundo kwenza ukuthi okwenziwa jikelele kokutholakale kungenzeki.
Isampula elikhudlwana elivela ezikoleni ezahlukahlukene zamabanga aphansi esifundeni sase-Ashanti eGhana kufanele licatshangwe ukuqhubeka nocwaningo.
Ukuhlanganiswa kokusebenza komculo kwezinye izindawo ezingaphansi komongo
waseGhana nakho kufanele kuhlolwe futhi kufanele kuqhutshekwe nezifundo
ezimayelana nokusetshenziswa kwenqubo efanelekile yentuthuko ekufundiseni umculo
ekilasini lamabanga aphansi. / Kwizikolo zaseGhana zamabanga asezantsi, kusisinyanzelo ukufundisa umculo, kwaye
oku kwenziwa ngabafundisi ntsapho okanye ootitshala abafundisa yonke into. Noxa
kunjalo, akukho lwazi lwaneleyo ngamacebo asetyenziswa ziititshala ekufundiseni
ikharityhulam yomculo. Injongo yesi sifundo kukuqwalasela ukuba iititshala
zikulungiselela njani ukufundisa ngendlela yophuhliso olufanelekileyo (iDAP)
kumabanga asezantsi. Le DAP nesisishunqulelo sesiNgesi sebinza elithi developmentally
appropriate practice, yingcinga yezemfundo emalunga namacebo okufundisa athathela
ingqalelo ubudala bomntwana, izinto akwaziyo ukuzenza, umdla namava akhe, ukuze
ancedwe ekufezekiseni iinjongo ezicela umngeni nezinokufikeleleka. Esi sifundo
sisekelwe yingcinga yokufundisa ephuma kwimeko yengcingane yokuzakhela ulwazi.
Iimpendulo zophando zifunyenwe ngokusebenzisa iindlela zophando ngokuxoxa
nokutolika iimeko ezahlukeneyo (Qualitative Interpretative Phenomenological
Analysis) kunye nokuqwalasela inkcubeko. Iinkcukacha zolwazi okanye idatha,
ziqokelelwe ngokujonga okuqhubekayo, udliwano ndlebe nokuphengulula imibhalo
ekhoyo.
Ukucula, ukushukuma nokudlala izixhobo zomculo ezingoozenzele (nangona
ziyinxalenye yekharityhulam ecetywayo yobuGcisa Bokuzenzela) kudlala indima
eyongameleyo kwimisebenzi yomculo eyenziwa ezikolweni. Xa sithetha inyaniso, into
eyenzekayo ekufundiseni umculo yimisebenzi engacetywanga ezifundweni ngenxa
yokuba ootitshala abaqeqeshekanga kakuhle ekufundiseni umculo, abusetyenziswa
ubuchwepheshe ekufundiseni umculo, azikho izixhobo zokufundisa nokufunda umculo,
iindawo ekufundiselwa kuzo azifanelekanga, inkxaso nenkuthazo yokufundisa umculo
iyasilela kwaye lincinci ixesha lokufundisa umculo ngenxa yokuleqa ukufezekisa imiqathango yokufundisa nokuhlola kwizifundo ezingoondoqo. Ekulweni nemingeni
yokufundisa umculo, ootitshala babhenela ekusebenzisaneni nabanye ekwenzeni
amacebo okufundisa nokubandakanya umculo kwimisebenzi yeklasi nasekusebenziseni
ulwazi lwabafundi. Kucetyiswa ukuba ootitshala bafumane uqeqesho lo gama besebenza,
kusetyenziswe ootitshala abaziingcali zomculo kwaye kufumaneke izixhobo
ezifanelekileyo zokufundisa nokufunda, kuxhaswe ootitshala ekusebenziseni
ubuchwepheshe xa befundisa umculo. Ukunqaba kolwazi okungqonge esi sifundo
kwenza kube nzima ukugqiba jikelele ngokufunyanisiweyo. Mhlawumbi kunokuthathwa
isampulu yophando enkulu kwingingqi yaseAshanti eGhana ukuze kwandiswe olu
phando. Okunye okunokwenziwa kukuhlanganisa umculo nezinye izifundo
ngokwemeko yaseGhana, kwaye kufuneka kuqhutywe izifundo ezithe chatha malunga
nokusebenzisa iindlela zokufundisa ezinophuhliso olufanelekileyo ekufundiseni umculo
kwiklasi yamabanga asezantsi. / Art History, Visual Arts and Musicology / Ph D. (Music)
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An investigation of teaching and learning methods in information technology : a case study at a selected high school in Kwa-Zulu-NatalOsei-Asiamah, Joel 10 1900 (has links)
The Information Technology (IT) as subject taught in South African secondary schools is
considered to be a very perplexing subject. The IT as a subject has four learning outcomes
which are E-Communication (weight 10%), Social and Ethical Issues (weight 10%), Hardware
and Systems Software (weight 20%) and Programming and Software Development (weight
60%). The Programming and Software Development enjoys the highest weight as outcome
of IT and it is believed to be the main cause of the difficulty of IT. The number of Grade 9
learners willing to offer IT as a subject in Grade 10 is decreasing and the number of learners
pursuing IT until Grade 12 is declining in every school in South Africa annually. The aim of
this research is to investigate methods that enhance teaching and learning Information
Technology at a selected high school focusing on Grade12 learners. Although this work
investigated many teaching and learning methods, it has come to be known that the hybrid
system or method is the best to adopt and apply in teaching and learning of IT in high schools
especially in the relevant target high school. Thirty (30) participants were sampled. Three (3)
data collection instruments, which were questionnaires, interviews and observations were
used. Results that were obtained from the use of these data collection instruments were
recorded and analysed. Results from these instruments were compared and conclusions
drawn. A major finding was that the hybrid system that combines both teacher-centered and
learner-centered teaching approaches was able to enhance the teaching and learning of IT. / Science and Technology Education / M. Ed. (Natural Science Education)
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