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The influence of administrative duties on effective classroom management in the Further Education and Training (FET) phase / Gideon Petrus van TonderVan Tonder, Gideon Petrus January 2008 (has links)
The purpose of this study is to investigate the influence of administrative
duties on effective classroom management in the Further Education and
Training phase in the Sedibeng West District (08) of the Gauteng Province by
focusing on classroom management; management skills of professional
teachers; the relationship between teaching and management; guidelines for
effective classroom management; juridical aspects regarding classroom
management; workload of school-based teachers; duties and responsibilities
of teachers; impact of workload of school-based teachers; educational
policies; other policies and factors impacting on teachers' workload; and
factors that drive teachers away from teaching.
The literature study reveals that administrative duties take up a great deal of
teachers' time. This is due to a number of factors, namely: shortages of
teachers and high learner numbers; departmental accountability measures
such as the Integrated Quality Management System (IQMS); curriculum and
assessment requirements; and the lack of basic resources. Stress regarding
classroom administration exacerbates because teachers have to perform a
variety of tasks, from secretarial and administrative to curricular, extracurricular
and pastoral work. A major finding emanating from the research is
that teachers should be released from excessive amounts of administrative
duties and other activities that increase their workload and distract their focus
from teaching. In order to eliminate these excessive amounts of administrative
duties, the Department of Education should, through proper planning and cooperation
with the School Management Team (SMT) provide extra posts in
schools for administrators who can assist teachers.
The empirical study consists of a structured questionnaire distributed to a
sample of principals, deputy principals, heads of departments and teachers in
schools in the Sedibeng West District (08) of the Gauteng Province. It aims to
develop guidelines to assist teachers to cope better with the increased
administrative demands. The main findings of the study reveal that most
teachers have difficulties in coping with the pace at which the Whole School
Evaluation Policy, IQMS, Continuous Assessment Policy and the new
curriculum are being implemented. Together with the increased amount of
administrative duties, an urgent need exists for support from the Department
of Education and the District Office regarding the implementation and the
alleviation of administrative demands.
This study recommends, on the basis of both the literature review and the
empirical research, guidelines to assist all teachers in coping with these
increased administrative demands effectively. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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The influence of administrative duties on effective classroom management in the Further Education and Training (FET) phase / Gideon Petrus van TonderVan Tonder, Gideon Petrus January 2008 (has links)
The purpose of this study is to investigate the influence of administrative
duties on effective classroom management in the Further Education and
Training phase in the Sedibeng West District (08) of the Gauteng Province by
focusing on classroom management; management skills of professional
teachers; the relationship between teaching and management; guidelines for
effective classroom management; juridical aspects regarding classroom
management; workload of school-based teachers; duties and responsibilities
of teachers; impact of workload of school-based teachers; educational
policies; other policies and factors impacting on teachers' workload; and
factors that drive teachers away from teaching.
The literature study reveals that administrative duties take up a great deal of
teachers' time. This is due to a number of factors, namely: shortages of
teachers and high learner numbers; departmental accountability measures
such as the Integrated Quality Management System (IQMS); curriculum and
assessment requirements; and the lack of basic resources. Stress regarding
classroom administration exacerbates because teachers have to perform a
variety of tasks, from secretarial and administrative to curricular, extracurricular
and pastoral work. A major finding emanating from the research is
that teachers should be released from excessive amounts of administrative
duties and other activities that increase their workload and distract their focus
from teaching. In order to eliminate these excessive amounts of administrative
duties, the Department of Education should, through proper planning and cooperation
with the School Management Team (SMT) provide extra posts in
schools for administrators who can assist teachers.
The empirical study consists of a structured questionnaire distributed to a
sample of principals, deputy principals, heads of departments and teachers in
schools in the Sedibeng West District (08) of the Gauteng Province. It aims to
develop guidelines to assist teachers to cope better with the increased
administrative demands. The main findings of the study reveal that most
teachers have difficulties in coping with the pace at which the Whole School
Evaluation Policy, IQMS, Continuous Assessment Policy and the new
curriculum are being implemented. Together with the increased amount of
administrative duties, an urgent need exists for support from the Department
of Education and the District Office regarding the implementation and the
alleviation of administrative demands.
This study recommends, on the basis of both the literature review and the
empirical research, guidelines to assist all teachers in coping with these
increased administrative demands effectively. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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The Effectiveness of Two Consultation Models on Teachers' Use of Behavior Specific Praise and Class-Wide Student Disruptive Behavior in an Elementary SettingRoberts, Rebecca Fran 10 August 2018 (has links)
Effective classroom management may be one of the most important skills a teacher can possess. However, many teachers begin their careers lacking the expertise required to run a classroom to maximize the potential for student academic success. With the addition of legislation such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, teachers have become increasingly accountable for the academic achievement of their students. Numerous studies have found a direct link between effective classroom management skills and higher academic achievement of students (Oliver & Reschly, 2007; Gresham, 2009; Wenglinsky, 2002; Strong, Ward & Grant, 2011). Teacher praise for appropriate student behavior has been proven to be an effective classroom management strategy (Villeda, Shuster, & Carter, 2016). The current study examined the effect of two types of consultation (i.e., consultation only and consultation with performance feedback) on increasing teacher’s skill levels in the use of behavior specific praise in an effort to decrease student disruptions in the classroom. A multiple baseline A/B/B+C/ Follow-up design was used to determine the effectiveness of the two consultation methods. Results indicated that both consultation methods increased the teachers’ praise to correction ratios and reduced the frequency of students’ disruptive behavior. Implications of the study and future directions are discussed.
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The place and role of effective classroom management in the improvement of Mathematics education in Gauteng provinceJuta, Abigail 11 1900 (has links)
This study explores the feelings, perceptions and experiences of Mathematics educators as they use classroom management to improve Mathematics education in the sampled four secondary schools in the Gauteng province. The main research question was to understand the place and role of effective classroom management in the improvement of mathematics education. In answering this question, the researcher collected data through purposively and conveniently selected four schools in Gauteng province. The researcher engaged the Mathematics head of department and Mathematics educators of participating schools to conduct face-to-face semi-structured interviews with heads of departments, and focus group discussions with Mathematics educators. Data was also collected through limited observation of different administrative aspects in Mathematics classrooms. Data collected was thematically analysed. The data analysis resulted in four main themes emerging. Overall, it was identified that Mathematics educators are expected to perform multiple tasks which necessitate good classroom management skills thereby enhancing an improvement in the performance of learners. From the data obtained, analysed and discussed, the study established that good Mathematics teaching cannot be separated from effectively managing classes, and that effective classroom management is a necessity in Gauteng province. Several elements which enhance effective classroom management were found to be, possession of relevant and adequate resources in the form of material and physical or material, educator professional skills and characteristics, parental and school management support as well as positive learner participation. it was seen that educators were facing several challenges which interfere with their efforts to restore and maintain an organised teaching–learning environment. / Educational Management and Leadership / Ph. D. (Educational Management)
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Vestiging en handhawing van konstruktiewe dissipline as 'n sleuteltaak van die onderwyser in die klaskamer / The establishment and maintenance of constructive discipline as a key task of the teacher in the classroomVan Dyk, Adri Louisa Magdalena January 2015 (has links)
Afrikaans text / Die afname in dissipline en dissipline handhawing in skole is 'n omvangryke probleem. Die
fokus van hierdie studie is om die aard en omvang van dissiplinêre probleme te ondersoek
om sodoende riglyne daar te stel om konstruktiewe dissipline in klaskamers te vestig as 'n
sleutel taak van die onderwyser.
In hierdie studie maak die navorser gebruik van die gekombineerde benaderingsmetode,
naamlik die kwalitatiewe-kwantitatiewe navorsingsmetode. Vraelyste (kwantitatief) en
onderhoude (kwalitatief) is as data insamelingstegnieke gebruik om vas te stel wat die aard,
omvang en moontlike oplossings is, vir die navorsingsprobleem.
Die navorsingstudie is gedoen deur 106 onderwysers in die intermediêre- en senior fase van
ses laerskole van die Noordweste van Pretoria te betrek. Daar is ook onderhoude gevoer met
ses senior onderwysers wat in beheer was van hul skole se dissiplinêre stelsels.
Die navorsingstudie het bevind dat onderwysers, leerders en ouers bydraend is tot dissiplinêre
probleme in klaskamers. Positiewe strategieë sluit in kommunikasie en toepassing van
klasreëls.
Uit die bevindinge van die navorsing is daar ongetwyfeld 'n sterk behoefte aan leiding vir
onderwysers om dissiplinêre probleme aan te spreek. Onderwysers moet bemagtig word om
konstruktiewe dissipline te ontwikkel, te bevorder en te handhaaf. / The decline in discipline and discipline enforcement in schools is a massive problem. The
focus of this study is to examine the nature and extent of discipline problems in order to set
guidelines to establish constructive discipline in the classroom as a key task of the teacher.
In this study, the researcher makes use of the combined approach method, namely the
qualitative - quantitative research methodology. Questionnaires (quantitative) and interviews
(qualitative) were used as data collection techniques to determine the nature, extent and
The research study was conducted by involving 106 teachers in the intermediate and senior
phase of six primary schools of the North West of Pretoria. There were also interviews with
six senior teachers who were in charge of their schools' disciplinary systems.
The research study found that teachers, pupils and parents are contributing factors to
discipline problems in classrooms. Positive strategies include communication and application
of rules.
From the findings of the research there is undoubtedly a strong need for guidance for teachers
to address disciplinary problems. Teachers should be empowered to develop positive,
promote, and maintain constructive discipline in the classroom.
possible solutions of the research problem. / Educational Management and Leadership / M. Ed. (Education Management)
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Vestiging en handhawing van konstruktiewe dissipline as 'n sleuteltaak van die onderwyser in die klaskamer / The establishment and maintenance of constructive discipline as a key task of the teacher in the classroomVan Dyk, Adri Louisa Magdalena January 2015 (has links)
Afrikaans text / Die afname in dissipline en dissipline handhawing in skole is 'n omvangryke probleem. Die
fokus van hierdie studie is om die aard en omvang van dissiplinêre probleme te ondersoek
om sodoende riglyne daar te stel om konstruktiewe dissipline in klaskamers te vestig as 'n
sleutel taak van die onderwyser.
In hierdie studie maak die navorser gebruik van die gekombineerde benaderingsmetode,
naamlik die kwalitatiewe-kwantitatiewe navorsingsmetode. Vraelyste (kwantitatief) en
onderhoude (kwalitatief) is as data insamelingstegnieke gebruik om vas te stel wat die aard,
omvang en moontlike oplossings is, vir die navorsingsprobleem.
Die navorsingstudie is gedoen deur 106 onderwysers in die intermediêre- en senior fase van
ses laerskole van die Noordweste van Pretoria te betrek. Daar is ook onderhoude gevoer met
ses senior onderwysers wat in beheer was van hul skole se dissiplinêre stelsels.
Die navorsingstudie het bevind dat onderwysers, leerders en ouers bydraend is tot dissiplinêre
probleme in klaskamers. Positiewe strategieë sluit in kommunikasie en toepassing van
klasreëls.
Uit die bevindinge van die navorsing is daar ongetwyfeld 'n sterk behoefte aan leiding vir
onderwysers om dissiplinêre probleme aan te spreek. Onderwysers moet bemagtig word om
konstruktiewe dissipline te ontwikkel, te bevorder en te handhaaf. / The decline in discipline and discipline enforcement in schools is a massive problem. The
focus of this study is to examine the nature and extent of discipline problems in order to set
guidelines to establish constructive discipline in the classroom as a key task of the teacher.
In this study, the researcher makes use of the combined approach method, namely the
qualitative - quantitative research methodology. Questionnaires (quantitative) and interviews
(qualitative) were used as data collection techniques to determine the nature, extent and
The research study was conducted by involving 106 teachers in the intermediate and senior
phase of six primary schools of the North West of Pretoria. There were also interviews with
six senior teachers who were in charge of their schools' disciplinary systems.
The research study found that teachers, pupils and parents are contributing factors to
discipline problems in classrooms. Positive strategies include communication and application
of rules.
From the findings of the research there is undoubtedly a strong need for guidance for teachers
to address disciplinary problems. Teachers should be empowered to develop positive,
promote, and maintain constructive discipline in the classroom.
possible solutions of the research problem. / Educational Leadership and Management / M. Ed. (Education Management)
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