The main objective of this research is to discover the factors influencing pupils at a specific school in their choice of subjects, and to ascertain as far as possible the effect of the various factors. A questionnaire was set for all the pupils and this was followed up with personal interviews. The following are the most important conclusions drawn: 1. Parents, a respected relative or a friend who has achieved success in a certain vocation have the greatest influence on a pupil. This is followed in diminishing order of influence by school friend~ brothers and sisters, the teacher of a favourite subject, the guidance teacher, the principal and the class teacher. 2. Parents and friends exercise greater influence on the choice of subjects by U-course pupils and E-course pupils respectively. 3. As regards the subjects chosen, the incentive is either interest or usefulness in a future career. The research made it clear that the following should receive prompt attention1 1. Objective information about the content and value of subjects, as well as the implications of chosen courses should be made more readily available to the public, while specialists appointed by the Education Department should discuss the possibilities of each in the press or on the radio. When television is available this can figure prominently. 2. Sufficient and well trained counsellors and guidance teachers with the main responsibility of giving fundamental scientific guidance regarding choice of subjects, courses and careers, should be appointed. / Thesis (MEd)--PU vir CHO

The main objective of this research is to discover the factors influencing pupils at a specific school in their choice of subjects, and to ascertain as far as possible the effect of the various factors. A questionnaire was set for all the pupils and this was followed up with personal interviews. The following are the most important conclusions drawn: 1. Parents, a respected relative or a friend who has achieved success in a certain vocation have the greatest influence on a pupil. This is followed in diminishing order of influence by school friend~ brothers and sisters, the teacher of a favourite subject, the guidance teacher, the principal and the class teacher. 2. Parents and friends exercise greater influence on the choice of subjects by U-course pupils and E-course pupils respectively. 3. As regards the subjects chosen, the incentive is either interest or usefulness in a future career. The research made it clear that the following should receive prompt attention1 1. Objective information about the content and value of subjects, as well as the implications of chosen courses should be made more readily available to the public, while specialists appointed by the Education Department should discuss the possibilities of each in the press or on the radio. When television is available this can figure prominently. 2. Sufficient and well trained counsellors and guidance teachers with the main responsibility of giving fundamental scientific guidance regarding choice of subjects, courses and careers, should be appointed. / Thesis (MEd)--PU vir CHO

Rehabilitation centres in Mpumalanga recently experienced a sharp increase in the admission of younger patients for the treatment of alcohol and drug dependence. This phenomenon gives rise to the question of the prevalence and awareness of substance abuse, as well as the awareness of substance abuse prevention programmes in secondary schools in Mpumalanga. By investigating learners‘ awareness of drugs, the role their parents play in educating them, as well as the availability of prevention programmes, recommendations could be made regarding prevention and prevention programmes. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

Rehabilitation centres in Mpumalanga recently experienced a sharp increase in the admission of younger patients for the treatment of alcohol and drug dependence. This phenomenon gives rise to the question of the prevalence and awareness of substance abuse, as well as the awareness of substance abuse prevention programmes in secondary schools in Mpumalanga. By investigating learners‘ awareness of drugs, the role their parents play in educating them, as well as the availability of prevention programmes, recommendations could be made regarding prevention and prevention programmes. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

Taxation has become one of the most important concepts in the everyday lives of millions of taxpayers in South Africa. Not only does SARS require each and every employee to be registered as taxpayer but people are more and more reliant on the money in their pocket for everyday survival. Taxpayers want to know why they pay taxes, how the taxes deducted from their income is calculated and what the government is doing with such taxes deducted from the taxpayers. It would thus be for the benefit of both taxpayer and SARS to provide taxpayers in South Africa with a basic form of tax education to provide them with knowledge regarding how the tax system works. School-going children are the future taxpayers of South Africa and therefore it is deemed the most effective place to educate such future taxpayers about taxation. This will allow South African taxpayers to have a basic knowledge on their tax affairs as well as to make informed decisions about their tax affairs. Increasing the level of the taxpayer’s knowledge about taxes will lead to an increase in the attitude of taxpayers about their tax affairs. This will result in an increase in the level of the country’s tax compliance rate and ultimately resulting in the overall increase in the income basis of the South African government. AFRIKAANS : Belasting is besig om een van die mees belangrikste konsepte in die allerdaagse lewe van miljoene belastingpligtiges in Suid-Afrika te word. Nie net alleen vereis die SAID dat ieder en elke werknemer vir belasting geregistreer word nie maar belastingpligtiges raak al hoe meer afhanklik van die geld in hulle sak vir allerdaagse oorlewing. Belastingpligtiges wil weet waarom hulle belasting betaal, hoe die belasting wat hulle betaal bereken word en hoe die belasting wat hulle betaal deur die Suid-Afrikaanse regering spandeer word. Dit sal dus vir beide die belastingbetaler sowel as vir die SAID voordelig wees dat belastingpligtiges in Suid-Afrika ‘n basiese opleiding in die veld van belasting ontvang ten einde hulle te voorsien van kennis rondom die belastingstelsel van Suid-Afrika. Skoolgaande kinders is die toekomstige belastingpligtiges van die land en dit word geag die mees effektiewe plek te wees om die toekomstige belastingpligtiges te onderrig rakende die onderwerp van belasting. Dit sal alle Suid-Afrikaanse belastingpligtiges toerus met ‘n basiese vlak van kennis rakende hulle belastingsake en om hulle in staat te stel om ingeligte besluite te maak rondom hulle belastingsake. Deur dus die vlak van kennis van belastingpligtiges te verhoog, sal dit lei tot ‘n verhoging in die algehele gesindheid van die belastingpligtiges rondom hulle belastingsake. Dit sal verder lei tot ‘n verhoging in die land se belastingnakomingskoers wat dan uiteindelik sal lei tot ‘n verhoging in die inkomste basis van die Suid-Afrikaanse regering. / Dissertation (MCom)--University of Pretoria, 2012. / Taxation / unrestricted

The focus of this study was to explore the experiences of secondary school educators concerning the educator-learner relationship. The study hopes to add value in developing sustainable support to enhance the quality of life and well-being of South African educators. The study highlights specific aspects of the educators’ perspective (Koomen et al., 2011; Philip, 2008; Skaalvik & Skaalvik, 2011; Easter et al., 2008), such as cultural perspective, attachment perspective, career satisfaction perspective and academic perspective. According to Philippson (2009) it is important to understand educators’ holistic experiences concerning the educator-learner relationship. The following research question arose: What are the experiences of secondary school educators in the Gauteng area, South Africa, of the educator-learner relationship? This research was conducted within a Positive Psychology framework and a qualitative method was used. Data were collected via personal interviews and focus group discussions as research techniques. Purposeful sampling was used and six secondary school educators from various secondary schools in the Gauteng Province of South Africa were participants of this study. The objective of this study was to understand and interpret holistic experiences of secondary school educators in the educator-learner relationship that contribute to the educators’ phenomenology. Data were gathered through individual interviews during which each participant was motivated through visual mapping to express his/her hierarchy of ideas contributing to the phenomenon. The collected data were audio-recorded and a narrative analysis was conducted in which trustworthiness was obtained through member checking to ensure that the recorded and observed data were correctly transcribed and evaluated accordingly. Findings of this study are presented by means of the following themes: Different aspects of the supportive educator-learner relationship; awareness of differences in the educator-learner relationship; important perspectives of “a calling” in respect of the educators’ experiences; role of emotions in an educator-learner relationship; challenges for the educator in the educator-learner relationship; role of discipline and values in an educator-learner relationship; phenomenology of the educators’ experiences. Results indicate that educators’ positive experiences of the educator-learner relationship can be viewed as an investment in the well-being and positive functioning of both the educator as well as the learners. A recommendation for future research is to develop a support system for secondary school educators to encourage them in a psycho-social, emotional and spiritual way towards sustainable well-being. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The focus of this study was to explore the experiences of secondary school educators concerning the educator-learner relationship. The study hopes to add value in developing sustainable support to enhance the quality of life and well-being of South African educators. The study highlights specific aspects of the educators’ perspective (Koomen et al., 2011; Philip, 2008; Skaalvik & Skaalvik, 2011; Easter et al., 2008), such as cultural perspective, attachment perspective, career satisfaction perspective and academic perspective. According to Philippson (2009) it is important to understand educators’ holistic experiences concerning the educator-learner relationship. The following research question arose: What are the experiences of secondary school educators in the Gauteng area, South Africa, of the educator-learner relationship? This research was conducted within a Positive Psychology framework and a qualitative method was used. Data were collected via personal interviews and focus group discussions as research techniques. Purposeful sampling was used and six secondary school educators from various secondary schools in the Gauteng Province of South Africa were participants of this study. The objective of this study was to understand and interpret holistic experiences of secondary school educators in the educator-learner relationship that contribute to the educators’ phenomenology. Data were gathered through individual interviews during which each participant was motivated through visual mapping to express his/her hierarchy of ideas contributing to the phenomenon. The collected data were audio-recorded and a narrative analysis was conducted in which trustworthiness was obtained through member checking to ensure that the recorded and observed data were correctly transcribed and evaluated accordingly. Findings of this study are presented by means of the following themes: Different aspects of the supportive educator-learner relationship; awareness of differences in the educator-learner relationship; important perspectives of “a calling” in respect of the educators’ experiences; role of emotions in an educator-learner relationship; challenges for the educator in the educator-learner relationship; role of discipline and values in an educator-learner relationship; phenomenology of the educators’ experiences. Results indicate that educators’ positive experiences of the educator-learner relationship can be viewed as an investment in the well-being and positive functioning of both the educator as well as the learners. A recommendation for future research is to develop a support system for secondary school educators to encourage them in a psycho-social, emotional and spiritual way towards sustainable well-being. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this research is threefold: • to determine the nature of job satisfaction; • to determine the factors which influence the job satisfaction of principals at secondary schools; and • to determine which factors influence the job satisfaction of principals at secondary schools in practice. In order to achieve these aims a literature study and empirical study were undertaken. The literature study was based on primary and secondary sources. A DIALOG computer search was undertaken with the keywords such as: work motivation; work satisfaction, teaching conditions; teacher motivation, secondary school and principal. The nature of job satisfaction was then discussed. Once the management factors that influence work satisfaction of principals were identified, they were grouped and discussed under the following headings: • factors that centres in the principal himself; • factors situated within the school; • factors at management level; • factors within the community; and • factors within the teaching career. A questionnaire was compiled from existing questionnaires (that of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996 and the Minnesota Importance Questionnaire, 1985). All principals at secondary schools in the Northern Cape Province, excluding schools of Correctional Services, were taken as target group in this research. The questionnaires were sent to principals within the target group. The information was statistically analized with the aid of a computer after with it was interpreted. Subsequent to these results recommendations were made. The empirical study showed that principals at secondary schools experience reasonable work satisfaction but that there are still certain factors which should be addressed. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are that the problem of work security should be addressed, rationalisation and assessment of teachers should be planned carefully and the communication between the school and the Education Department should be improved. Achievements of principals should receive more acknowledgement. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

The aim of this research is threefold: • to determine the nature of job satisfaction; • to determine the factors which influence the job satisfaction of principals at secondary schools; and • to determine which factors influence the job satisfaction of principals at secondary schools in practice. In order to achieve these aims a literature study and empirical study were undertaken. The literature study was based on primary and secondary sources. A DIALOG computer search was undertaken with the keywords such as: work motivation; work satisfaction, teaching conditions; teacher motivation, secondary school and principal. The nature of job satisfaction was then discussed. Once the management factors that influence work satisfaction of principals were identified, they were grouped and discussed under the following headings: • factors that centres in the principal himself; • factors situated within the school; • factors at management level; • factors within the community; and • factors within the teaching career. A questionnaire was compiled from existing questionnaires (that of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996 and the Minnesota Importance Questionnaire, 1985). All principals at secondary schools in the Northern Cape Province, excluding schools of Correctional Services, were taken as target group in this research. The questionnaires were sent to principals within the target group. The information was statistically analized with the aid of a computer after with it was interpreted. Subsequent to these results recommendations were made. The empirical study showed that principals at secondary schools experience reasonable work satisfaction but that there are still certain factors which should be addressed. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are that the problem of work security should be addressed, rationalisation and assessment of teachers should be planned carefully and the communication between the school and the Education Department should be improved. Achievements of principals should receive more acknowledgement. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

The purpose of this research was to determine whether adolescents who participate in sport perform better academically in comparison to their non–participating counterparts. An availability sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth Kaunda District took part in this research. The participants were assessed by a Biographical Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo & Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a, 1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing (PWB) Scales of Ryff (1989). To obtain an overview of the participants’ academic performance, averages obtained in the June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language, English First Additional Language, Life Orientation and either Mathematics or Mathematical Literacy, were calculated. A significant relationship between sport participation and academic performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate regression models with academic performance as dependent variable and the following variables as independent variables were calculated as separate models, namely: IQ, Deep approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and Psychological well–being. Only self–esteem was found to significantly predict academic performance. A further analysis using an interaction between sport participation and self–esteem did not yield a significant finding. It was concluded that it is important that Educational planners should take cognisance of the literature and research findings of this study. In future studies bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic variables in the prediction of academic performance can be studied. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.