Proefskrif--PU vir CHO

Since 1993 South Africa underwent epoch-making constitutional changes. On the political terrain South Africa moved away from an "apartheid's" dispensation to a political dispensation that offers equality on all terrains to all its citizens. The political changes brought a new Constitution into existence, which includes a Bill of Fundamental Human rights. The other sectors of the society - including education - are inextricably connected to the political changes in the country. Education occupies a particularly important position in the community in as far as education is regarded as the central activity of the community. A changing model for teacher professionalism in a changing South Africa is exceedingly necessary, because the quality, productivity and effectiveness of education in South Africa is under suspicion. Education and training in South Africa do not satisfy the expectations of the community regarding education and training. The teachers (i.e. educators) are being regarded as one of the crucial factors responsible for the poor standard and quality of education in South Africa. In modern society education is a complex chain which involves many role players. The teacher (i.e. educator) must be aware of the fact that the law places a particular liability on him, especially regarding his professionalism. From a judicial point of view the teacher (i.e. educator) is accountable for his professional behaviour and conduct Various statutory changes have already taken place which might have an influence on teacher professionalism. The teacher (i.e. educator) should already have taken cognisance of this. Statutory changes that have already taken place and which might have a bearing on teacher professionalism, are amongst others the new Constitution that includes a Bill of Fundamental Human rights, the Education Labour Relations Act and the Educator's Employment Act. The right to basic education, as included in the Constitution, plac~s an obligation on the teaching profession to see to it that only qualified and competent persons practice as professional teachers (i. c. educators). The Education Labour Relations Act makes provision for a South African Council for Educators, under which all teachers (i. c. educators) must be registered before such a person may practice as a professional teacher (i.e. educator). The South African Council for Educators is also empowered with certain powers and competencies to establish minimum entrance requirements for the teaching profession, as well as to establish an ethical code of conduct to which all educators must adhere. The Educator's Employment Act has already demarcated misconduct and incompetence of teachers (i.e. educators) and makes provision for the procedures to be followed in case of trespassing by a teacher (i.e. educator). The common law determinants such as the rules of natural justice and due process make provision for transparent administrative justice. The statutory and common law determinants provide a framework in which a model for teacher professionalism can be developed. The international community also makes use of set requirements which a person must satisfy before such a person may practice as a professional teacher (i. c. educator). The international community has already refined misconduct stipulations, such as insubordination, immoral behaviour and criminal offences through court verdicts. In the international community's findings the South African Council for Educators might find an additional frame of reference in the development of a model for teacher professionalism in a changing South Africa. All economies, but especially the economy of a changing South Africa, depend heavily on a well-educated citizen force. Well-trained and competent teachers (i. c. educators) are essential in bringing about a well-educated citizen force, which can make a contribution to a country's economy. A model for teacher professionalism in a changi"6 South Africa is a prerequisite for the achievement of this goal. / Proefskrif (PhD (Onderwysbestuur))--PU vir CHO, 1996

During 1913 arrangements have been made for the hygienic inspection of school children in primary schools, in Transvaal, Dr C. L. Leipoldt was appointed. Medical inspection started in April, 1914, and discontinued, owing to the outbreak of the war in August, and was resumed in October 1915. In 1918 the scheme of inspection was organized on a sound basis, but was interrupted by the influenza epidemic. In 1919, Dr Leipoldt, was seconded to the Cape, and the service was carried out by Drs Cleaver and Elias. For private reasons, Dr Leipoldt resigned at the end of 1922. Dr J. A. Kieser, joined the service in 1922 and retired at the end of 1948. After various temporary appointments, Dr F. Z. van der Merwe was appointed on the 23rd of July 1951, and retired on the 10th of December 1954. Dr c. E. Theron has been appointed as his successor as from January 1955. During 1958 a Commission of Enquiry was appointed to inquire into the efficiency of the school medical service. In 1959, extensions of the service and the provision for more satisfactory accommodation were held in abeyance, awaiting the proposed transfer of the School Medical Services to the Department of Hospital Services. The expected transfer did not eventuate in 1960 and the work continued as before. On 1st April 1961, the School Medical Service as a whole was taken over by the Department of Hospital Services. The buildings, equipment, etc. were also tranferred. In future Dental Service would no longer function as part of the School Medical Service, but would continue to exist as a separate section under its own head. The nurses are, engaged exclusively in service to schools. All treatments and arrangements are now controlled by the hospitals. The old Roman opinion that a sound mind dwells in a healthy body (Mens sana in corpore sano) also comes to its own right in the Transvaal Educational System. / Thesis (MEd)--PU vir CHO

CHAPTER 1: INTRODUCTION AND OBJECTIVES 1. INTRODUCTION: In view of the great demand for career guidance, it was necessary to give attention to the development and adaptation of psychometric instruments. This led to important development in this area. The Self-Directed Search (SDS) interest questionnaire of J.L. Holland was included in a career guidance programme for black matriculation pupils resulting in the need to investigate the utility of the SDS for black pupils. The study was conducted with this objective in mind. 2. OBJECTIVES: The objectives of this study were as follows: 2.1 PRIMARY OBJECTIVE: 2.1.1 Determining the psychometric suitability of the SDS for blacks with respect to some psychometric and statistical qualities, namely item analysis, means, reliability, intercorrelations of the fields and the factorial structure of the construct. 2.2 SECONDARY OBJECTIVE: 2.2.1 Determining the utility of the SDS in a career guidance set-up for this group, by giving attention to the principles of consistency and congruency; 2.2.2 determining the utility of the SDS as part of a career guidance programme for blacks by using stepwise regression and 2.2.3 determining the distribution of the interests for this group as indicated by the SDS. CHAPTER 2: LITERATURE STUDY In this chapter it was necessary to look at the following aspects: • theories of vocational choice and • aptitude, attitude and interest. In the section on theories of vocational choice or career development, reference was made to the theories of Ginzberg and associates. Super, Roe, Hoppock, Holland, decision-making models as well as the behavioristic, sociological and psychoanalitical approaches. Then aptituae, attitude and interest were discussed with special emphasis on the conceptual description, structure and measurement of the concepts. CHAPTER 3: METHOD OF INVESTIGATION In this chapter the following aspects were discussed: • the sample; • the psychometric tests used in the research and • the statistical methods used. A random sample was selected. pupils of Lebowa and Gazankulu. The sample consisted of standard 10 The psychometric tests included in the vocational guidance programme were: • an aptitude test battery (AAT); • an interest questionnaire (SDS) and • the Survey of Study Habits and Attitudes (SSHA). Finally the statistical methods were discussed, namely item analysis, means ana standard deviations, correlations, factor analysis, procedures to determine consistency and congruency, stepwise regression and distribution of SDS-codes. CHAPTER 4: DISCUSSION OF RESULTS In summary it is clear that the results in general give an indication that the SDS has utility with blacks. The item analysis of the 228 items indicated that only 15 items needed revision. The means indicated that there is no notable difference between this and other samples. The reliability coefficients are satisfactory and are good in comparison with the results obtained by Holland and others. The intercorrelations between the six personality types confirmed relationships as described by Holland. The factor analysis results indicated that the SDS has a definite structure. Procedures conducted to determine consistency and congruency as defined by Holland confirmed the use of the concepts. The Realistic, Enterprising and Investigative fields were identified as contributing to the prediction of academic achievement. It was also indicated that most of the pupils resemble the Social personality type as defined by Holland. CHAPTER 5: CONCLUSION In summary the conclusion can be made that the SDS has utility for use with black pupils in a vocational guidance situation. / Thesis (MA)--PU vir CHO, 1988

A formal hierarchical structure in schools results in a centralised form of management. Management by objectives can break a formal hierarchical structure at a school with the result that members of the staff will participate more readily. There is a relationship between play, game and sport, forming a continuum leading from play to game to sport. This continuum is not only continuous but it is also mutually inclusive and interwoven. Education is the most complete equipment of the religious human being regarding occupational fulfilment. School athletics can be used extracurriculum to educate children totally. There is a relationship between instruction and school athletics. Modalities as basic forms of reality include certain implications regarding school athletics and its management. These implications reveal certain values extending from the arithmetical to the credible modalities. Massparticipation should be the starting point in order to fully utilise the values of school athletics. Management by objectives can be defined as a way of management where management takes place on the basis of objectives formulated by way of participation and endeavouring to reach these objectives within a set time limit. Personal objectives of staff must coincide with the organizational objectives and the testing and evaluation of the results must take place by means of achievements based on the objectives. The implementation of certain steps result in a management by objectives plan for school athletics. If such a plan is put into operation it provides a school with a unique management by objectives programme for school athletics. The problems contained in management by objectives could paramountly be seated in human behaviour. Through dedication and enthusiasm of the executive council, especially the principal, these problems might be bridged. Management by objectives can thus be applied successfully in schools. / Skripsie (MEd)--PU vir CHO, 1988

1. Reason for the investigation. Authority and responsibility go hand in glove. Senior executive posts carry heavy responsibilities, but arc vested with corresponding authority. The implementation of authority in Afrikaans High Schools has boon studied to ascertain : • a fundamental foundation for a healthy approach to the question of authority; • how a policy of authority is compiled and which rules and regulations, methods and techniques be implemented. The task of the school principal has further been studied to ascertain what is being done and what can be done to minimize problems in connection with the implementation of 2nthority. 2. The method used for the investigation, By studying the attitude of authority in literature; through the medium of a questionnaire sent to school principals and by application of the principles sot down in the Holy Scriptures, a standard for the application of the vested authority could be formulated. 3. Finding. 3.1 Summary of the contents: Chapter 1. In this chapter the concept formulation, the aims of and the reason for the investigation were stated. Chapter 2 discusses authority as the ability to give instructions and take decisions by which others must abide. Authority means "to have control over". God is the source of all authority. It has been found that the authority-crisis in education is seated rather in ideological differences than in the difference between adult and child. On the authority of God's Holy word communism, liberalism, permissiveness, etc., were weighed and found wanting. The dangers lurking in the confusion and weakening of Christian principles are discussed. It is further stated that under the correct authority the educated, who is free to do as he wishes, chooses the Path of Truth. In Chapter 3 the questionnaire is discussed and an account given of the replies received. Despite shortcomings in the questionnaire, valuable data was collected. In Chapter 4 a valuation of the authority vested in a high school was assessed. It is declared that a high school would be an excellent institution for authority if dedicated educators, through personal involvement, honesty, hard work, sympathy and inspiration could succeed in influencing pupils to dedicated effort, determination and the acceptance of Christian values. Delegation of authority is considered in Chapter 5. It is an expedient which, used correctly, can be of inestimable value to a principal. Methods of delegation are discussed. In Chapter 6 attention is given to the necessity of discipline and school rules. Rules must be reasonable and lead to self-discipline. According to principals, school rules originate mainly as a result of two reasons: • it is imperative for a school to ensure that everyone benefits from the educational programme: • it is imperative that the pupils themselves learn to respect authority and to lead them to responsible self-disciplined citizenship with respect for order, co-operation and the bonds of a Christian community. Discipline and rules are not an aim in themselves, but are aids to more elevated educational objectives. The danger of too many "don'ts" is that undecided, irresolute people, who are under the impression that everything which is not specifically forbidden is permissible, will emerge. Chapter 7 deals with the implementation of the democratic principle in high schools. With careful application of the system, subordinates, especially scholars, can share in the application of this authority. In this manner a constructive contribution can be made to solve the problem of the shortage of leaders, resulting in responsible, self-reliant people. The school principal in his office is considered in Chapter 8. His task, character and problems are discussed, and full consideration given to aids for the prevention of problems in regard to discipline. The most important accessories namely discipline, sound human relationships, a happy staff and pupils are studied. A principal must maintain a pious atmosphere in his school. It is further pointed out that vocational consciousness, love, strong leadership qualities and the ability to inspire are essential characteristics in a principal. This chapter explains that although principals are entrusted with a task which would probably become progressively more difficult, they could call on help from above: “Faithful is he that calleth you, who also will do it". (1 Thes. 5: 24). In Chapter 9 the summary of the contents, the findings from the literature and the recommendations are given. The important findings from the questionnaires have been used through the whole contents, and some interesting facts emerged, which are briefly as follows: • The majority of principals of Afrikaans High Schools who completed the questionnaire were Afrikaans-speaking. • 52,2% of the principals h:we had less than five years' experience. • 66% of the schools have written school regulations. 87% of those regulations have not been submitted to the Transvaal Education Department. • 63% of the principals are of the opinion that the school’s authority also applies after school hours outside of the school gates. • With regard to hairstyles 46% consider that their rules are more strict than neighbouring schools, and 80% have stricter rules at school than those enforced by the parents. • 67% allow no dancing at school whatsoever. • 84% find that pupils comply spontaneously with school rules. • 51% do not separate boys and girls during breaks. • 91% know to what church denomination the head prefects belong. • 16% practise democratic prefect elections by pupils. • 75% hold prefect elections where both teachers and pupils vote. The greatest single problem at schools appears to be in finding suitable staff for the various posts. Parents support the school's authority and principals are of the opinion that the majority of parents prefer a strict school. Principals are of the opinion that their wives are not in duty bound to partake of any work at school, but that on investigation they may help. A list of preferences for arriving at decisions in regard to authority is given. A further list of preferences for ideals for their school is also given, as well as a list of the tasks which principals find most difficult in their application of the authority vested in them. The findings from the literature are mainly as follows: There appears to be strong, revolutionary, unchristian attitude in education, the whole crisis being seated in the conflict of forces which do not acknowledge God and the Christian philosophy. It appears that change is imminent, the problem being where changes are to be made. Mortimer Smith says "But change must be based on something more substantial than the slogans, ideological zealotry, and utopian sentimentality that all too often mark the movement for alternative schools”. The following recommendations are given: Christian educators will have to reflect on their vocation lest they fall into the trap where the means are regarded as the end, and where everyone is satisfied as long as good citizens are the end product of their work as teachers. Vague devotion and half-hearted education do not meet the demands of the present time. The onslaught against Christianity is too fanatical. Too much is speculated about the superficial and non-essential in the implementation of discipline. Young people are driven away from authority by attempts to enforce rules, which were not founded on sound and strict principles. The demands of discipline must rest on sound principles and the child must be led to decide for himself whether he wishes to build on those principles. Problems encountered in this investigation which require further research are mainly: • How many ideal scholars who are dedicated Christians remain thus once they leave school? • Why does an antipathy towards religion exist in so many young people? Is it as a result of their upbringing or have they received wrong religious instruction? • The shortage of staff requires urgent research on the question of how mere work can be done with fewer people. What percentage of our country's graduated manpower is connected with education, despite the critical shortage? We must no longer look for men in the educational field but certainly at methods by which we can ultimately manage to do more work with fewer men. Educational research should enter this field of study. In conclusion it is stated again that all is well in n school where God is the authority in the hearts and minds of principal, teachers and pupils. / Thesis (MEd)--PU vir CHO

Thesis (MEd)--PU vir CHO

Thesis (MA)--Potchefstroomse Universiteit vir Christelike Hoer Onderwys, 1971

In the opening chapter the following issues are addressed: * Problem of the research. The problem in this research is: - to determine whether parents and teachers work together in the education of the child. - to determine whether parents and teachers utilise the available structures created for parental involvement. - to establish whether parents can contribute effectively towards the positive learning of the child. * Aims of the research. The purpose of this study is: - to determine the structures in the educational system for parent participation in the education of the child. - to identify problems which hinder meaningful •Black parental involvement in the education of the child. - to propose possible solutions in order to remedy problems which have been identified. * Method of research The following methods have been employed: - Literature study, questionnaires, analysis of responses, interpretation of data, evaluation of data and scientific writing of findings. * Demarcation of the field of research This study is confined to Black parental involvement in the Department of Education and Training. In the second chapter the theoretical structures of parental involvement in the education of the child are discussed. The four structural moments of the educational system are looked into under the theoretical structure of the education system. The following are those structural moments of the educational system: - The religious structural moment. The religious ground motif of the community is fundamental in all national systems of education. All systems of education which function normally are based upon the religious ground motif. - The temporal structural moment. The temporal structural moment refers to the fact that educational systems are time-bound. - The modal structural moment. This structural moment refers to the 15 modal aspects of reality which influence the structure and content of the educational system. - The individual structural moment. The individual structural moment refers to the fact that everything in the cosmos, just like the educational system, has its identity as the system of education. Various other relevant aspects have been discussed in this chapter. A historical perspective of Black education is made in chapter 3. The primary aim of tracing the development of Black education is to discover whether there was any meaningful Black parental involvement in the education of the child. In the course of discussion of this historical development it became evident that the system of Black education developed from the missionary education, the education of the provincial administration and the Bantu Education era. The structures of Black education system is explained with emphasis on the problems and solutions of Black parental involvement in the education of the child. In chapter 4 the research investigation is made. The results of the responses are critically analysed and objective evaluation are made. Constant reference is made to the hypothesis postulated and the theoretical principles of the structures of parental involvement. Chapter 5 deals with the conclusions, findings and recommendations. This implies that all relevant issues raised in all chapters are summarised and recommendations are also made. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 1990

The role and responsibilities of the departmental head were identified. Methods whereby these individuals could obtain the required management skills were identified. An indication of the amount of time to be spent on each of these tasks are also given. Suggestions for further research as well as other recommendations are made in the last chapter. Nurses' training, now in its thirtieth year at South- African universities, is of utmost importance for the health of the nation. Their education must therefore be of a high standard. This can only be achieved if capable heads of departments (nursing) are available. / Thesis (MA et Scien (Verpleegkunde))--PU vir CHO, 1987