Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 69-77).

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 88-96).

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 69-77). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 88-96). Also available in print.

The Constitution (1996) of the Republic of South Africa forms the basis for social transformation in our new society. The Constitution (Act 108 of 1996) and the amendments that followed provided a basis for curriculum transformation and development in South Africa. The Department of Education introduced the present curriculum known as the National Curriculum Statement, which is modern and internationally benchmarked, in grade 10 in 2006. It required the learners to do seven subjects in grades 10 to 12 of which mathematics or mathematical literacy was prescribed as compulsory subjects. To attain social transformation, the South African Government attached a great deal of importance to the learning and teaching of mathematics and sciences in the South African schools. This study was undertaken in an effort to improve the understanding of geometry and, consequently, the performance and achievement of senior secondary school learners in geometry. The study was inspired by the van Hiele theory. The study made use of the different levels of the van Hiele theory for the development of an instructional framework for geometry in senior secondary schools. The research was conducted in a previously disadvantaged area in South Africa. Given the setting of this study and the wider application of it, the use of ‘hands-on’ and practical approach to use manipulatives and worksheets to improve the geometric understanding was tried and tested in this study. The assumption was that such experiences would make the learning of geometry more relevant and enjoyable for learners from limited financial and underprivileged circumstances. A quasi-experimental design was chosen. A total of 359 learners from five purposively selected schools in Mthatha district in the Eastern Cape Province participated in this study. Qualitative data through interviews were gathered. The data were analysed using IBM SPSS Version 19 and Microsoft Excel. Findings indicated that there was a notable improvement in the performance of learners who were taught by the application of the van Hiele theory. The results revealed that most of the learners were not ready for the application of deductive principles of geometry in terms of formal proof in senior secondary school geometry. Based on the results, some recommendations are made to enhance the teaching and learning of geometry in senior secondary schools.

The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher used the video/sound/audio recorder as the research instrument to collect data. To analyze data, the researcher transcribed the recorded interview responses, presented the responses without editing them, interpreted the responses and themes. The findings were derived from the themes. The main findings of the study revealed that there was low morale and job dissatisfaction among teachers. The study`s finding of “low morale and job dissatisfaction among teachers” could be regarded as the reference of the general situation ('picture') of the relationship between teachers` job dissatisfaction and learner performance in the schools of the Libode Mega Education District. The findings have also revealed that there is a proportional relationship between teachers` job satisfaction and learner performance, i.e. the more satisfied teachers are with their jobs the more likely they perform better on their tasks, this results in good leaner performance, while low the levels of job satisfaction among teachers result in poor learner performance. The study recommends that the website- based, electronic information systems should be developed by the National Department of Education in order to grant teachers, or any school stakeholder, absolute anonymity to log or report complaints, dissatisfaction, suggestions, disapproval, appraisals and opinions on matters that concern the education system in South Africa. The study recommends that pupil-teacher ratio policy, and policies on working conditions in schools should be constantly reviewed. The introduction of change- management workshops for teachers to adapt to innovations in the education curriculum is also recommended.

The study was conducted in the Mthatha District, Mqanduli area, and it sought to enquire about the role of junior secondary school principals in supporting Grade R teachers in order to make teaching and learning in the Grade R classes effective. The researcher has noticed with concern the poor conditions of Grade R classes in the schools and felt a need for proper support. She felt the principal could champion the concept of support better, in his capacity as a manager in the school. Studies in Early Childhood Development have been done, and they pertained to all aspects of child development, parental support etc., but studies that view support from a managerial perspective in Mthatha District are scarce. Under quantitative research design, a survey research method was employed to collect a large portion of the data. A questionnaire consisting of closed and open ended questions was used in order to collect data from the Grade R teachers. Open ended questions were used in order to get a broader view and perceptions. Comprehensive sampling was used in this study because the whole population fell into the sample. All ethical considerations were observes and after receipt of permission to conduct research in the schools, a questionnaire was distributed personally to all the schools in the sample. Data was analyzed by means of the SPSS. Some of the findings identified in the study pertained to: the need for material support including good infrastructure, poor communication between principal and Grade R teacher, scarce meetings specifically for Grade R. The individual findings, together with the implications were discussed in relation to the research questions. The researcher recommended that technical support should be attended to and the principal must communicate frequently with the Grade R teacher. Financial limitations and negative attitudes from some principals were the major limitations the researcher encountered.

Submitted in fulfilment of the requirements for the Degree of DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2002. / The aim of this investigation was to establish the effect of the invitational attitude of teachers on the culture of teaching and learning. This entailed a detailed literature study of the factors affecting the culture of teaching and learning at schools, viz. school related factors, factors in the family and living environment, societal factors and personal characteristics. A further literature study on the invitational attitude of teachers and its effect on the culture of teaching and learning at schools were done. South African education is presently facing major challenges. It is widely recognised that it is essential to transform the apartheid-based system of the past into an egalitarian one. There were imbalances and inequalities amongst separate education departments. The blacks were the most disadvantaged. From the empirical investigation it was concluded that the quality of an education system is more dependent on the attitude of the teachers than any other single factor. The absence of a culture of teaching and learning in schools can be reversed by the inviting attitude of the teachers who by estabhshing a personal relationship, frees the learner to learn and leads him to adulthood. For the purpose of the empirical investigation a prepared questionnaire was administered to 300 grade 12 learners of six secondary schools (two predominately black schools, two predominately coloured schools and two predominately Indian schools). The data obtained from the completed questionnaire were processed and analysed by means of descriptive and inferential statistics. Findings confirmed that the invitational attitude of teachers plays a significant role in promoting the culture of teaching and learning. In conclusion, a summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings the following recommendations were made: ❖ All teachers should be governed by a code of conduct that will prohibit unprofessional disinviting behaviour. ❖ All learners should be governed by a code of conduct that will enhance positive behaviour and attitude towards learning. ❖ Further research must be done regarding the invitational attitude of teachers and its effect on the culture of teaching and learning.

Submitted in fulfilment of the requirement for the degree of DOCTOR OF EDUCATION in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2010. / The study investigated the effect of crime in schools on a culture of teaching and learning. In this study the researcher employed a survey to achieve the aims of the study, and a questionnaire to obtain facts and opinions about the effect of crime in schools on a culture of teaching and learning. All children between the ages of 7 and 15 have a right to education. However, this right becomes meaningless unless the Department of Education, principals, educators, parents, children, learners, citizens and community members commit themselves to curbing crime and making the school environment conducive to learning. Crime has a negative influence on the morale of both educators and learners, as well as the culture of teaching and learning. Each educator and learner has the right to work and play in a secure and safe school environment and neighbourhood. Therefore it is important to do everything possible to eliminate crime in schools and neighbourhoods. Schools need to create a space where educators can teach and learners can learn. Teaching and learning require a safe and tolerant learning environment that celebrates innocence and values human dignity. From the literature study it became clear that many of the young people of South Africa will end up as drug addicts, violent criminals and anti-social individuals, rather than being an asset to the nation and the country’s economy. According to Shone (2007:27) crime is a “runaway train, reckless, out of control, unpredictably dangerous, picking up speed as it careers down the track towards schools”. For the purpose of the empirical investigation, a self-structured questionnaire for educators was utilized. The data obtained from the completed questionnaires was processed and analyzed by means of descriptive statistics. The findings from the empirical study confirmed that crime in schools has a negative effect on a culture of teaching and learning. In conclusion a summary of the study was presented and based on the findings of the literature and empirical study, the following recommendations were made:  The Department of Education must develop a practical formal policy on the safety of schools in collaboration with stakeholders like community structures, local private security companies, the South African Police Service, Social Workers and Psychologists.  Sufficient human and financial resources must be made available by the Department of Education for the training, supervision and monitoring of the school safety policy.  The Department of Education must also encourage communities, non-governmental organizations, faith-based organizations, and business, to support school safety initiatives and promote a safe learning environment.  The school’s code of conduct must be consulted when school safety policy is formulated. The code of conduct’s primary function is to ensure the safety of learners at school.  A code of conduct should contain regulations outlining the rules that the principal and the governing body must ensure are included in the code. The code of conduct must, inter alia: • aim to establish a disciplined and purposeful school environment; dedicated to the improvement and maintenance of a quality learning process, • outline how learners who disobey the code of conduct will be punished, • include a process for protecting the learner and any other party involved in disciplinary proceedings, and • include rules relating to school wear (cf.5.4.1).  For the code of conduct to be functional and successful class teachers must ensure that: • All learners have a copy of the code of conduct. • A copy of the code of conduct is displayed on the notice board in the classroom. • Learners follow the regulations as laid down in the code of conduct. • A code of conduct is periodically scrutinized by the school safety committee and amended when necessary.  The school safety policy must have clear and concise directives as to what is expected from the regions, districts, circuits, wards and schools.

This research investigates faculty socialization of college physics instructors and its effect on teaching practice. Results of two studies—a statistical analysis about professional characteristics and teaching practice and an ethnography about culture, professional roles, and teaching practice—are integrated to inform our understanding of the impact of socialization on teaching practice. These findings have the potential to improve institutional and organizational faculty development, as well as improve individual teaching practice and, by extension, student persistence and success. Exploratory factor analysis, latent class analysis, and multiple analysis of variance were used to examine cross-sectional survey data collected from 1,176 postsecondary physics instructors across the United States to determine whether a difference between groups exists on the range of experiences and perceptions about teaching practice. Semi-structured ethnographic interviews ten instructors of introductory-level physics across multiple institutions in Florida inform our understanding of how physics faculty believe culture and socialization impact their professional roles, perception, and practice. Preliminary results suggest that: (a) identification with professional and organizational roles begins in graduate school and is reinforced in a full-time instructor's departmental home, and (b) teaching practice is informed by past experience and informal engagement with peers.