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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/1779 |
| Date | January 2008 |
| Creators | Van Tonder, Gideon Petrus |
| Publisher | North-West University |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
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