Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can
potentially evolve into serious barriers to learning and development. Life Orientation is
a critical subject offered by the Further Education and Training (FET) band as it aims to
prevent the development of such problems. Furthermore, the role played by the teacher
in successfully and meaningfully presenting Life Orientation is a pivotal one. This study
therefore aimed at understanding the support needs of Life Orientation teachers in the
FET band in order to gain insight into the challenges experienced and what
recommendations can be made to improve support to teachers, and consequently,
learners. The theoretical framework on which this study was based was positive
psychology as its emphasis on the fostering of positive individual traits, emotions and
institutions is an appropriate and constructive way of understanding teachers’ support
needs within their school communities.
This study’s research methodology can be described as basic qualitative research which
is embedded within an interpretive paradigm. Purposive sampling was used to select
three schools and their Life Orientation departments as research participants. Three
methods of data collection were employed, namely written reflective notes and semistructured
focus group- and individual interviews. Furthermore, qualitative content
analysis was used to analyse the data.
The research findings indicated that Life Orientation teachers in the FET band
experience a range of support needs across the various levels within the school
community. Teachers experience a tension between the expectations of the Department
of Education, the needs of the learners, and their own expectations with regards to the
facilitation of a community of care within the Life Orientation classroom. Support
therefore needs to be aimed at increasing teachers’ competencies and providing
opportunities to collaborate with other teachers to develop positive individual traits and
foster positive emotions. Furthermore, school communities need to become aware of
their attitudes and perceptions towards the subject so as to initiate processes which can
lead to the promotion and development of positive, supportive institutions. A critical
step in doing so is to consider policies regarding the appointment of Life Orientation
teachers and ensure that qualified, specialist teachers who believe in the value of the
subject are employed in these posts. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings
wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel.
Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband
(VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die
rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van
Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die
ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te
verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word
vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese
raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van
positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n
toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders
binne hulle skoolgemeenskappe te verstaan.
Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese
kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef
is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te
identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe
notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is
kwalitatiewe inhoudsanalise gebruik om die data te analiseer.
Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO
band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van
die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die
Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met
betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer.
Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te
verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele
kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe
meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in
plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n
Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot
die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde,
gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel
word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/6837 |
| Date | 03 1900 |
| Creators | Strydom, Verena Zita |
| Contributors | Oswald, Marietjie M., University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | xiv, 175 p. : ill. |
| Rights | University of Stellenbosch |
Page generated in 0.0169 seconds