This investigation has been undertaken to determine the extent to which
personality guidance receives the necessary attention in secondary schools
in the Transvaal.
For this investigation the survey was conducted amongst Heads of Department
for Educational Guidance in all Afrikaans-medium and double-medium secondary
schools in the Transvaal.
The theoretical background for the investigation was obtained by studying
authoritative literature on the developmental possibilities of the secondary
school pupil and the implications thereof for personality guidance.
The physical, social, cognitive and emotional developmental possibilities of the
adolescent were described as well as possible inherent problems.
The task of the school, home and peer group with regard to the pupil's sound
personality development was considered. The emphasis, however, was placed
on the task of the school and in particular the role of the subject teacher.
In the empirical investigation the questionnaire method was used.
The SAS-computer programme was applied to determine the average of the
responses for each question.
From the results of the investigation it appears that 30,5% of the Heads of
Department for Educational Guidance believe that personality guidance is
thoroughly carried out while 45% are of the opinion that it receives only
moderate attention. A further 20,4% describe the guidance provided as unsatisfactory
and 4,1% of the Heads of Department indicated that at their
schools nothing is being done regarding personality guidance.
Even though 75,5% of the respondents reacted positively, it would appear
that in practise personality guidance receives only casual attention.
It is not specifically pursued and therefore It does not have a lasting effect
on the pupils. Ideally the guidance programme should provide for comprehensive
and thorough formative personality guidance to pupils. The results
of the investigation suggest that there is definite room for Improvement.
For the personality programme to be really effective, it is necessary that
pupils should be maximally exposed to the contents of the programme while
comprehensive involvement of a committed staff is essential.
Regular follow-up is necessary to monitor progress and, if necessary, to
effect adjustments. / Proefskrif (DEd)--PU vir CHO, 1989
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/9394 |
| Date | January 1989 |
| Creators | Boshoff, Louw |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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