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1
Msila, Vuyisile. "The effectiveness of school management: conflict management skills as a missing link in selected schools in Gauteng." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018647.
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Growing research in educational leadership and management shows that there are many factors that have an impact on the running of effective schools. Many people are now aware of the importance of the school management‟s role in guiding successful schools. This quantitative study was conducted in Gauteng where 100 school managers responded to a questionnaire which probed them about their conflict management and competence skills. The participants responded to a 40 item Likert scale instrument. Each of the items had five alternatives to choose from. The results demonstrate that many teachers were never trained in conflict management skills and that they also find it hard to resolve disputes in their schools. Furthermore, a majority of the participants attributed the dysfunctionality and lack of teacher commitment to the pervading unresolved conflicts in their schools. There was also consensus that intractable conflict adversely affects the culture of learning and teaching in schools. Among the recommendations highlighted at the end are to ensure that prospective school managers are empowered with conflict management skills before assuming their positions.
2
Naicker, Dhanasagaran. "School guidance and counselling in Natal : present realities and future possibilities." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003643.
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School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. However, owing to the apartheid policies of the South African government, all pupils did not have equal access to guidance services. In a post-apartheid South Africa it is anticipated that a unitary education system would emerge to provide equal access to education for all South African pupils and this implies that previous imbalances that existed would have to be addressed. In this study the present state of guidance and counselling services in Natal was investigated and policy options to redress past inequities and to make school guidance and counselling services a reality for all South African pupils, within the context of limited resources were explored.
3
Manganyi, Justice Nyiko. "How do public high schools in Ekurhuleni South District (Gauteng) implement educational reform?" Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/691.
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Thesis (MPA.) --University of Limpopo, 2011The advent of democratic governance in South Africa necessitated changes in all sectors of the country; the education sector also required urgent reform. The policy framework for education reform was passed nationally and implementation strategies were cascaded to provinces and districts nation-wide. The outcome of national policies manifests itself at district levels where implementation takes place in schools. This study assesses the manner in which public high schools in Ekurhuleni South District of the Gauteng Department of Education, implement educational reforms. The research was conducted as a qualitative study to determine the role and experiences of key stakeholders in the implementation of educational reform in the district. The investigation focused on what I termed the „basic drivers of reform‟ in education, namely: school governance (SGBs); performance management (IQMS); Outcomes Based Education (OBE); and redeployment of teachers. Other aspects that influence change in education were not excluded from the discussions, but were treated as complements of these basic drivers. An in-depth literature review was conducted to assess the views of other researchers on the topic. The study found that there has been lot improvement in the education system, especially in public high schools, since 1994. However, there are serious challenges related to policy directives and implementation strategies, which need to be addressed in order to reap the full benefits of a reformed education system. Some of these challenges are the results of policies formulated out of excitement for the newly created democratic order after 1994 while others are associated with shortage of skills and resources. Underestimation and exaggeration of education-related challenges also seem to prevail in public discourse, hence the reality is sometimes distorted. The results of the fieldwork and literature review were used to formulate recommendations to improve implementation of the reform process. Building the confidence of teachers in the education system by involving them in all reform initiatives seems to be a realistic solution.
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McGregor, Dale. "A high school guidance programme aimed at the primary prevention of sexual abuse of children as part of a national strategy for the prevention of child sexual abuse in South Africa." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003435.
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The sexual abuse of children has become recognised as a major problem affecting children in most, if not all, countries of the world. The prevention of such abuse has, in the last decade, become an issue of international significance. In South Africa, prevention efforts are mainly informal ad hoc strategies initiated by individuals or organisations. As such they suffer from being short-lived and often isolated. Prevention efforts fall into the general categories of primary, secondary and tertiary prevention. Primary prevention focuses on preventing abuse from occurring at all. There are two main aspects to this type of prevention. The first aims at teaching children to protect themselves. The second aims at preventing the development of a disposition to abuse. This study set out to suggest and justify the adoption of a national strategy appropriate to the South African situation, including an overview of what can be done through the schooling system. This strategy will provide a framework and context for individual efforts, and hopefully stimulate new programmes. In addition, a detailed prevention programme for implementation in the secondary school, through the medium of the subject Guidance, was developed. This programme addressed itself mainly to that primary aspect of prevention concerned with preventing people from developing a disposition to abuse. The programme consists of lesson plans, teacher's notes and worksheet materials for pupils.
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Nonyukela, Nontathu Elizabeth. "The state of guidance in Mdantsane High Schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003656.
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Guidance was introduced into Black Schools in 1981. Its aim was to help students so that they could understand themselves and the world they live in. At present it appears that very little Guidance is taking place in the Mdantsane High Schools. This was supported by these research findings. In the research five High Schools were investigated to discover the state of Guidance in these High Schools. The writer made use of an interview schedule which was presented to the principals of the five High Schools. Questionnaires were given to twenty seven Guidance teachers from the same High Schools and to two hundred and fifty student respondents. In each High School fifty student respondents were chosen, that is, ten from each standard. The research findings suggested that Guidance is not receiving its rightful place in these five High Schools since it is not effectively taught. The findings were generalised to other High Schools. Reasons for the ineffective teaching of Guidance were given by both the principal and teacher respondents. Recommendations are made as to how this state of Guidance can be remedied and improved.
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Mamugudubi, Khathutshelo Stephen. "Learning and the use of smart phone devices : an experimental case study in a Gauteng secondary school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86559.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of this project was to investigate the prospects to advance and fast-track formal learning with the aid of smart phone technology, as learning should be reinforced through varied, pliable assets for engagement. The project’s introduction clarifies more on this. Chapter two focuses on literature review. Previous studies which are related to the topic were consulted to acquaint the researcher with thoughts and sentiments relating to the use of smart mobile devices in advancing learning. Chapter three covers comprehension centred learning. It pays special attention to the theories of Barret and Bloom which are used as the framework for the experiment reported on in the next chapters. Chapter four provides methodological background to the experiment. It describes the case study, curriculum correlation with smart phone functions, the organisation and analysis of the data, ethical issues in qualitative interviewing, and limitations of the empirical study. Chapter five focuses on the experiment that was carried out to investigate the usefulness of smartphones to support and enhance formal comprehension strategies. Sub-types from Barrett’s five learning types and Bloom’s cognitive dimensions of learning provide the interpretive framework. Chapter six discusses the findings of the experiment based on written and oral responses by participants after conclusion of the experiment, as well as teacher observations. Finally, Chapter seven presents the conclusion and implications.
AFRIKAANSE OPSOMMING: Die doel van hierdie projek was om die moontlikhede te ondersoek om formele leer aan te help en te bespoedig deur gebruikmaking van “smart phones.” Die aanname was dat dit ‘n groter verskeidenheid en buisaamheid van leerervarings behels. Die inleidende hoofstuk brei hierop uit. Hoofstuk 2 dek relevant literatuur oor studies met betrekking tot die gebruik van “smart” mobiele apparate Hoofstuk 3 handel oor begripsgesentreerde leer. Dit gee besondere aandag aan die teorieë van Barret en Bloom wat die raamwerk daarstel vir die ekspriment wat in die volgende hoofstukke beskryf word. Hoofstuk 4 bied die metodologiese agtergrond vir die eksperiment. Dit beskryf die gevallestudie, kurrikulum korrelasie met “smart phone” funksies, die organisasie en analise van die data, etiese aspekte van onderhoudvoering, en die beperkinge van die empiriese studie. Hoofstuk 5 fokus op die eksperiment wat uitgevoer is om die bruikbaarheid van “smartphones” te ondersoek met betrekking tot steun en bevordering van formele begripsgesentreerde leer. Sub-tipes van Barret se vyf leertipes, en Bloom se kognitiewe dimensies van leer bied die interpretatiewe raamwek. Hoofstuk 6 bespreek die resultate van die eksperiment na aanleiding van geskrewe en mondelinge terugvoer deur die deelnemers na afloop van die eksperiment, asook observasie deur die onderwyser. Hoofstuk 7 bespreek enkele implikasies en gevolgtrekkings van die studie.
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Thiel, Louise. "Personal growth through classroom English : (What pupils say they get out of English teaching)." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003579.
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Guidance and counselling aims to promote the personal growth of the adolescent. However, in the current South African context, it is possible that formalised Guidance instruction and the post of the school counsellor may disappear in many schools as a result of economic rationalisation. If this occurs, the fostering of personal growth will rest with all teachers and it will be vital to utilise all available opportunities. The study of English is one of the areas traditionally seen to promote personal growth, as several aims of English teaching relate to such growth. The purpose of this study is to investigate from the pupil's perspective whether these aims are being fulfilled within 'Model C' CEO schools in order to gauge the potential of English teaching to fulfil the personal growth role of Guidance teaching. Pupils were asked what influence English teaching had on their attitudes and ideas towards life, on themselves and on their development as people. From the data, common themes were established and documented. These themes showed that important aspects of personal growth are indeed fostered by the English teaching of literature, poetry, written work, oral work and visual literacy. This study therefore confirms that English teaching does foster personal growth and that the potential does exist for English teaching to subsume some of the roles of Guidance.
8
Mukoma, Collins. "Exploration of the Training/Educational Background and The Roles of Regulatory Affairs Associates/Officers in selected South African Based Pharmaceutical Companies in Gauteng Province." University of the Western Cape, 2004. http://hdl.handle.net/11394/8235.
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>Magister Scientiae - MScRegulatory Affairs (RA), within the pharmaceutical business, could be a profession that covers completely different registration parameters of a pharmaceutical product. This is often a replacement profession that was developed to shield public health by providing the smart quality pharmaceutical product as well as safety and efficacy. The study aimed to explore the coaching and role of RA associates/officers in pharmaceutical corporations in Gauteng, South Africa. The study was a cross-sectional survey, which utilized google forms with both open and closed-ended questions. Using descriptive statistics, it was found that, majority of the participants (78.3%) (RA assistants, officers, and scientists) indicated that most of the responsibilities they carry out were through informal training (i.e. learning on the job). However, even though various pharmaceutical companies have different titles for this personnel, it was observed that most of them perform almost the same functions (i.e. Prepare submissions of license variations and renewals to strict deadlines, with 91.3% of the participants learning the skills on the job). Furthermore, it was recorded that most RA personnel have experience of between 1-5 years (56.6 %) and that most RA personnel acquired their job through an internship (43.5%) and external vacancy (43.5%). Moreover, it was also observed that most RA personnel (43.5%) have more than one qualification (Honours Degree and MSc Degree). Although specialized training is required for RA personnel, only 30.4% of the participants were trained to provide strategic advice to senior management throughout the development of a new product. About 13.0% of the participants were trained to plan and develop product trials and interpret trial data.
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Moosa, Moeniera. "A psycho-educational assessment of adolescents' perceptions on peer counseling." Thesis, 2014. http://hdl.handle.net/10210/10404.
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M.Ed. (Psychology of Education)Adolescence is a phase in human development that is synonymous with change, namely physical, emotional and cognitive changes. Peer groups start playing an important role in the lives of adolescents. Subsequently peer groups can be considered as a possible intervention strategy to assist adolescents through this period in their lives. A possible solution to the problems adolescents are experiencing could be to train their peers as counselors. Peer counselors are thus adolescents who have been trained by professionals with basic counseling skills. namely listening, summarizing and how to do referrals. Peer counseling systems exist in other countries, with much success. The researcher was interested to find out what the impact of peer counseling will be in II South African context, in a specific school. Thus the impact of peer counseling in a specific socioeconomic community was explored. This specific community can be viewed as a microcosm of the South African community at large.
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Makhitha, Tshilidzi Stanley. "Sexual activities at school : teenagers' experiences and social work support." Diss., 2013. http://hdl.handle.net/10500/10066.
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This research study focuses on the sexual encounters of teenagers. Teenagers do not always have private intimate places of their own and tend to use school grounds, toilets and classrooms to engage in sexual activities. Recently, various newspapers published articles about teen pregnancy and sex on school grounds. The alarming rate of sexual activities at schools among South African teenagers became a driving force for the researcher to investigate this phenomenon. The goal was to develop in-depth understanding of the experiences of teenagers being engaged in sexual activities at school and social work support required.
A qualitative approach was employed following explorative, descriptive and contextual research designs. The study was conducted in the Gauteng province. Semi-structured interviews were employed to collect data. Purposive sampling was utilised. Analysis of data was conducted according to Tesch (cited in Smit, 2002) and Guba's model (cited in Shenton, 2004) was employed for data verification.Social Work
M.A. (Social Science (Social Work))
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Kuyper, Nadine. "The influence of schooling on the resilient behaviour and academic performance of poverty-stricken adolescents in Gauteng schools." Diss., 2014. http://hdl.handle.net/10500/14303.
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The social and economic environments in which children develop are regarded as important variables which relate to academic performance. In order to support learners in achieving academically, an understanding of the role of these different variables is essential. The aim of the study was to investigate the influence of additional educational support on the resilient behaviour and subsequent academic performance of adolescents in Grades 9 and 10. A sample of 117 high school adolescents was used. Schools that offer additional educational support tend, on average, to show a healthier teacher-learner relationship, more parental involvement, superior cognitive development and better study orientation. All these factors were also found to contribute to a learner’s potential to demonstrate resilient behaviour. Based on the literature study and the empirical investigation, recommendations to parents, teachers and schools have been made.Psychology of Education
M. Ed. (Guidance and Counselling)
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Benade, Dorrithe Annie. "Educational psychological guidelines for parents based on the lifeworld of the high-achieving young adolescent." Diss., 2013. http://hdl.handle.net/10500/13978.
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The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent.
A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated.
The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment.Psychology of Education
M. Ed. (Guidance and Counselling)
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Lebese, Mary. "The support of juvenile offender learners regarding the emotional and spiritual wellness in a Gauteng correctional school." Diss., 2017. http://hdl.handle.net/10500/26534.
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The study aims at investigating the emotional and spiritual wellness of juvenile offender learners in a Gauteng correctional school. The theoretical framework used in this study was derived from Hettler’s Wellness theory. The study is embedded in an interpretive paradigm and it followed a qualitative research method. A phenomenological case study was used since the focus was on one correctional school. Purposive sampling was used whereby a teacher, counsellor and learners were sampled and all participated on a voluntary basis. Interviews were used for data collection and approximately 30-45 minutes in duration. Data were analysed manually and findings revealed that peer pressure, substance abuse and poor family background troubled juvenile offender learners. Furthermore, anger and hatred led juveniles to commit crime. They all regret of their actions and they need to be loved, valued, and accepted by the community. Above all, juvenile offender learners want their parents to support them while they are incarcerated. Because of lack of parental support, juvenile offender learners express their emotions through fighting among themselves. After incarceration, many start to believe in God and regularly attend meetings organised by faith-based organisations and because of that, their lives are being transformed for the better, as they are able to read the Bible and share scriptures on their own on a daily basis. They hope the DCS will make spiritual sessions compulsory for all offenders and religious education to be included in their school curriculum to eliminate gangsterism in the centre. Frequent pastoral visits and Bible donations were highlighted as one of the guidelines to support their spiritual needs.Inclusive Education
M. Ed. (Inclusive Education)
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Conradie, Lynette. "Tertiary students' experiences and needs related to unplanned pregnancies and the termination of pregnancy : practice guidelines for psychosocial support." Thesis, 2019. http://hdl.handle.net/10500/25768.
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The prevalence of and increase in unplanned pregnancies (UPs) and the termination of pregnancy (TOP) amongst tertiary students (TSs) have been found to have a detrimental impact on students, their significant others, and tertiary institutions. UPs amongst TSs have been mentioned as one of the factors contributing to the problem of high dropout rates, which calls for an investigation of this phenomenon and strategies to address it.
Despite the need for support to TSs who find themselves in the predicament of an UP and/or TOP, a lacuna has been found with specific reference to practice guidelines from the ambit of social work to assist service providers (SPs) in the provision of psychosocial support services to the said students.
To explore and describe the experiences, support, and support needs of TSs presenting with UPs and/or TOPs from the perspectives of these students and the SPs rendering services to them, as well as to gather suggestions from them to inform practice guidelines for psychosocial support, the qualitative research approach, designs, and methods of data collection were used to collect data from six TS- and 23 SP-participants that were purposively recruited.
Presenting the findings against the backdrop of Schlossberg’s Transition Process Model (Schlossberg, 2011 & 1981), adopted as theoretical framework for the study, the following emerged: Experiencing an UP and/or TOP is a traumatic crisis event for TSs, which rings in a transition resulting in imminent and fundamental changes in their academic and social life, relationships, outlook on life, and self-image, as well as a smorgasbord of feelings and emotional reactions such as shock, denial, guilt, shame, loneliness, depression and anger following this event. The UP-crisis is arrested by deciding how to manage it (either through parenting, foster care, adoption, or TOP). This decision-making process is perceived as difficult with the formal and/or informal convoy of support, or lack thereof, having a decisive influence on the outcome of how the UP is managed. Apart from TS-participants’ appraisal of the support that they received in dealing with this life event, they articulated several support needs and suggestions for themselves and other TSs alike. The SPparticipants also offered several suggestions on how psychosocial support to a TS confronted with this phenomenon should be provided. The suggestions from both participant groups informed the practice guidelines to assist SPs in providing psychosocial support to TSs presenting with an UP and/or TOP. These guidelines focus specifically on how to establish a helping relationship with a TS presenting with the concern of an UP and/or a TOP, and how to assess and intervene in the situation, the self, the support, and the (coping) strategies surrounding the TS’s UP and/or TOP.
In addition, recommendations for university policies on student pregnancies, social work practice, and further research were made.Social Work
D. Phil. (Social Work)
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Mohlakwana, Mokgadi Agnes Ursula. "Managing transformation in Gauteng secondary schools." Thesis, 2008. http://hdl.handle.net/2263/27102.
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Scott, Mornay. "A socio-educational analysis of multi-disciplinary programmes for learners with emotional barriers to learning : towards a model for prevention, intervention and support." Thesis, 2005. http://hdl.handle.net/10500/2556.
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Smith, Florence Montsho. "The role of women in educational management and leadership at Ekurhuleni West schools in Tembisa." Thesis, 2014. http://hdl.handle.net/10210/10727.
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Van, der Linde Hendrik Hermann. "Hoëgehalte skoolbestuur ter bevordering van onderwystransformasie in Gauteng." Thesis, 2012. http://hdl.handle.net/10210/5913.
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D.Ed.The transformation of the education system in South Africa is unavoidable due to social transformation in a newly democratised state. The newly established Gauteng Department of Education had to face challenges since 1994 to promote quality education, ownership and stability due to the fragmentation and diversity in communities and schools. In order to restore the culture of service delivering and to promote teaching and learning in schools, it is vital for schools to be provided with resources and conditions that are conducive to quality education. Trained educators and effective management of schools are equally important to ensure that learners receive the best quality education. Total quality school management provides the key to the solution, because the spiral of development, which includes constant monitoring and evaluation throughout the planning, leading and implementation cycles. Total quality school management is an integral part of delivering effective and efficient service. Total quality school management refers to the action, processes and structures necessary to ensure the delivery of highest quality of service to the clients. Total quality school management cultivates the appropriate partnerships and networks in service of the clients. In South Africa the indicators of these frameworks are invariably slanted toward issues of equity, efficiency and redress, but should largely be structured toward the improvement of service and education.
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Temane, Mmasethunya Anna. "The experiences of victimised women of group interventions in a psychiatric clinic in Gauteng Province." Thesis, 2012. http://hdl.handle.net/10210/6249.
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M.Cur.Violence stalks the streets of our erstwhile civilised cities and towns, and has also involved too many homes, transforming them from places of protection into pits of powerlessness and victimization. No immunization to this epidemic is afforded by culture, social class, economic states, education or ever religious affiliation. It is time to lift the shroud of silence and to shine the spotlight of truth on this social dilemma (Couden, 1999: 5). This research begins with the journey of awareness, which is intended to lead to healing, mental health and wholeness for the victimised women. It is intended to give victimised women a voice, since they are the experts of their own lives. Through sharing of their experiences, it is hoped that such awareness will positively impact our families, communities, churches and the wider society. The objectives of this research are to: • Explore and describe the experiences of victimised women of group interventions in a psychiatric clinic. • Formulate guidelines for the promotion of mental health of victimised women of group interventions. • In phase one of the research, the researcher made conclusions that the group interventions had an effect on victimised women. Group interventions enabled these women to understand that they can do something about being victimised. The main themes that came out were ventilating of emotions, support for each other in the group interventions, a sense of being empowered and a sense of forgiveness towards their perpetrators. In phase two guidelines were described for the advanced psychiatric nursespecialist to facilitate and promote the mental health of victimised women. An empowerment programme based on the suggestions given by Goodman and Fallon (113) described on the survey list by Dickoff et al (1968: 423). Conclusions, limitations and recommendations for the nursing practice, nursing education and research in nursing have been made.
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Marape, Rebotile Precious. "Transformation leadership in Gauteng school : a case study." Thesis, 2014. http://hdl.handle.net/10210/9547.
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M.Ed. (Management and Leadership)After the election of the new democratic government in 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. Transformational leadership emerged as the key focus in restricting the educational system. A qualitative research design was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore leadership styles practiced by the principals in a changing educational system. Data was generated by means of interview to provide rich descriptions and explanations of how principals experience transformation in this particular context. The literature review revealed that principals as transformational leaders have an important role to play in setting the tone to provide direction, executing their tasks as leaders and managers and building democratic schools. To keep up and cope effectively with constant and rapid transformation, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. By developing a better understanding of transformation, the principals will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting transformation. While leadership skills are essential for providing effective leadership, principals must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicate that principals do fulfill their new roles and responsibility as educational leaders.
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Finlay, Shannon. "Exploring challenges specific to cross racial adoption in Gauteng." Diss., 2006. http://hdl.handle.net/10500/2176.
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An empirical study was undertaken to conduct applied, exploratory, descriptive research to establish challenges specific to cross racial adoption in Gauteng, South Africa.
The objectives of the overall aim were:
* to conduct empirical work and to collect data through the use of focus groups with parents who have cross racially adopted, in order to explore challenges specific to cross racial adoptions
* to conduct analysis in order to describe the findings of the empirical data
* to conduct a thorough literature review on available literature pertaining to cross racial adoption
* to draw conclusions and make recommendations on the completion of the afore mentioned objectives
The empirical study demonstrated that:
* Parents who cross racially adopt do experience challenges and there are challenges specific to cross racial adoption
* A number of the challenges experienced by parents who cross racially adopt are directly linked to a lack of support throughout the adoption process
* A need exists for a comprehensive model of support for parents who cross racially adopt
The empirical study was successful in identifying, exploring and describing challenges experienced by parents who cross racially adopt in Gauteng.Social work
M.Diac.(Play Therapy)
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Manota, Piet. "The management of the restructuring of technical colleges into further education and training institutions in Gauteng." Thesis, 2012. http://hdl.handle.net/10210/7174.
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D.Ed.Die herstrukturering van Tegniese Kolleges tot Verdere Onderwys- en Opleidinginstellings in Gauteng, en in Suid-Afrika as 'n geheel, moet gesien word teen die agtergrond van transformasionele veranderings wat in die hele land plaasvind. Sedert 1994 het die hele land 'n transformasieproses ondergaan nadat 'n nuwe demokratiese regering oorgeneem het en verander het van 'n apartheidstelsel tot 'n verenigde demokratiese samelewing. Onderwys is ook nie onaangeraak gelaat deur die transformasieproses nie. Die hele onderwysstelsel, wat hoer onderwys, algemene onderwys en verdere onderwys insluit, is hierdeur geraak. Die fokus van hierdie navorsing is the Verdere Onderwys- en Opleidingsektor wat Tegniese Kolleges insluit. Met ander woorde, Tegniese Kolleges is net deel van die wyer Verdere Onderwys- en Opleidingsektor. Ander voorsieners van Verdere Onderwys- en Opleiding (VOO) sluit hoerskole wat Grade 10 to 12 aanbied, private voorsieners en indiensopleiers in. Seksie 29 (1) (b) van die Grondwet van die Republiek van Suid-Afrika (SA, 1996) maak voorsiening daarvoor dat almal die reg tot verdere onderwys het wat die staat, waar redelik moontlik, meer en meer sal voorsien en toeganklik sal maak. In 1998 is die VOO Wet No. 98 (SA, 1998) aanvaar wat as die wetlike basis vir die transformasie van die VOO-sektor dien. Hierdie Wet bemagtig onder andere Lede van die Uitvoerende Rade in elk van die nege provinsies van Suid-Afrika om hulle VOO landskappe te herstruktureer. As deel van hierdie proses kon hulle Tegniese Kolleges tot Verdere Onderwys- en Opleidingsinstellings verklaar, laat saamsmelt of sommiges self sluit. Die 33 Tegniese Kolleges in Gauteng is verklaar tot Verdere Onderwys- en Opleidingsinstellings en later het 32 van hierdie kolleges saamgesmelt tot 8 groter kolleges. Om suksesvol te wees het die hele herstruktureringsproses behoorlike bestuur vereis. Die proses is op verskeie vlakke bestuur, naamlik op nasionale, provinsiale en instellingsvlak. Hierdie navorsing ondersoek die bestuur van hierdie herstruktureringsproses.
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Sebetlene, Selaelo Peter. "Management of the implementation of internal continuous assessment at Western College in Gauteng." Thesis, 2017. http://hdl.handle.net/10539/23687.
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A research report submitted to the Faculty of Law and Management University of Witwatersrand, in 25% fulfilment of the requirements for the degree of Master of Management (in the field of Public and Development), 2016The National Certificate: Vocational (NCV) qualification was introduced at Technical and Vocational Education and Training (TVET) colleges in 2007 to enable students to acquire necessary skills and knowledge that would prepare them effectively for the world of work. The NCV is an outcomes-based curriculum and its introduction was accompanied by a general shift to outcomes-based teaching and learning approaches, as well as a rigorous assessment and moderation regime, particularly with regards to the internal assessment (ICASS) component. The shift required lecturers to adopt multi-dimensional assessment of skills, knowledge, understanding, attitudes, values and dispositions when assessing students. The report released by Umalusi in 2014 pointed out a number of factors that negatively affect the implementation of ICASS at some TVET colleges. The aim of the study was to explore the factors that constrain or enhance the implementation of the ICASS component of the NCV at TVET colleges. Literature related to the research topic was consulted and, subsequently, document analysis and semi-structured interviews were used to determine ICASS practices applied at Western College (Westcol) for TVET. ICASS requirements as per NCV-related policies and the current ICASS practices at the college were compared to determine the factors that (including those cited by Umalusi) hinder or promote ICASS implementation. The findings reflected that lack of resources (mainly financial and physical resources, as well as under-qualified and unqualified lecturers at the college) hinder the effective implementation of the ICASS component in some subjects at the college. Furthermore, the quality of the assessment elements was of great concern. Most interviewees reported that: some of the ICASS tasks in various subjects were of poor quality; there was lack of or poor moderation of tasks; portfolios were incomplete and there was a lack of structured remedial intervention after tasks were conducted. Interviewees attributed the above situation to increased lecturers’ workloads and students’ poor class attendance. The research recommends that the college build capacity for ICASS implementation through the provision of resources, and the training and development of lecturers, as well as partnerships with industries and other institutions to complement and strengthen the college’s limited resources and to apply knowledge management practices so that the college can leverage and benefit from the knowledge it currently possesses, to improve the implementation of the internal assessment component.
XL2018
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Downing, Vicky Bernadette. "The effectiveness of bibliotherapy in group therapy to assist pre-adolescents in dealing with bereavement after divorce." Diss., 2013. http://hdl.handle.net/10500/13323.
Full textAbstract:
Bibliotherapy has been used as a therapeutic technique to assist clients to deal with a range of different issues in group as well as individual contexts. In this study, bibliotherapy has been used as an intervention to help six pre-adolescent children in a group setting deal with bereavement following their parents’ divorce. A qualitative research design has been implemented in which an individual pre-therapy interview was conducted with each participant to determine their issues related to their parents’ divorces, coping strategies employed as well as level of English proficiency before an appropriate book was selected. After five group sessions in which bibliotherapy and associated activities were used, each participant was interviewed individually to determine the success of the use of bibliotherapy in this intervention. According to the results, bibliotherapy can be successful in a group context to help pre-adolescents deal with their parents’ divorce.Psychology of Education
M. Ed. (Guidance and Counselling)
25
Tsharane, Johanna Setati. "Factors that influence educators intention to adopt information technology in Tshwane University of Technology." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001299.
Full textAbstract:
M. Tech. Business AdministrationThis study examines public secondary school teachers technology acceptance as another form of pedagogical method in the classroom. The widely used Technology Acceptance Model (TAM) was used to determine the factors associated with either acceptance or non-acceptance of technology in the classroom. In this study, only secondary school teachers from disadvantaged schools in one of the biggest townships in South Africa were sampled. The sample size was 271 respondents from a population of approximately 455. TAM was tested on the use of any of the Microsoft Softwares (Powerpoint, Word, Excel) in the classrooms for teaching purposes. The Statistical Package for Social Sciences (SPSS) was used to analyse the data and five hypothesis statements were tested. The results revealed fundamental determinants (e.g. perceived usefulness and perceived ease of use) as primary contributors for their acceptance of technology.
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Stiemer, Harriet Russouw. "A narrative pastoral care approach to a school outreach programme at a private school in Gauteng." Thesis, 2007. http://hdl.handle.net/10500/1817.
Full textAbstract:
Part of my responsibilities as Life Orientation teacher at Sagewood School is the Community Outreach Programme. In particular encouraging participation and ensuring that learners enjoy a life giving and reciprocal experience as they focus beyond themselves in the wider community. Information for this research was gathered from other independent schools, parents and learners from Sagewood. Sources included answers to questionnaires, class discussions and feedback from past experiences.
My focus included a study of the history of outreach, works on postmodernism, social construction, practical theology and my position of co-constructor with the learners.
Important outcomes included ensuring that the voices of the learners are heard in decision making and planning for future outreach activities. Given the constantly changing nature of society such activities need to be evaluated regularly. Lastly, people care in different ways and about different things and we need to encourage learners to care, in their own unique way.Practical Theology
M.Th. (Specialisation in Pastoral Therapy)
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Mashele, Abel Ephraim. "The effects of local interest group organisational structures on educational management : a case study of Kathorus." Thesis, 2012. http://hdl.handle.net/10210/6376.
Full textAbstract:
D.Ed.The aim of this research is to explore affective, historical, social and educational factors that led to poor management or the break-down in school management due to local interest group structures in the Kathorus area. In order to achieve the designated goal the following aspects will be investigated: the opinion of members of variotis local interest group organisational structures regarding the role of school management in Kathorus; the level of commitment of these structures in school management/administration to achieve the culture of teaching and learning; identification of a suitable, practical strategy for overcoming the problems caused by the local interest group organisational structures at schools and local levels.
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Waspe, Tom. ""Beliefs of the district e-learning coordinators in the GDE about the pedagogical integration of ICTs in Gauteng Online schools"." Thesis, 2014.
Find full textAbstract:
Using a Mixed Methods Convergent Parallel Design this study examines the Behavioural Intentions of the District eLearning Coordinators (DELCs) in the Gauteng Department of Education. The study posits that the educational beliefs of the DELCs are a significant factor in influencing their Behavioural Intentions with regard to their role concerning the integration of Gauteng Online into teaching and learning. Its purpose is to explore whether the DELCs intend to perform their roles in constructivist “Just-in-time” ways. It does this by examining their pedagogical beliefs, their knowledge about technology integration as well as other salient beliefs as formulated in the Theory of Planned Behaviour and by finding out whether these have a bearing on their intentions to provide support and professional development for teachers in the GDE. The study draws on key theories like the Theory of Planned Behaviour, theory about teacher knowledge for technology integration – Technological Pedagogical Content Knowledge (TPACK) amongst others to explore these beliefs and behavioural intentions.
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Looyen, Roger. "Co-operative school governance : from policy to practice." 2000. http://hdl.handle.net/10500/17233.
Full textAbstract:
The aim of this research is to establish the extent to which principals of schools in
Gauteng are implementing co-operative school governance. The shift to co-operative
governance is a result of new legislation, and in particular the South African Schools Act
84 of 1996, which aims at redressing the inequalities of past legislation.
To determine the extent, to which principals are engaged in co-operative governance, a
questionnaire was designed to elicit essential information as to how co-operative
governance has been practically implemented. The research attempted to evaluate the
commitment and dedication of principals to the process of shared decision-making;
decentralisation and accountability; to engendering healthy relations with governors; to
ensure that legislation is complied with as regards the composition of governing bodies; and to encourage governors to attend training.Educational Studies
M.Ed. (Education Management)
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Maseko, Jabulani Solomon. "An investigation into learner violence in township secondary schools: A socio-educational perspective." Thesis, 2002. http://hdl.handle.net/10500/2134.
Full textAbstract:
The study examines the culture of students' violent behaviour, with a focus on socialisation provided by schools and teachers. It explores the beliefs and wishes of teachers, students and parents in some townships of Gauteng Province about the role of teachers in addressing and preventing students' antisocial and violent behaviour in schools.
The thesis offers six chapters divided into two components. The first component, chapters one to three, systematically explores socialisation of children by the home and the school. It discusses the historical/theoretical foundations of antisocial and violent behaviour of children/youth from low economic groups. The study utilises literature on strain theory on sociological considerations of adolescents' deviance from Durkheim (1897) to Messner and Rosenfeld (1994) in order to provide an in-depth appraisal of theoretical paradigms and thereafter. The second component, chapters four to six unpacked the research by analysing data from interviews and observations collected from township participants. It identifies five socio-educational factors that deterred students' antisocial behaviour. These included: teachers' attribution for success and failure; teachers' theoretical/practical leadership; the quality of the teacher-student relationship; the level of support to teachers and the function of home and community.
The findings identify the approach to antisocial and violent behaviour in Gauteng townships to be punitive. Participants regard township school violence, especially in secondary schools, as serious. The present study concluded that socialisation fostered by a supportive teacher, acting with efficacy and caring, working with parents and the community, can prevent antisocial and violent behaviour. Furthermore, the study uncovered patterns indicating that socio-educational measures are a constructive means to respond to antisocial and violent behaviour.While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, incarceration) may be less effective than socio- educational measures in instilling prosocial behaviour.Institute Educational Research
D.Ed. (Socio-Education)
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Chiramba, Otilia Fortunate. "Experiences of principalship: a case study of two female leaders of suburban high schools in Gauteng." Thesis, 2016. http://hdl.handle.net/10539/20697.
Full textAbstract:
Research Report submitted to the School of Education, University of
the Witwatersrand, Johannesburg in partial fulfilment of the
requirements for the Degree of Master of Education.
February 2016This study explores the experiences of two women principals in leading suburban co-educational high schools in Gauteng province, South Africa. It sought to explore and understand the experiences of two women principals and their leadership roles through the consideration of their challenges, their successes and their leadership styles as demonstrated in their school contexts. Gender and leadership is an area which remains under-researched in both the South African and the national and international educational leadership fields (Faulkner, 2015; Moorosi, 2010 & 2012). Also in South Africa there is very little knowledge of the experiences of women leading suburban co-educational high schools formerly known as Model C schools (Lumby & Heystek, 2011). This context is particularly interesting and important considering the dramatic change in demography of these schools after 1994, which impacts upon how women principals, in particular, experience and lead these diverse schools and their very diverse communities. As the schools now have heterogeneous ethnic and cultural populations, principals face many different challenges in leadership. In a very patriarchal and traditional culture, which typifies South Africa, it was considered an important aspect of the research to understand the experiences of women specific to these under-researched school contexts. The research methodology chosen as the most appropriate is a qualitative, interpretivist approach which uses a case study. The two high schools in the case study were purposefully sampled because they were led by women and they were former Model C schools in Gauteng, to the west and north, which under the apartheid regime served only white learners and communities in former affluent white suburban areas. The participants in this study were the two women principals of the two suburban schools. The research instruments chosen were a semi structured questionnaire, loosely based on Coleman’s questionnaire from her study of UK head teachers (2001), and follow-up probing interviews to gain more in depth responses to key areas of interest. The research was underpinned by a theoretical framework that contends that context plays a significant role in the two women’s experiences and how this might impact upon challenges to their leadership as women, (Christie & Lingard, 2001). Cubillo and Brown (2011) posited in their research that context is critical to women’s experiences of leadership, even more than is the case for male leaders. Evidence from the data collected and analysed in addressing the research questions shows that the two women principals were negatively affected by entrenched patriarchal attitudes within the communities they served. Contexts of former Model C schools played a pivotal role in the two women’s experiences as they employed the leadership styles they considered as the ones that best fitted the situations imposed by diverse ethnic and cultural communities. The misconception about former Model C schools, as still being sites of affluence and privilege, also contributed to their challenges, given the demographic changes that contradict this assumption. Despite these challenges, the two women remained strong with the determination to lead successfully ‘against the odds’ (Coleman, 2001). Family support, work experience, qualifications, confidence and their leadership styles also contributed to their success. This study recommended the need for further research through a longitudinal and wide ranging study of women’s experiences of leadership and specifically on the nature of leadership in these under-researched co-educational former Model C high schools. Keywords Gender and leadership, Principalship, South African High Schools, Discrimination, Patriarchy, Glass Ceilings and Walls,
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Heckroodt, Annétia Sophia. "The role of the Gauteng Education and Training Council in education policy-making." Thesis, 2002. http://hdl.handle.net/10500/831.
Full textAbstract:
In the new democratic dispensation, the Gauteng Education and Training Council (GETC)
is the first statutory council instituted in South Africa, allowing civil society to participate
in education policy-making. Against this background, this study explored the policy process
and the participation of stakeholders. A literature study investigated the theory on policy
and the participation of civil society in the policy process. The inception of the GETC was
fully documented and a qualitative study undertaken to determine the role of the GETC in
education policy-making. Data gathering was done mainly through semi-structured
interviews with GETC members. The data was analysed, discussed and synthesised. The
major findings were that stakeholders valued the opportunity to participate and members
had high expectations of the contribution they could render in the policy-making process.
Although most members had a good grasp of the policy process, lack of administrative
resources and participative skills founded in the exclusion of large segments of society from
partaking in such consultative structures in the past, was evident in some organisations.
The function of the Administrative Secretary is deemed important in facilitating the
functions of the GETC and training for this incumbent was emphasised. The lines of
communication between the GETC and the Member of the Executive Council (MEC) need
to be clearly structured in order to expedite the movement of documents between them.
The MEC needs to be more visible to GETC members. The GETC, MEC and the Gauteng
Department of Education (GDE) have to explore ways and means of establishing a sound
relationship to serve the cause. Consensus between the GETC and the GDE should be
reached regarding the role and place of the GETC in the GDE Policy Route. Areas for
further investigation that would enhance the role of the GETC in the policy-making process
have been identified. The study concluded that the GETC renders a valuable contribution
empowering citizens to become involved in formal participative structures which will
contribute towards broadening the basis of acceptance of responsibility for education, by
society This will assist in attaining its declared vision to improve the level of education in
South Africa.
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Pullinger, Maria Johanna. "The impact of non-payment of fees on the school budget in selected Gauteng schools." Thesis, 2009. http://hdl.handle.net/10210/1957.
Full textAbstract:
M.Ed.In 1994 a new era based on equality and non-discrimination dawned on South Africa, which spelt radical reform in all spheres of government and society. In Education, the challenge was to provide schooling that is uniform in standard and accessible for all learners - a paradigm shift from that of separation of race groups. This shift to redress past inequalities was done through the mechanism of the South African Schools Act that implemented funding reforms to meet the philosophical ideas of the constitutional age. The mechanics of reform is a recurrent cost subsidy, a subsidy to redress previous inequalities and protection of indigent parents, through the exemption clause. It is the unforeseen ramifications of social stigma on the working of the exemption clause, and a culture of non-payment of fees that impacted heavily on the cash flow of schools leaving them technical insolvent. This research paper focuses on the impact of non-payment of fees on schools. The literature study identified causes for the great inequality between schools and the purpose and effect of the Act. The research is a qualitative, exploratory, and descriptive deconstruction of the factual actuality at issue. This was achieved through individual interviews with the principals of different schools. The factual complex devolves under four categories: - Finances: especially calculation of subsidies and payment thereof, as well as, communication between schools and the provincial departments in this respect. - Budgeting: to cover the liquidity needs of the school, new managerial skills have been acquired by principals coupled with fee collection to maintain liquidity as required by the Act. - Matters pertaining to the Schools Act: arising from the application of the exemption clause in specific and prevalent scenarios and of the limitations of the Act. -Collection of fees: to maintain liquidity.
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Dhlamini, Zwelithini Bongani. "Mathematical proficiencies displayed by Gauteng Province Grade 12 learners in their response to final examination questions." Thesis, 2013. http://hdl.handle.net/10210/8511.
Full textAbstract:
M.Ed. (Mathematics Education)This dissertation was on mathematical proficiencies that learners displayed in their response to final examination questions on sequences and series, differential calculus, analytical geometry and trigonometry. The main focus was on four mathematical proficiencies, procedural fluency, conceptual understanding, strategic competence and adaptive reasoning. The initial goal was to review examination questions to identify mathematical proficiencies that the examination questions demanded and then an analysis of learners’ scripts to identify the mathematical proficiencies that the learners displayed in their response to examination questions. Review of literature first focused on the theoretical framework of the study, constructivism, its guiding principles and how it contributes towards mathematics learning. The framework for mathematical proficiency was shown with an aim of viewing other underlying issues on mathematical proficiency. The four mathematical proficiencies; conceptual understanding and procedural fluency constitute mathematical knowledge and strategic competence and adaptive reasoning are mathematical skills. Mathematical tasks are reviewed as properties of well-structured mathematical tasks in which examination questions were also mathematical tasks. The taxonomy of learning was discussed with an aim of finding properties of the taxonomy that inform the structure of the examination questions. Examination questions on sequences and series, differential calculus, analytical geometry and trigonometry were reviewed, to find mathematical proficiencies that the examination questions demanded and those that learners display in their responses.
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Mbong, Shu Victorine. "The use of mobile phones as educational devices : a case study of grade 7 learners at a Gauteng primary school." Thesis, 2014. http://hdl.handle.net/10210/12507.
Full textAbstract:
M.A. (Fundamental Communications)Mobile phones have penetrated every sphere of life, be it private or public. This is evident in the fact that they are found in people.s hands, bags, pockets, desks, and even on bedside tables. Their ability to be accessed everywhere, any time and for any reason has prompted information to be ubiquitous and has increased users. quests for information and knowledge. Their connectivity has also provoked people, including children, from all walks of life to depend on mobile phones in such a way that they feel as though they cannot do without them for many activities. The subject of this study is one of these activities. The aim of this research is to explore mobile phones as devices for learning and teaching in the primary educational setting. In order for this research to be comprehensive, a background as to why this study is vital in the first place is important.
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Maeresera, Rutendo Chikomborero. "An exploration of factors that are contributing to unsatisfactory performance in government schools: the case of Duduza township, Eastrand, Gauteng." Thesis, 2016. http://hdl.handle.net/10539/21848.
Full textAbstract:
A report on a research study presented to
The Department of Social Work
School of Human and Community Development
Faculty of Humanities
University of Witwatersrand
In partial fulfillment of the requirements
for the degree Master of Arts in the field of Social Development. March 2016.Education plays an integral role in human development. It encompasses growth in several dimensions of human well-being. The purpose of this study was to explore factors that are contributing to unsatisfactory performance in Government Schools in the area of Duduza Township, a community in the East rand, Gauteng. Based on the qualitative research conducted, the researcher adopted a multiple case study as a research design. The researcher utilised purposive non-probability sampling in selecting the 15 learners and six key informants. Multiple methods of data collection were used through focus group discussions with learners and individual interviews with key informants. The most important problems that emerged from the thematic content analysis of the discussions included factors in the home environment of learners in that there is lack of parental involvement and motivation. In the school environment, the study showed that challenges were faced due to the usage of English as the medium of instruction, teachers’ discrimination of learners aged 18years and above, condoning or progressing of learners, overcrowding in classes and the usage of inexperienced teachers in critical grades. Furthermore, the study highlighted that one of the community related factors affected learners is their socio-economic background. In view of the study’s findings and conclusions in relation to the factors contributing to unsatisfactory performance in Government Schools, the researcher proposed intervention strategies to be implemented on micro, meso and macro level. In addition, emphasis should be put on revisiting the policy of progressing learners, the improvement of learning outcomes and raising passing grades. A multi-sectoral approach is crucial for all stakeholders comprising of the Department of Basic Education, the Department of Social Development, the school, parents and learners. Measures and recommendations to address the challenges of poor performance have been outlined
GR2017
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Mabotja, Zolelwa Thobela. "A psycho-educational perspective of parental bereavement in African adolescents." Diss., 2015. http://hdl.handle.net/10500/18974.
Full textAbstract:
The study focuses on the emotional experiences of parental bereavement of African adolescents who live in a rural environment. Findings revealed that the loss of a parent is very devastating for African adolescents. The adolescents received inadequate assistance from family, peers, community members or educators. It is essential after this study to uncover ways in which these adolescents could be assisted to cope with the loss of a parent who had been providing love, care, financial and material support, as well as safety and security.
To gather data the researcher drew meaning from eight participants’ lived experiences from transcriptions of interviews with the participants. The participants, seven girls and one boy, were adolescents between the ages of twelve and fifteen years, who had lost their fathers.
This study recommended that educators be equipped to take a major role in dealing with children in bereavement, since there are no educational psychologists or other professionals based in the school or neighbourhood. The community needs to be made aware of the plight of bereaved adolescents and should be introduced into giving positive and constructive assistance to these young people.Psychology of Education
M. Ed. (Specialisation in Guidance and Counselling)
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De, Witt Karen. "An investigation into staff perceptions of the role and effectiveness of middle management in two public secondary schools in Gauteng." Thesis, 2016. http://hdl.handle.net/10539/19997.
Full textAbstract:
UNIVERSITY OF THE WITWATERSRAND
JOHANNESBURG
FACULTY OF HUMANITIES
WITS SCHOOL OF EDUCATION
31 August 2015School leadership teams often consist of staff with a range of leadership and management skills or responsibilities. There are however, discrepancies regarding the role and purpose of these managers and leaders. The aim of this study was to focus on the perception of staff regarding the role and effectiveness of middle managers within their leadership structure of the school. Two public secondary schools were selected from different geographic locations in Gauteng. The reason for this selection was to see if staff perception regarding middle management changes when schools are dealing with different challenges and external factors such as finance, shortage of staff and the effect addition staff paid by the SGB had on the management team.
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Seme, Ephraim Zakhele. "Primary school teachers’ perceptions of child sexual abuse in a Gauteng District." Diss., 2020. http://hdl.handle.net/10500/27670.
Full textAbstract:
This study sets out to explore the perceptions of life orientation teachers of child sexual abuse (CSA) in primary schools. Teachers in this study consist of a selection of Life Orientation teachers who are normally involved in the management of CSA. Child sexual abuse is a widespread problem in schools not only in South Africa, but internationally.
The topic is relevant today because child sexual abuse has many negative, physical, emotional, psychological and educational consequences.
One of the most significant problems children face today is the threat of sexual abuse. Child sexual abuse is a global phenomenon that is regarded as one of the greatest social problems of the 21st century. Learners are at risk of sexual abuse by teachers, scholar patrollers, family members and community members. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour on a learner.
There is a perception that most victims of child sexual abuse are young children and do not report sexual abuse because they are afraid to expose their perpetrators. The study will benefit children in primary schools at informal settlements and in Gauteng East because learners will be equipped with information that child sexual abuse is against their rights and perpetrators must be reported without fear. Most child sexual abuse is not reported; detected or prosecuted hence as a priority we must identify and protect children who are being sexually abused or are at risk of sexual abuse.
My choice of qualitative approach was influenced by the work I am doing presently at school. The researcher used pseudonyms not actual names when describing schools’ names. I am working as a teacher at a Primary School in Slovo-Park, Springs, in Gauteng East, Gauteng Province.
In this study, the design and methods on perceptions of selected stakeholders on child sexual abuse are discussed. The study explains why the explorative qualitative research design and interpretative paradigm were adopted to assess the perceptions of the participants on child sexual abuse.
The researcher explains the interview technique as a data gathering tool used. In addition, the description of the ethical considerations that guided the researcher during data collection from the participants is described. The study focused on a small number of 9 Life Orientation teachers in order to provide in-depth, detailed information about perceptions of sexual abuse in schools.
In this study the researcher used Bronfenbrenner’s ecological system’s model. These systems are; (1) The Microsystem; (2) The Mesosystem; (3) Exosystem ;( 4) The Macro system; (5) Chronosystem. These interrelated contexts as well as the individual setting can therefore be used to form an understanding of the contexts and settings involved in forming the perceptions of Life Orientation teachers.
The researcher used purposive sampling to select both schools and participants. In addition, from each school three (3) Life Orientation teachers were selected making a total of 9 participants from the schools. Data was collected from 9 participants, namely 9 Life Orientation teachers selected purposefully because these teachers are mainly involved in life skills and Life Orientation and were trained in the area and they have continuous contact and knowledge of learners who may be at risk of child sexual abuse.
Findings indicate that child sexual abuse impacts negatively on the emotional health, physical health, and academic achievement of the abused learner.Educational Foundations
40
Zengele, Vincent Thulani. "Implications for educational managers during the implementation of outcomes-based education in Gauteng West district." Thesis, 2009. http://hdl.handle.net/10210/2207.
Full textAbstract:
M.Ed.The implementation of Outcomes-based education by the Department of Education in 1998 has shown adverse implications on the ability of educational managers to manage the curriculum effectively because most of them were not reskilled and ready during implementation. This has far reaching implications for educational management in general and therefore requires a review in order to maintain high levels of efficiency and effectiveness in management. The purpose of the study was to determine the extent to which educational managers were equipped with professional skills and knowledge for successful implementation of OBE. It also aimed at determining the involvement of stakeholders during the implementation of OBE. Educational managers and educators who were purposely selected from primary schools were interviewed during focus group interviews using a tape recorder. Verbatim-transcribed data was analysed using the constant comparative method. The research findings suggest that transformation in educational management is necessary for the successful implementation of OBE.
41
Algra, Marlene. "Self-constructing a career : reflection following career adaptability as instructional scaffold." Diss., 2021. http://hdl.handle.net/10500/27409.
Full textAbstract:
South African learners transitioning into the world of work are currently lacking
adequate career education in schools. It is well documented that preparedness for the
world of work sets learners in a locus of control.
The main aim of this case study was to interpret learners’ reflections of selfconstructing
a career with the psychosocial construct of career adaptability as an
instructional scaffold. The study leaned on the life design for career construction
theory, a combination of the career construction theory of Savickas, and the selfconstruction
theory of Guichard. I utilised interpretivism as a research paradigm and
a single case study design. Following purposeful convenience sampling, sixteen
Grade 11 learners in a South African public school participated in Phase 1: a workshop
comprising five sessions. Phase 2 consisted of a focus group interview with eight
learners selected from the original group on their level of contribution and commitment.
Data collection included group reflection, reflective writing, observation, researcher
reflective field notes, and a focus group interview.
Six themes emerged from the thematic analysis of the data. Learners successfully
initiated career planning activities by reflecting on the career adaptability construct.
The research results suggest a need for an alternative approach in the manner career
education is presented in schools. This study hopes to provide insight into career selfconstruction
initiatives learners employ when using the career adaptability construct
as an instructional scaffold.Psychology of Education
M. Ed. (Psychology of Education)
42
"Marketing strategies in higher education with specific reference to public and private educational institutions within Gauteng, South Africa." Thesis, 2012. http://hdl.handle.net/10210/5642.
Full textAbstract:
M.B.A.The researcher proposes that there are similarities as well as differences between the private and public institutions. Is it true that the results regarding achievements and quality are better with private education institutions than with public institutions, with much more difficulties facing private education than public education? What are the fundamental differences and similarities between the private and public Higher Educational institutions that lead to their marketing strategies?
43
Drew, Hulde. "Relationship between organizational support and postgraduate success rates : an Engineering and Built environment case study at a University of Technology." 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001222.
Full textAbstract:
M. Tech. Business AdministrationAccording to Strydom et al.'s (2010) South African Survey of Student Engagement (SASSE) project, the report describes the "revolving door syndrome" in which the increase in access to Higher Education is not matched by a concomitant increase in student success, an occurrence which continues to characterise the Higher Education system in South Africa. The Faculty of Engineering and the Built Environment at Tshwane University of Technology believes that the low success rate of postgraduate students may be attributed to the lack of provisioning of adequate resources needed by such students. This study seeks to identify the most important organizational support factors which should be focused on when developing future strategies for the improvement of success rates of these students.
44
Vergie, Claude. "The impact of democracy on leadership and management styles in primary schools in the city of Johannesburg : a case study in the Gauteng Porvince of South Africa." Thesis, 2014.
Find full textAbstract:
This study explored the impact of democracy on the leadership and management styles in two previously coloured primary schools in Johannesburg, Gauteng Province of South Africa. The report uses a case study as well as an interactive qualitative analysis research methodology. It explores how principals and educators use post-apartheid legislation policies and practices to address complex challenges in order to effect change. I argue that despite tensions between coloured and black educators, change is evident. The people learn to work together, respect each other and forge ahead. These challenges brought about by desegregation contribute to shaping a future non-racial, non-sexist South Africa. We see how mentalities of superiority and inferiority play itself out and how one group exercises its hegemony over another sometimes reflecting the social constructs of society during apartheid.
The findings reveal that the Constitution of South Africa (1996) and the South African Schools Act (SASA) (1996) are not used sufficiently and substantively to influence change. Discretion and common sense are often used to resolve problems and to find each other. Desegregation and integration create a space where tolerance, acceptance and forgiveness have been able to be practiced in different ways. The leaders have worked with their staff, students and communities to make headway on the path from the received apartheid past to a brighter more integrated future.” While schools discuss embracing the ten fundamental values of the Constitution of South Africa, living up to them continues to remain a challenge in practice.
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Moyo, Zvisinei. "School leadership and teachers with HIV/AIDS : stigma and discrimination in Gauteng Province schools." Thesis, 2015. http://hdl.handle.net/10500/20082.
Full textAbstract:
Since the discovery of HIV/AIDS in the late 1980s, the pandemic has become the leading cause of death in South Africa and one of the leading causes worldwide. South Africa has the largest number of people infected with HIV/AIDS in the world. South African teachers, in particular, have experienced unparalleled challenges as a result of HIV/AIDS.
This qualitative research study was designed to explore how principals handle the sensitive HIV/AIDS-related issues affecting teachers in schools in South Africa’s Gauteng Province. The study was carried out within the constructivist paradigm. The narrative inquiry research design within the qualitative research approach was used with purposive and network sampling of participants. The sample consisted of ten handpicked principals and eight teachers living with HIV/AIDS accessed through network sampling from around the province. Data were collected through narrative interviews and the compilation of a reflective diary. The data were analysed according to the qualitative content analysis method. Consent was elicited from participants with confidentiality, anonymity and trust maintained throughout the study.
The participants’ most common responses were that teachers living with HIV/AIDS are faced with the dilemma of disclosure and stigma and discrimination. This research showed that principals are experiencing a range of challenges due to teachers living with HIV/AIDS. The goals of quality education are often defeated because of the challenges surrounding teachers living with HIV/AIDS. Once teachers succumb to the opportunistic illnesses associated with HIV/AIDS, their productivity deteriorates. Principals were clear about the inadequacy that they experience in responding to HIV/AIDS-related issues amongst teachers. They lack the training and management skills to develop long-term strategies to mitigate the impact of HIV/AIDS on teaching and learning. Teacher absenteeism is rife, causing drastically detrimental effects to teaching and learning programmes and posing serious challenges to principals, who are not equipped with the required information and resources. It was evident in this research study that infected teachers often fail to take responsibility or disclose their status; instead, they look to principals for solutions to their HIV/AIDS-related problems.Educational Leadership and Management
D. Ed. (Education Management)
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Masiye, Mary-Antoinette. "An evaluation of the process used to determine life orientation moderation in school based asssessments for Grade twelve." Thesis, 2013. http://hdl.handle.net/10210/8487.
Full textAbstract:
M. Ed. (Higher Education)This study seeks to evaluate the processes used in the moderation of School-based Assessment (SBA) in Life Orientation (LO). This subject has been introduced by the Department of Education (DoE) to form part of Grade 12 exit examinations the National Curriculum Statement (NCS). SBA refers to all assessment that is conducted by teachers, and sometimes is known as internal assessment, coursework or continuous assessment...
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Vilakazi, Nicholas Sibusiso. "Exploring principals' institutional instructional leadership practices in primary schools: a case study of two underperforming township primary schools in Ekurhuleni South District, Gauteng province." Thesis, 2016. http://hdl.handle.net/10539/20786.
Full textAbstract:
A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the Degree of Master of Education. Johannesburg 2016Instructional Leadership has been researched extensively in secondary schools in South Africa, and not much is known about it in South African primary schools. Instructional Leadership is concerned with teaching and learning and the behaviour of teachers in enhancing student or learner performance as the core business and function of schools. However, many principals in the low-functioning township primary schools do not conceptualise instructional leadership as such. Many of these schools continue to perform poorly academically. In a longitudinal study for the Matthew Goniwe School of Leadership and Governance (MGSLG) it was discovered that more than 500 school principals in Gauteng province did not conceptualise instructional leadership as their main role. The management of teaching and learning was ranked only seventh out of ten leadership activities. Principals shift their instructional leadership role to deputy principals and Head of Departments. This research explores principals’ structional leadership practices in relation to student achievement. This study employs a mixed-method approach which incorporates a qualitative and quantitative design and observation of principals’ instructional leadership practices. The participants in the study involve all levels of the teaching force which includes the principal, the deputy principal, the Head of Department (HoD) and the teachers in two township primary schools. The research findings reveal that school principals shift their instructional leadership to their lower level management colleagues. Key words: Instructional leadership, distributed leadership, student achievement, under-performance, curriculum management
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Smith, Chane. "Principal leadership and school performance : a case study in Gauteng schools." Diss., 2019. http://hdl.handle.net/10500/26484.
Full textAbstract:
This study investigated the relationship between principal leadership and school
performance in Gauteng schools. The study examined the role and functions of the
school principal, the differences between schools which perform well and schools
which perform poorly, and what influence the leadership style of the principal has on
the performance of the school. It was a qualitative study. Principals and teachers were
interviewed. The study found that the leadership style of the school principal influences
the performance of the school. The study also revealed that the principal, the
management team, the teachers and the community all need to be invested in the
success of the school in order to provide the learners with quality education.Educational Management and Leadership
M. Ed. (Education Management)
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Mac, Carron Ciaran Michael. "A study of the attitudes of English-speaking high school pupils in Gauteng towards Afrikaans-speaking teachers teaching through the medium of English." Diss., 2005. http://hdl.handle.net/10500/2261.
Full textAbstract:
The purpose of this study was to investigate the attitudes of learners at English-medium schools towards teachers whose home language was Afrikaans and who taught through the medium of English. A secondary objective was to determine whether the teacher's home language had any effect on the learners' academic performance in the subject concerned.
It was found that English-speaking learners had a slightly negative attitude to Afrikaans and did not give English much consideration except as a useful means of communication. Afrikaans-speaking learners expressed a positive attitude to - and pride in - their language. They were also much more positive to English than were the English-speaking learners towards Afrikaans.
The English-speaking learners' attitude towards Afrikaans was not generally carried over to Afrikaners. However they objected to being taught English by non-English-speakers.
Gender appeared to play a role in the learners' attitudes, as the girls were generally more positive to Afrikaans than the boys and achieved higher marks than the boys in almost all the subjects covered in this study
The academic performance of learners at the English-medium schools was adversely affected by having Afrikaans-speaking teachers since, in almost every case, the learners in these teachers' classes obtained lower marks than those who were taught by English-speaking teachers.
The principal recommendation arising from this study is that, where possible, the teachers at English-medium schools should be English L1 speakers.Linguistics
M.A. (Sociolinguistics)
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Stephen, Magdeline Mmapaseka. "The role of Physical Science subject advisors in enhancing the quality of the teaching of Physical Science in the FET phase (grade 10-12)." Thesis, 2018. http://hdl.handle.net/10500/24831.
Full textAbstract:
Poor Physical Science performance in South African schools is due to ineffective Physical Science teaching. Quality Physical Science teaching stems from quality Physical Science subject advisory services. Traditionally interventions to raise teaching standards were done by inspectors who established if schools functioned according to set rules rather that supporting teaching staff. School inspection was considered a fault finding mission with punitive objectives; hence principals and teachers were negatively disposed to it. The Department of Basic Education since has re-interpreted intervention from checking compliance to support and development of school personnel. This task is allocated to units in district offices in provincial Departments of Education and district staff members’ responsibilities are linked to responsibilities of principals and teachers.
The subject advisory unit focuses on curriculum matters in each school subject; thus Physical Science subject advisors support Physical Science teachers with content, pedagogical content knowledge, assessment and Interventions for improved results. This study investigated the role of Physical Science subject advisors in enhancing the quality of Physical Science teaching. Requirements for employment of a subject advisor (qualifications, work experience, interest, attitude and competence), challenges and solutions were explored by a mixed method study.
A Physical Science provincial DCES, Physical Science subject advisors, principals, Physical Science teachers in four districts and four PLC support groups were purposefully sampled to explore perceptions of the subject advisor’s role in improving Physical Science teaching. Quantitative data collected by document analysis and questionnaires and qualitative data collected by individual and focus group interviews were analysed. Findings showed that the Physical Science subject advisors possessed minimum qualifications and experience; however, the school subject (Physics and Chemistry combined) does not match the specialization in tertiary institutions (divided into Physics and Chemistry). Thus, some subject advisors may major in one of two parts. Further, certain school content is not included in the university syllabus. This may limit advisors’ content knowledge, the core of content support in Physical Science. This influences support offered to Physical Science teachers and requires advisors’ professional development which is not currently offered by the Department of Basic Education. Recommendations based on the findings include immediate and long term solutions to improve effective subject advisory.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)