Dissertations / Theses on the topic 'High school teachers – Workload – Namibia'

The accountability and responsibilities of school leaders have intensified greatly over the past decades and school leadership has become a strong focus of research. Meanwhile, Bush (2003) asserts that “school leaders [experience] tensions between competing elements of leadership, management and administration” (p. 7). This study uses observations, questionnaires, interviews and document analysis to unpack the perceptions of four Heads of Department (HoDs), the principal, and eight teachers on the tensions inherent in balancing the responsibilities of department head and subject teacher for HoDs in public secondary school. The study goes beyond the mere task of influence in its attempts to unpack how the leadership and teaching practices of HoDs may, or may not, be in conflict with each other. Using distributed leadership as a theoretical framing and drawing in particular on the work of Spillane and colleagues (2001; 2004), the study examines the roles HoDs enact; the challenges HoDs encounter in enacting their responsibilities as department head and subject teacher; and the strategies HoDs employ to combat the emerging challenges. The study found that the roles of HoDs are extensive and stretch across the classroom, the department, the whole school and beyond. However, the majority of these roles are biased in favour of management systems and processes and opportunities for leadership are rare. The many and extensive management responsibilities of the HoDs limit both their classroom teaching as well as their agency as leaders. The weight of their management work thus restricts their leadership, resulting in an authorised form of distributed leadership (Grant, 2010). The data also revealed that HoDs struggle to balance the responsibilities of department head and subject teacher due to both inter-role and intra-sender conflict. However, the study also found that the HoDs strategically adopt a range of strategies to assist them in doing their work, these include: compensatory teaching; delegation; and planning and prioritizing.

Bibliography: leaves 162-170.
An important facet of a person's self-concept is his expectations of his performance. If his expectations are excessively high and there is a significant gap between his aspirations and his accomplishments, the resulting sense of failure has a negative effect on his self-concept. It is likely that school principals, because of the idealism and sense of calling that is associated with human service professions, are particularly vulnerable to excessive self-expectations. Cherniss believed this to be a potential stressor because the threat of failure has more serious personal consequences for people who regard their work as a calling rather than a job. For those who view their work as a calling, their identity and self-esteem are related to a considerable extent to the successful accomplishment of their work. Dobson pointed to the dangers of achievement anxiety, manifested as a pervasive fear of failure, for 'perfectionists' who set unreasonably high standards which are beyond their capabilities. Levinson regarded intense self-criticism and internal dissatisfaction as part of the make-up of dynamic, motivated business executives, making them exceptionally vulnerable to feelings of failure.

Thesis (MEd)--Stellenbosch University, 2012
Includes bibliography
ENGLISH ABSTRACT: The use of information and communications technologies (ICTs) in the form of spreadsheet algebra programmes (SAPs) is important in the professional development of high school mathematics teachers. This is in line with The Namibian government‟s Vision 2030 in which ICT skills and competencies are regarded as core elements of living and participating in the 21st century. ICTs are also considered to be fundamental to the development of a dynamic knowledge-based economy (KBE) through the Education and Training Sector Improvement Program (ETSIP). ETSIP‟s aim is to embed ICT at all levels of the education system. It also aims to integrate the use of ICTs as tools in the delivery of curriculum and learning and in so doing, lead to a marked improvement in the quality of the learning and teaching process across all levels. Education has a key role in achieving Vision 2030. The aim of this research was to investigate mathematics teachers‟ perceptions of SAPs as curriculum materials in selected Namibian secondary (high) schools. This research adopted a qualitative methodology, which in this instance was a case study. The sample population consisted of five teachers from Okamu (pseudonym) secondary school in the Ohangwena Region of Namibia. Four of them had been teaching mathematics at different levels in the mentioned school for a period of four years, and one of them was teaching physical science. Three methods of data collection were used. The first two were semi-structured interviews and focus group interviews based on teachers‟ experiences using SAPs. The third method was an audio taped observation of a lesson taught by one of the teachers,. This research provides evidence about teachers‟ perceptions regarding time concerns and constraints with regards to the SAPs and the use of the SAPs. The teachers showed willingness and enthusiasm to use SAPs on linear and quadratic functions in their teaching. Some of the teachers became more aware of the epistemic dimensions associated with mathematical and algebraic symbols. Interview data reveal that the teachers had not considered these dimensions when teaching with the usual paper-and-pen format. The research also provides evidence of a teacher‟s early vision about the use of spreadsheets as an instrument to teach linear functions. This teacher did not consider any epistemic value for the instrumented spreadsheets techniques, or that they might contribute to a deeper understanding of the linear functions. His concern was focused more on getting the learners to acquire computer skills, such as learning how to use spreadsheets. It is recommended that in-service professional development about ICT integration into mathematics teaching be offered. This might help teachers to learn how their knowledge and skills could be used in the classroom more effectively in order to save time. It is also suggested that professional development programmes be designed to stimulate and promote teachers‟ willingness to develop an understanding of the characteristics of ICTs such as SAPs and their uses. Lastly, it is recommended that new SAPs be designed in order to deepen the understanding of algebra at the secondary level.
AFRIKAANSE OPSOMMING: Die gebruik van inligting- en kommunikasietegnologieë (IKT's) in die vorm van sigblad-algebra-programme (SAP's) is belangrik vir die professionele ontwikkeling van hoërskoolwiskunde-onderwysers. Dit is in pas met die Namibiese regering se visie vir 2030, Vision 2030, waarin IKT-vaardighede en -bevoegdhede beskou word as kernelemente van die lewe in en deelname aan die 21ste eeu. IKT's word ook beskou as grondliggend aan die ontwikkeling van ‟n dinamiese kennisekonomie (KE) deur middel van die Verbeteringsprogram vir die Onderwys- en Opleidingsektore (ETSIP). ETSIP het as oogmerk om IKT op alle vlakke van die onderwysstelsel vas te lê. Dit het ook ten doel om die gebruik van IKT's as hulpmiddele te integreer in die lewering van kurrikulum en leer en sodoende ‟n duidelike verbetering in die gehalte van die onderrig-en-leerproses oor alle vlakke heen tot gevolg te hê. Onderwys het ‟n sleutelrol te speel by die bereiking van Vision 2030. Die doel van hierdie navorsing was om wiskundeonderwysers se persepsies van SAP's as kurrikulummateriaal in geselekteerde Namibiese sekondêre (hoër-) skole te ondersoek. Hierdie navorsing het ‟n kwalitatiewe metode gevolg, in hierdie geval ‟n gevallestudie. Die proefgroep het bestaan uit vyf onderwysers van die sekondêre skool Okamu (skuilnaam) in die Ohangwena-streek van Namibië. Vier van hulle het reeds vier jaar lank wiskunde op verskillende vlakke in die betrokke skool gegee en een van hulle het fisiese wetenskap gegee. Drie metodes is ingespan om data in te samel. Die eerste twee was semigestruktureerde onderhoude en fokusgroeponderhoude gebaseer op onderwysers se ervaringe ten opsigte van die gebruik van SAP's. Die derde metode was ‟n klankopname van ‟n waarnemingsessie van ‟n les wat deur een van die onderwysers gegee is. Hierdie navorsing getuig van onderwysers se persepsies ten opsigte van tydskwessies en -beperkinge met betrekking tot die SAP's en die gebruik van die SAP's. Die onderwysers het ‟n gewilligheid en geesdrif geopenbaar om by lineêre en kwadratiese funksies SAP's in hul onderrig te gebruik. Party onderwysers het meer bewus geraak van die epistemiese dimensies in verband met wiskundige en algebraïese simbole. Onderhouddata onthul dat die onderwysers nie hierdie dimensies in ag geneem het toe hulle met die gewone papier-en-pen-formaat klasgegee het nie. Die navorsing bevestig ook ‟n onderwyser se aanvanklike insig oor die gebruik van sigblaaie as 'n instrument om lineêre funksies te onderrig. Hierdie onderwyser het nie die epistemiese waarde vir die geïnstrumenteerde sigbladtegnieke in ag geneem nie, of dat hulle sou kon bydra tot ‟n grondiger begrip van die lineêre funksies nie. Sy belangstelling was eerder daarop gefokus om die leerders sover te kry om rekenaarvaardighede, soos om sigblaaie te kan gebruik, te verwerf. Daar word aanbeveel dat indiens- professionele ontwikkeling oor IKT-integrasie in wiskundeonderrig aangebied word. Dit sal onderwysers moontlik help om te leer hoe hulle kennis en vaardighede meer doeltreffend in die klaskamer gebruik kan word om tyd te bespaar. Daar word ook voorgestel dat professionele ontwikkelingsprogramme ontwerp word, ter stimulering en bevordering van onderwysers se bereidwilligheid om ‟n begrip te ontwikkel van die kenmerke en gebruike van IKT's soos SAP's. Laastens word daar aanbeveel dat nuwe SAP's ontwerp word om die verstaan van algebra op sekondêre vlak te verdiep.

This interpretive case study was undertaken to investigate the nature of classroom tasks that teachers give to their learners and to gain insights into how they choose these tasks. It was carried out at two secondary schools in the Okahao circuit of the Omusati region in Namibia. The schools range from Grade 8 to Grade 12. This study focused mainly on teachers who teach Mathematics at senior secondary phase (Grade 11 and 12). The research participants were of four mathematics teachers – two from each school. The study was designed around two phases. Phase one consisted of video-recording of lessons, and phase two consisted of interviewing the teachers. The main purpose of the study was to ascertain the types and nature of tasks that teachers give to their learners and to gain insights into how they chose these tasks. The research adopted a combination of both qualitative and quantitative approaches. The study revealed that the participating teachers provided a near equal amount of lower level cognitive tasks and higher level cognitive tasks. It further revealed several factors that influence teachers when selecting the types of tasks they give to their learners. These factors include curriculum requirements, types of learners and their experiences, and learners’ contexts.

碩士
國立中興大學
教師專業發展研究所
100
The purpose of this study was to investigate the status of work in the Nantou County junior high school teachers who has been a tutor, the actual survey of teachers'' work content and workload for the county''s 32 public junior high schools.The methods of the survey was according to relevant literature to develop “Teachers'' Workload Survey Scale” as a tool for this study.A total of 455 samples are surveyed with a questionnaire and 404 were collected validly with a return rate of 88.79%. The data are analyzed by such statistical methods as descriptive analysis and one-way ANOVA of the SPSS 12.0. The major conclusions of the research are as follows: 1.Nantou County public junior school teachers on their own work with the level of awareness and response performance have an average degree of satisfaction and a medium level of burnout. And score higher are:（1）Teaching behaviors level: “0 to 2 years of seniority” teachers. （2）Teaching and research level: “arts field” teachers. （3） Student guidance level: “years 0 to 2 years of seniority” teachers, “more than 20 years of seniority” teachers, “arts field” teachers, “fitness field school classes” teachers, “under 20 classes in school” teachers. （4）Classroom management level: “teachers who does not participate in teacher associations and teachers’ unions, but support” and “teachers who have participated in teacher associations and teachers'' unions”.（5）Recurrent work level: all teachers both on the degree of awareness and response performance.（6）All teachers of the level of the work of the semester, the contest activities and the integrated activities, have only a medium level of burnout. 2. Teachers think that there are 18 special needs has been reduced workload. Teachers have weekly average of 9.31 hours of overtime at the school, weekly average of 7.48 hours of overtime at home, on average a total of 16.79 hours of overtime per week, and the teachers'' working time of 56.79 hours per week, the teachers'' working time of 11.36 hours per day. 3. Teachers who are different gender, seniority, teaching field, school size, school administrative divisions and teachers’ unions cognitive awareness in “Teachers'' Workload Survey Scale” feel all part of a significant difference. According to conclusion, the national education authorities and school administrative units seem to want teachers to spend more time engaged in administrative operations from the traditional mode of operation, but many domestic literature has also pointed out that the increase in non-teaching workload, not only reduces the the professional autonomy of teachers, but also the substance of the education innovation will be greatly limited. The research of teachers'' workload should be through a more level course, experience and views, seek to individuals, schools, administrative authorities and the community to the use of different reform action strategies for effective and positive improvement.

碩士
大葉大學
教育專業發展研究所
106
The main purpose of this study is to understand the differences between role conflicts and mental workload of junior high school teachers with different background variables; to explore the relationship between role conflicts and mental workload; and to analyze the role conflicts in predicting mental workload. This study adopts the questionnaire survey method and takes the teachers of public countries in central Taiwan as the research object. This study used a scale containing the Teacher Work Mental Load Scale and the Role Conflict Scale to perform descriptive statistics, independent sample t-test, single-factor variance analysis, Pearson product difference correlation, and regression analysis prediction method. The study found that: (1) teachers in different background variables have significant differences in role conflicts and mental workload. (2) There is a significant correlation between role conflict and mental workload. (3) Role conflicts have significant predictive power on mental workload. Based on this result, the study proposes for teachers, schools, educational authorities and follow-up research.

碩士
國立臺灣海洋大學
教育研究所
105
This study focuses on the correlation of the perceived workload and organizational commitment among classroom teachers in junior high school in Keelung. First, we discovered the relationship between the perceived workload and organizational commitment. Second, we investigated the discrepancies that vary in different background variables. To achieve the objects above, this paper adopted questionnaire survey to conduct a census among classroom teachers in junior high schools in Keelung, including 15 junior high schools (comprehensive junior-senior high schools included) in Keelung in 2016. We sent out questionnaires to 302 teachers and got 288 in return. The response rate was 95%; A total of 288 completed the questionnaire and effective response rate was 95%. The data that obtained through questionnaire analysis was calculated by descriptive statistical method to figure out the mean and standard deviation. Results as follows： (A) Both the perceived workload from classroom teachers in junior high school in Keelung and the performance in five levels exceeded the medium level. (B) The performance from the classroom teachers in junior high school in Keelung exceeded the medium level in organizational commitment as a whole and other three levels. (C) As for the perceived workload, there were significant differences between classroom teachers that from different ages. And the classroom teachers under 30 (30 included) perceived the heaviest workload of all, the classroom teachers between 31 and 40 perceived the lighter workload than others. (D) There were significant differences between classroom teachers whose marital status were different. Married ones perceived the heavier workload than unmarried ones. (E) There were significant differences between classroom teachers who taught different subjects. The classroom teachers who belonged to science field perceived the heaviest workload of all. (F) The classroom teachers whose marital status was different showed different performance in organizational commitment. Married ones had higher organizational commitment than unmarried ones. (G) There were significant differences among the classroom teachers who taught different subjects. The classroom teachers who belonged to science field had higher organizational commitment. (H) There are positive correlations between the perceived workload and organizational commitment among the classroom teachers in junior high school in Keelung. (I) The ”Teaching level” in perceived workload among the classroom teachers can be used to predict the 99.8% of situations about organizational commitment efficiently. According to the result from this paper, we indicated some recommendations for the education administration authority in Keelung, schools at all levels, and teachers. Also, we stated some suggestions for future study.

The purpose of this study was to explore the perceptions of secondary school teachers in the Hardap Region Namibia. More specifically, the study explored teachers’ perceptions on how the National External School Evaluation (NESE) impacted teaching and learning in their classrooms. The study employed a qualitative design, using an in-depth face-to-face individual and focus group interviews instruments. Data were collected from twenty two (22) secondary school teachers who were randomly selected from the four (4) evaluated secondary schools in the Region. Thematic interpretive data analysis technique was used to analyse data by inducing themes as they emerge from the data. The findings revealed that Hardap Region secondary school teachers perceived NESE’ as “somewhat valuable”, with some positive and negative impacts on teaching and learning. Secondary school teachers also made some suggestions on how NESE can be improved to impact more positively on teaching and learning in their classroom.
Educational Leadership and Management
M. Ed. (Education Management)

碩士
國立臺東大學
進修部教育行政碩士班(夜間)
106
Abstract The purpose of the study was to investigate effects of educational environment of junior high schools, parental engagement, family matters of teachers and teachers’ mental well-being on teachers’ job involvement. Of 235 questionnaires, 211 copies were collected finally; that is, the recovery ratio of questionnaire is 90%, and 9 out of the 211 copies are invalid leaving 202 copies effective. The data was based on an adapted questionnaire survey, analyzed by Item analysis, Factor analysis, reliability analysis, T-test, descriptive statistics, one-way ANOVA, Pearson＇s product-moment correlation, and multiple regression analysis. The major conclusions of the study are summarized as followed. 1. As significant differences are shown in the marriage certification and teachers’ well-being according to different educational backgrounds (becholar’s degree, master’s degree.) 2. There is the negative influence between teachers workload and teachers job involvement. 3. Positive correlations are shown in the aspects of parental engagement, marriage satisfaction of teachers, teachers’ well-beings and teachers’ job involvement. 4. According to the multiple correlation analysis, The degrees of teachers job involvement can be predicted by the degrees of the teachers’ well-being. Based on the conclusions, some suggestions are proposed below to education authorities and schools, parents, and junior high school teachers of Taitung County. 1. School authorities should conduct education policies wisely so that teachers can fully help the students. 2. Parents are teachers’ strongest allies to help the students. Parents should participate closely to school affairs. 3. Teachers need good physical and mental states to fully devote to teaching jobs. Striking balance between work and family and staying content and positive help involve in teaching.

Text in English
The purpose of this qualitative, explorative, descriptive and contextual study is to explore and describe the perception of secondary school learners regarding the use of illicit drugs and to propose recommendations to caregivers and school teachers that could help curb illicit drugs use. Purposive sampling was used to identify twelve secondary school learners who participated in this study. Data were collected through in-depth individual face-to-face interviews, drawings and field notes. Data analysis was done using Tesch’s descriptive method of open coding. The findings revealed that a combination of factors such as vulnerability, physical changes, psychological challenges and social challenges experienced by secondary school learners in Windhoek, Namibia, lead to illicit drugs use. The participants identified the different strategies they employed to recapture their lives from using illicit drugs and recommendations were made to caregivers and teachers on how to address these factors.
Health Studies
M.A. (Public Health)

Namibia is one of the countries with distinct historical education systems that shifted from the traditional teacher-centred approach to learner-centred approach to improve learning outcomes. Despite for the call upon secondary school teachers in Namibia to adopt the learner-centred approach, the pass rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very low with about 50% of the Grade 10 JSC learners failing to make it for senior secondary level. Therefore, this study sought to explore science teachers’ knowledge, practice and perception of learner-centred approach. This study employed a pragmatic approach using an explanatory sequential mixedmethods design to collect quantitative data first and then explaining the quantitative results with in-depth qualitative data. The structured questionnaire, interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis was used for the data collected by the questionnaire while qualitative data analysis was used for the data collected by interview and the observation protocols. The results showed an understanding of learner-centred approach and most teachers use a mixed approach to teaching that incorporates both learner-centred approach and teacher-centred approach. Furthermore, results showed that teachers view learner-centred approach as effective but its effectiveness is reduced by poor participation of learners, large class sizes and inadequate instructional materials. Following the results, it was recommended that the Ministry of Education and education policy makers must consider strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance.
Science and Technology Education
M. Ed. (Natural Science Education)

Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study. The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation. Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules.
Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls.
Educational Management and Leadership
Ph. D. (Education Management)

In 2014, Gauteng Education MEC announced the “Big Switch On” project in which he envisaged paperless classrooms in Gauteng schools over the next three years. He also said that this would see digital media such as iPads and other electronic Tablets replacing textbooks and stationery. He had a vision that the chalkboard would disappear and projectors would take their place. When the MEC for Education introduced the Big Switch On project, he emphasised the positive effects that paperless classrooms will have on the learners. Education authorities were concerned about and wanted to improve the quality of learning and teaching for disadvantaged learners. However, the MEC for Education failed to highlight the possible impact that paperless classrooms will have on educators. It is important that educators are given an opportunity to provide input with regard to the implementation of paperless classrooms. This study will focus on the perceived stress experienced by teachers in Gauteng, whose schools have been part of the Big Switch On project and have had to mandatorily include the use of digital tablets in their classrooms. This study sought to investigate the influence of digital media use in classrooms on teacher stress in Gauteng schools. It is important to conduct a contextual study that explores the perceived stress factors experienced by teachers in the Gauteng schools that were selected in the Big Switch On project. The research from other contexts can only provide general frameworks regarding the constructs involved. It cannot replace the research conducted specifically for the Big Switch On project. The purpose of this study is threefold. Firstly, the Big Switch On project has been introduced in 2015 in seven Gauteng schools, and was expanded to 375 schools in the following two years. For many schools, this is a first time, thereby rendering it a scarcely researched topic. The implications and effects of the project have yet to be considered. Secondly, it is often assumed that the use of digital tablets in the classroom makes teachers lives easier and reduces their workload. The research that will be undertaken will address this question scientifically to make reliable and valid conclusions that go beyond assumptions. Thirdly, related research has indicated barriers and challenges to the implementation of digital tablets in the classroom. The research will address these barriers and make recommendations regarding future implementation of digital tablets in the classroom. In this qualitative study, I chose a multi-site case study with purposeful, convenience sampling. Two secondary schools that were part of the Big Switch On project were selected. The classrooms in the schools had smartboards, the teachers were given laptops and learners were given tablets. Furthermore, a lot of money was spent on the upgrade of the infra-structure of the schools. These schools were chosen as sites to study the influence of digital media use in the classroom on teacher stress. I chose to interview all levels of teachers and principals, which would allow me to make comparisons as well as provide me with data from which I would be able to reflect on my own practices. I chose to gather data by means of semi-structured face to face interviews. The data revealed that teachers were not part of the decision-making process to introduce digital media in the classroom. Although teachers cited benefits, they felt that the challenges were frustrating with the implementation of digital media in the classroom. Teachers expressed that the initial workload increased but felt that it would decrease over time. Whilst teachers felt that the quality of teaching has improved, they indicated that the quality of learning has deteriorated because learners use the tablets for off-task behaviour. Teachers made recommendations that mirrored the recommendations from the literature and if these concerns are addressed, it would make the implementation of digital media in the classroom more effective and at the same time empower teachers. In order to address school effectiveness, one needs optimum levels of commitment and performance from teachers. Therefore, it is important to emphasize any notion affecting the performance capability of teachers and learners and to create stress free working conditions. It is with this in mind that the study was conducted.
Educational Leadership and Management
M. Ed. (Educational Leadership and Management)