Relevant bibliographies by topics / Teacher morale – South Africa

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher morale – South Africa'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teacher morale – South Africa"

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Shalem, Yael, and Ursula Hoadley. "The dual economy of schooling and teacher morale in South Africa." International Studies in Sociology of Education 19, no. 2 (June 2009): 119–34. http://dx.doi.org/10.1080/09620210903257224.

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Thaba-Nkadimene, Kgomotlokoa Linda. "The influence of educational provision on teacher performance and learner outcomes among Limpopo primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n4a2039.

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In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers’ productivity and learners’ academic outcomes was examined. The primary objective of this study was to examine teachers’ and principals’ perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of participants. Semi-structured interviews and observations were used to collect data from 5 school principals and 10 teachers in 5 primary schools in the Limpopo province, South Africa. Inadequacies in school provisioning was found to influence teacher performance and learner outcomes, causing psychological stress and low morale among teachers as a result of poor working conditions. Inadequacies in school resources constitute an unfair and unjust practice by the Department of Education and infringes upon learners’ right to education. Such infringement exacerbates learners’ demotivation, which subsequently results in them dropping out of school. Poor schools ultimately exclude Black students from quality education in South Africa. I recommend that the Department spearheads the implementation of the Framework on Equitable Provision of Infrastructure in Public Schools as a matter of urgency to ensure equity and access for poor schools.
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Mouton, Nelda, G. P. Louw, and G. Strydom. "Critical Challenges Of The South African School System." International Business & Economics Research Journal (IBER) 12, no. 1 (December 22, 2012): 31. http://dx.doi.org/10.19030/iber.v12i1.7510.

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The emphasis in the new curriculum after 1996 in South Africa was placed on the transition from the traditional aims and objectives approach to Outcomes-based education (OBE) and Curriculum 2005. This paradigm shift was interpreted as a prerequisite for achievement of the vision of an internationally competitive country. When analysing the school system in South Africa it became clear that the education system was flawed, with poorly performing teachers, poor work ethics, lack of community and parental support, poor control by education authorities, poor support for teachers and very low levels of accountability. These factors further spilled over into the morale of learners and could be seen in the lack of discipline, brutal violence in schools, low moral values, truancy, absenteeism, late coming and high dropout rates from Grade 1 to Grade 12 and very poor performance in essential areas such as Mathematics and Literacy. Citizens in historically disadvantaged areas tend to become victims of poverty, gangs and drug abuse. These factors further blend with the evil of politics in South African schools which are furthermore plagued by various forms of corruption and socio-economic challenges. Eighteen years after the end of the apartheid dispensation, apartheid is still blamed by many for any real or imagined ills in society, but the reality is that there is no political will to enforce the law or to meet public expectations of accountability, efficiency and delivery. In the light hereof, recommendations are proposed that will address these challenges. The critical message of this article will convey that the fact of the matter is that learner enrolment is not the same as attendance and attendance does not imply learning. Therefore, teaching in South Africa must become a profession of preference and pride as opposed to the present very lackadaisical attitude.
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Soldaat, Leza J. "More Than a Teacher: Understanding the Teacher-Learner Relationship in a Public High-School in South Africa." Journal of Educational and Developmental Psychology 9, no. 1 (April 26, 2019): 77. http://dx.doi.org/10.5539/jedp.v9n1p77.

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Teaching is considered a caring occupation due to the nature of the interaction between teachers and learners (Hocschild, 1983). Care giving can be a demanding task, however, emotional labour invested in the occupation – with regards to their relationships with learners – contributes to job satisfaction, commitment and be emotionally rewarding. The proximity or distance of these relationships are dependent on five emotional geographies, namely socio-cultural, moral, professional, physical, and political relatability (Hargreaves, 2001). This paper draws on a case study of teachers at a former Model C high-school in South Africa to examine the formation and development of relationships formed between the teacher and learner. The article suggests that teachers adopt three additional roles outside that of teaching. These roles, the coach, counsellor, and parental figure, foster emotional understanding (Denzin, 1984) between the teacher and learners, which creates a positive classroom climate. These roles are deemed necessary for the fulfilment of successful relationships with learners. However, there are challenges which teachers face when attempting to develop these bonds with learners, which include a negative classroom climate, socio-cultural distance, and sexual harassment – faced by women teachers.
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Wolhuter, Charl, Jan Germen Janmaat, Johannes (Hannes) L. van der Walt, and Ferdinand J. Potgieter. "The role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1782.

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In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essential for South Africa. Using a combination of interpretive-constructivist and comparative approaches, we examine and evaluate the experiences of other post-conflict societies in using education to inculcate citizenship values. We conclude that schools can be successful with respect to the inculcation of citizenship values, provided that the curriculum itself does not discriminate against any group or category of people. Desegregation can only be beneficial in the absence of negative depiction (including criminalisation) or the unequal treatment of any particular societal grouping. Our research suggests that active citizenship education is needed in schools. For this reason, we contend that teacher education has to form an integral part of a moral revival project. Lastly, we highlight the importance of finding democratically agreed-upon ways to continually engage with parents, legal caregivers and other stakeholders and role-players before and during the execution of any such project.
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Orchard, Janet. "Does RE still matter?" Journal of Religious Education 68, no. 3 (October 2020): 271–87. http://dx.doi.org/10.1007/s40839-020-00121-7.

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Abstract The role which subject Religious Education (RE) plays in promoting religious literacy matters in my view, acknowledging that I am biased in my judgement, as my professional raison d’etre, thus livelihood, rests on it continuing. However, others similarly are biased, whether from a specific moral and religious or ideological perspective or their academic positioning. Given whether subject RE exists in schools, or not, is a normative affair. I re-visit an established philosophical discussion of possible justifiable aims for compulsory RE in schools considering these reasons in turn, with particular reference to the RE curriculum in England and South Africa. Resisting the urge to identify one over-riding aim for RE, for reasons I explain, I suggest all three of these potentially justifiable reasons can be seen to inter-relate and reflect on whether they might be re-considered more broadly and used to strengthen more recent theoretical work concerned with studying religion in inter-disciplinary ways which promote religious and related ‘literacies’? On the understanding of RE I seek to develop, the implications for teacher education and continuing professional development would be significant but worthwhile, I conclude, if RE is to be promoted as an entitlement which is taught well and adequately resourced to contribute to the flourishing of many children and young people.
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Bhana, Deevia. "Ruled by hetero-norms? Raising some moral questions for teachers in South Africa." Journal of Moral Education 43, no. 3 (June 23, 2014): 362–76. http://dx.doi.org/10.1080/03057240.2014.922943.

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Lamlani Khathi, Joseph. "Lived Experiences of Teachers on the Integration of Values Education in Learners in South African High Schools." African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) 11, no. 1 (March 1, 2021): 147–67. http://dx.doi.org/10.31920/2634-3649/2021/v11n1a7.

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Value education is seen as one of the necessary tools for addressing moral deterioration in the South African society of today. The school is viewed as one of the key change agents in nurturing children into adulthood, where teaching of values can give the growing generation the needed moral development. The aim of this study is to explore teachers’ experiences on the integration of values education into learners in South African high schools. Kohlberg's Theory of Moral Development was used as a lens to understand the integration of values education in a semi-structured focus group interview with five purposively selected teachers from each school. A total of 25 teachers from five public schools in King Cethswayo district in KwaZulu-Natal province participated. The collected data was thematically analysed and themes were interpretively discussed. The findings revealed that teachers’ perception of values education affect its integration in schools. The role modelling of the learners by both teachers and parents is central to saving the society from moral decadence. However, limitations such as over crowded classes, single parenthood, and social media affect the effective integration of values education in schools. The study therefore, recommends mutual cooperation between the school and parents, the Department of Basic Education should provide adequate professional development training for teachers on the integration of values education, and schools should be provided with counselling psychologists to correct learners’ misbehaviours and promote effective integration of values education in schools.
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Robinson, Maureen. "Teacher Education Policy in South Africa: The voice of teacher educators." Journal of Education for Teaching 29, no. 1 (April 2003): 19–34. http://dx.doi.org/10.1080/0260747022000057954.

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Sailors, Misty, Miriam Martinez, and Lorena Villareal. "Teacher Authored Supplementary Reading Materials in South Africa." Bookbird: A Journal of International Children's Literature 51, no. 4 (2014): 35–46. http://dx.doi.org/10.1353/bkb.2014.0009.

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Dissertations / Theses on the topic "Teacher morale – South Africa"

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Hendricks, Estelle. "Good practice guidelines for improving educator morale." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1247.

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The morale of educators in certain schools is very low. From the literature review I concluded that not all schools experience low morale in the same way. There are different factors impacting on the morale of educators at different schools. In this study, the causes of low educator morale, indicators of low morale, the importance of high morale and how low morale can be dealt with were addressed in order to provide guidelines to improve low morale. An empirical study was conducted and 2 schools in the Northern Areas of Port Elizabeth were used in this case study to establish to what measure the educators are exposed to the abovementioned variables. The data was analysed qualitatively and quantitatively. South Africa is divided into different demographic areas. The majority of people living in the communities where these schools are located are poor, unskilled, unemployed and the crime levels are very high. The socio-economic context within which these schools are located also has an impact on the morale of the educators at these schools and it affects their working lives. Educators, SMTs and principals took part in the empirical study so that their views can be compared and to facilitate the researcher to make recommendations on improving low educator morale. The research outcomes were analysed and deductions, recommendations and a need for further research were given. The empirical and literature study emphasised that the morale of educators is low in the schools and this morale status impacts on learners’ achievements, the health of the educators and the health of the institution. The educators in this study ranked their own morale status as low and some of the causes of the low morale according to the empirical study are lack of resources, ill-disciplined learners, uninvolved parents and an ineffective management style of the principal.
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Hendricks, Charlotte Augusta. "A living theory to facilitate the improvement of teacher morale." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/d1016152.

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This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.
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Kovach, John C. "Teacher motivation in a South African school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003675.

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This study explores and attempts to shed light on what motivates teachers and how teacher motivation is affected by a principal's leadership style. The worldviews of pragmatism and critical realism were used as the basis for exploring teacher motivation in a South African school. A primary school in the Eastern Cape of South Africa was chosen for the case study. Three data gathering tools, a leadership questionnaire, teacher survey, and interviews were used to generate data on teacher motivation and the interaction between leadership style and teacher motivation. In regards to teachers, religion, social justice, and self-efficacy were all identified as motivators. The principal was strongly charismatic in her leadership and along with transformational and social justice leadership played a major role in influencing teacher behaviors. Self-determination theory was identified as helping to explain different levels of intrinsic and extrinsic motivation and thereby to better understand varying degrees of teacher motivation. There are many difficulties in South African education and around the world in general and this study is premised on the belief that if teacher motivation can be studied and advanced there will be an improvement in education and learning. This thesis was limited in its scope and ability to fully explore the different levels of ontology as outlined by the critical realist and this is identified as a possible future course of action for not only studying teacher motivation but getting to the 'heart of the matter'.
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Paulse, Janine. "Sources of occupational stress for teachers, with specific reference to the inclusive education module in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_1706_1180439834.

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The aim of this paper was to identify the sources of stress for teachers involved with inclusive education as well as whether there is a statistically significant difference in stress experienced by teachers based on their biographical details. In this research the focus was on intellectual disability.

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Hlongwane, Boy Thembinkosi. "Rural secondary school teachers' experiences of job satisfaction and their expectations of support to develop their professional competencies as curriculum workers." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1021101.

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Since the first National Curriculum Statement matriculation results for 2008, there has been an outcry that rural secondary schools in KwaZulu Natal are lagging behind in terms of pass rate compared to urban and former Model C secondary schools. There are various contributory factors that are impacting on poor learners’ performance in rural schools. This study was specifically conducted in rural secondary schools of KwaZulu Natal. The reason was that there is few research conducted in rural schools, particularly with regard to teacher job satisfaction and professional development. There is therefore a belief that satisfied teachers produce good performance in their schools. Furthermore, it is also believed that satisfied and adequately developed teachers are the key to successful implementation of the grades 10-12 National Curriculum Statement. The study was therefore conducted to investigate rural secondary school teachers’ experiences of job satisfaction and their expectations of support to develop their competencies as curriculum workers. The research problem was investigated through the mixed methods research. The use of mixed methods research was to ensure that reliability and validity are addressed. The concurrent strategy of mixed methods research was employed. In concurrent mixed research methods, data is collected during the same phase. Data was collected from rural secondary schools of Umzinyathi, Ilembe and Empangeni districts in KwaZulu Natal. There were fifty rural secondary schools which participated in the study. Four hundred rural secondary school teachers completed survey questionnaires. Eighteen rural secondary school teachers participated in individual interviews. Only nine rural secondary schools were involved in observation and interviews. Research findings show that poverty was one of the major contributory factors that led to poor performance of rural secondary schools. Poverty and lack of adequate professional development programmes in rural secondary schools have negative impact in terms of teachers’ job satisfaction. Learners’ poor command of English in rural secondary schools contributed to their poor academic performance. Lack of support services, bad condition of roads and, long distances travelled by both learners and teachers contributed to teachers’ job dissatisfaction and learners’ poor performance. Rural secondary school learners were demotivated about learning, since they lacked role models in their communities. Rural secondary school learners were also undisciplined. They bunked classes. They carried weapons to schools. Rural secondary school learners also helped criminals to steal and vandalize school property. They smoked dagga inside the school premises. Moreover, research findings indicate that rural secondary school teachers were not involved in school decision-making processes. School management teams were the only structure making school decisions. Growth opportunities for teachers were not fairly provided to them by their principals. Schools governing body chairpersons and principals were abusing the teacher promotion process since they were biased. They only promoted their friends and relatives and sometimes they were bribed by candidates. The latter findings contributed to teachers’ job dissatisfaction. Further findings indicate that there were teachers who were teaching subjects for which they were not qualified. Some heads of department were supervising subject streams that were outside of their specialization since the school post-provisioning norms (PPN) was small. Rural secondary school principals possessed inadequate grades 10-12 National Curriculum Statement expertise. Integrated Quality Management Systems was unable to develop teachers for effective grades 10-12 National Curriculum Statement implementation since it was not implemented accordingly in rural secondary schools. Clusters were effective strategies to develop teachers in rural schools although geographical isolation of school was their main challenge. The recommendations of this study are that RSSs must be fully supported by the KwaZulu Natal Department of Education. All roads to schools must be repaired in time. Decent teacher accommodation must be built inside schools with security guards to look after teachers’ safety and their property when they are away. Recreation venues/centres must be established in rural areas to relieve and address teachers’ stress and boredom. The KwaZulu Natal Department of Education must ensure that all schools have libraries, laboratories and computer classes. The Department of Education must also fully recognize postgraduate qualifications such as honours, master’s and doctoral degrees to retain highly qualified teachers in rural secondary schools. Teachers must be promoted on merit rather than on friendship or relationship.
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Bull, Ian Howard Frederick. "The relationship between job satisfaction and organisational commitment amongst high school teachers in disadvantaged areas in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Job satisfaction and organisational commitment have been found to both be inversely related to such withdrawal behaviours as tardiness, absenteeism and turnover (Yousef, 2000). Moreover, they have also been linked to increased productivity and organisational effectiveness (Buitendach &
de Witte, 2005). This is furthermore postulated to have an influence on whether employees will have a propensity to remain with the organisation and to perform at higher levels.

According to Bishay (1996), the teaching profession ranks high on the success list of a society. In conjunction with this, &ldquo
teachers' organisational commitment and general job satisfaction&rdquo
(Howell &
Dorfman, 1986, p. 37) have been identified as important to understanding the work behaviour of employees in organisations.

Job satisfaction amongst teachers is a multifaceted construct that is critical to teacher retention and has been shown to be a significant determinant of teacher commitment, and in turn, a contributor to school effectiveness. Research, however, reveals wide&ndash
ranging differences in what contributes to job satisfaction and group differences according to demographic factors (Shan, 1998).
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Coetzee, Annas Jacob. "Kurrikulum 2005: 'n ontleding van opvoeders se motivering." Thesis, Cape Technikon, 2002. http://hdl.handle.net/20.500.11838/961.

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Thesis (MTech(Management))-- Cape Technikon, 2002
Outcomes-based Education was introduced to the South African education system in 1996 with the implementation of Curriculum 2005. The first post-apartheid Minister of Education, Professor Sibusiso Bhengu, set himself the task of radically reforming the education system and of eliminating everything which had emanated from the apartheid regime. This work has been continued by the present Minister of Education, Mc Kadar Asmal. The reformation of the education system and the implementation of Curriculum 2005 by the government was based on the advice of international experts. This advice was garnered at a premium in costs, but there is a general view that South African circumstances were not always taken into consideration. In many instances there is a feeling that Curriculum 2005 was forced upon the educators. This study focuses on education in South Africa, past and present, as well as the perceptions of Curriculum 2005 by educators, and whether educators are really motivated by it. This study also focuses on certain problematic areas in Curriculum 2005 and suggests possible solutions.
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Graven, Mellony. "Do South African Mathematics teachers need narrative therapy?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82525.

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Nongwe, Tozamile Johnson. "A survey of Butterworth senior secondary school teachers' views on the relationship between teacher involvement in decision-making and morale." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003672.

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Tbe purpose of this survey was to investigate Butterworth Senior Secondary School teachers' views on the relationship between teacher involvement in decision-making and morale. Out of four Butterworth Senior Secondary Schools with a population of about eigbhy six teachers, thirty teachers were willing participants in the research study. The teachers come from a homogeneous background (Xhosa-speaking). Questionnaires were administered to tbe sample subjects (population). The results (responses) of these teacbers (respondents) were then analyzed. After the analysis of their results, it became clear that there is a relationship between teacher involvement in decision-making and morale. Thus, the findings did not support the null hypothesis which stated that Butterworth Senior Secondary Scbool teachers see no relationship between their involvement in decision-making and morale.
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Bougardt, Abraham Deon. "Consequences of staff deployment in public primary schools in Cape Town." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17910.

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Thesis (MEd )--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This qualitative study explores the effect that staff deployment has on the morale and professional attitudes of educators who have been identified as being in excess at their schools. The study was done by doing interviews with teachers who have been affected by rightsizing and redeployment and principals who have had to manage the process. The Department of Education goes through an annual process of determining the school‘s staff establishment for the next academic year. This determination is based on the number of learners enrolled at the institution. The CEMIS statistics are used to determine the number of learners enrolled at the school and the schools‘ staff establishment for the next academic year. If a school‘s learner numbers have increased since the last survey, the school will gain some teaching posts. Conversely, if the learner numbers have dropped a number of educators at the institution, as determined by the education department, have to be identified and declared in excess. Change associated with staff redeployment can have a negative impact on the morale and motivation of teachers. A school‘s functioning and ability to supply quality education can also be compromised as a result thereof. This is especially true when schools do not have the financial resources to employ additional teachers out of school funds. The problem is researched by exploring the ‗lived experiences‘ of selected teachers at primary schools in two of the education districts that fall under the WCED. Educators who were selected to participate in the study were individuals who had been declared in excess and who were redeployed or who were awaiting redeployment. Teachers were given the opportunity to relate their individual experiences. Their accounts of the process reflect how these experiences affect behaviour, professional attitude and general health. My discussion of their perceptions pays particular attention to their perceptions of how their general health and well-being were affected. Two principals (who managed the process at their respective schools) also shed some light on their experiences of the effects of downsizing. It seems that whilst there are cases where the process of rightsizing and redeployment is handled with the necessary care and circumspection, this is not always the case. Too often rightsizing and redeployment are handled in a clinical way, which creates the impression that the principals are biased and unsympathetic.
AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie ondersoek die effek wat personeel ontplooing op onderwysers het wie oortollig verklaar word by hul skole. Dit beoog ook om vas te stel tot watter mate die persoon se professionele gedrag en moraal geaffekteer word hierdeur. Tydens die studie was data ingesamel deur onderhoude te voer met onderwysers wie oortollig verklaar is, en prinsipale wat hierdie proses moes bestuur. Jaarliks gaan die Departement van Onderwys deur 'n proses waar skole se onderwysvoorsiening vir die volgende jaar bepaal word deur die aantal leerders wat by die skool ingeskryf is. Die stelsel wat deur die WKOD gebruik word om leerder inskrywings by skole te bepaal, word die Sentrale Opvoedingsbestuur en Inligting Stelsel genoem. Fundameteel tot die proses is die feit dat indien 'n skool se leerdertal vermeerder het sederd die vorige opname, sal die skool addisionele onderwysers win. Indien die inskrywingstotaal egter gedaal het, word die aantal onderwysers wat aan die skool voorsien word verminder. Verandering wat deur die onderwyser herontplooiing teweegbring word kan 'n negatiewe uitwerking op die moraal en motivering van onderwysers het. Die funksionering van skole en hul vermoeë om gehalteonderrig te voorsien kan ook negatief beïnvloed word daardeur. Dit is veral skole wat dit nie kan bekostig om addisionele onderwysers aan te stel en uit skoolfonds te besoldig nie, wat die swaarste getref word hierdeur. Die probleem word nagefors deur te kyk na 'n paar onderwysers in primêre skole in twee opvoedingsdistrikte wat onder die WKOD werksaam is. Onderwysers wat deel vorm van die studie is persone wat oortollig verklaar is en verplaas is, of wie nog wag op verplasing. Hierdie studie het onderwysers se ervaringe van die herontplooingsproses bestudeer. Onderwysers was die geleentheid gegee om hul ervaringe met die naforser te deel en sodoende lig te werp op hoe die proses hul gedrag, professionele houding en algemene gesondheid geraak het. Die naforsing het getoon dat terwyl daar gevalle is waar die proses van regstellende aksie en herontplooing met die nodige sorg en omsigtigheid hanteer word, is dit nie altyd die norm nie. Hierdie proses word ten tye op 'n kliniese wyse hanteer en dit skep die indruk dat die prinsipaal onsimpatiek is en nie neutraal staan in die proses nie.
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Books on the topic "Teacher morale – South Africa"

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Human Sciences Research Council. Education, Science and Skills Development Research Programme., ed. Teacher education and institutional change in South Africa. Cape Town: HSRC Press, 2008.

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South African Institute for Distance Education. Teacher education offered at a distance in South Africa. Braamfontein: Juta & Co. in association with South African Institute for Distance Education, 1996.

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Teacher and comrade: Richard Dudley and the fight for democracy in South Africa. Albany: State University of New York Press, 2008.

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Mncwabe, M. P. Teacher neutrality and education in crisis: The black teacher's dilemma in South Africa. Braamfontein: Skotaville Educational Division, 1989.

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South Africa. Department of Higher Education and Training, ed. Integrated strategic planning framework for teacher education and development in South Africa, 2011-2025. Pretoria: Department of Basic Education, 2011.

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C, Abosi Okechukwu, ed. South of the desert: A teacher guide to child development in Sub-Saharan Africa. Pretoria: Unisa Press, 2006.

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Kuhlberg, Martin. Research-based learning in teacher training in South Africa and Germany: A contrastive analysis. Oldenburg: BIS-Verlag der Carl-von-Ossietzky-Universität Oldenburg, 2013.

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Samuel, Michael. Face-to-face initial teacher education degree programme at University of Durban-Westville, South Africa. Brighton: Centre for International Education, University of Sussex, 2002.

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Robinson, Maureen. Teacher education for transformation: The case of the University of the Western Cape, South Africa. Brighton: Centre for International Education, University of Sussex, 2002.

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Pro-active language teacher education in a multicultural society. Frankfurt am Main: P. Lang, 2001.

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Book chapters on the topic "Teacher morale – South Africa"

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Tao, Sharon. "Improving Teacher Motivation and Morale." In Transforming Teacher Quality in the Global South, 169–96. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137495457_8.

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Bipath, Keshni, and Linda Naidoo. "Teacher Absenteeism in South Africa." In The Education Systems of Africa, 1–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_54-1.

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Booyse, Johan, and Cassie Swanepoel. "Teacher Involvement in South Africa." In Do Teachers Wish to be Agents of Change?, 215–34. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-959-3_12.

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Bipath, Keshni, and Linda Naidoo. "Teacher Absenteeism in South Africa." In The Education Systems of Africa, 945–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_54.

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Taylor, Nick. "Inequalities in Teacher Knowledge in South Africa." In South African Schooling: The Enigma of Inequality, 263–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18811-5_14.

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Makoelle, Tsediso Michael. "School leadership and teacher leadership." In School Leadership for Democratic Education in South Africa, 102–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-7.

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Koopman, Oscar. "I Am Ready for This New Curriculum: The Lived Experiences of a Physical Science Teacher." In Science Education and Curriculum in South Africa, 71–95. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40766-1_4.

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Tshelane, Molaodi. "School leadership and teacher appraisal, performance, and professional development in South African schools." In School Leadership for Democratic Education in South Africa, 70–89. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-5.

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Jojo, Zingiswa M. M. "Mathematics Continuous Professional Development and Its Relevance to the New Era in South Africa." In Teacher Empowerment Toward Professional Development and Practices, 103–19. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4151-8_7.

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Pillay, Ansurie. "Supporting Academic and Social Transformation in a Teacher Education Lecture Room." In Transformation of Higher Education Institutions in Post-Apartheid South Africa, 83–92. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351014236-7.

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Conference papers on the topic "Teacher morale – South Africa"

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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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Luggya, Simon Kiyingi, Ellen Kereng Luggya, and Melikhaya Skhephe. "TEACHER MOTIVATION ON SCHOOL PERFORMANCE IN SOUTH AFRICA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2168.

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Booi, Kwanele. "SCIENCE TEACHER EDUCATORS’ VIEWS ON INCORPORATING A THEMATIC APPROACH IN SCIENCE TEACHER EDUCATION CURRICULUM IN SOUTH AFRICA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0926.

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Platz, Melanie, Miriam Krieger, Engelbert Niehaus, and Kathrin Winter. "Electronic proofs in mathematics education — A South African Teacher Professional Development (TPD) course informing the conceptualisation of an e-proof system authoring support workshop." In 2017 IST-Africa Week Conference (IST-Africa). IEEE, 2017. http://dx.doi.org/10.23919/istafrica.2017.8102360.

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Mabaso, Nkosinomusa, and Lawrence Meda. "WHATSAPP UTILISATION AT AN INITIAL TEACHER PREPARATION PROGRAMME AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.009.

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Jita, Thuthukile, and Loyiso C. Jita. "A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICA." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.81.

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Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities. Keywords: ICT, opportunities to learn, preservice teachers, science teaching, teacher education.
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Palmer, June, Rantsie Kgothule, Gregg Alexander, and Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.

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Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.
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Peens, Shaun. "HIGHER EDUCATION INSTITUTIONS’ NEED TO INITIATE CHANGE TO THE ACCOUNTING CURRICULUM DURING THE FOURTH INDUSTRIAL REVOLUTION (4IR)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end032.

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In South Africa, the Further Education and Training phase (FET) in Accounting faces a major decline in learner numbers. The current format of FET Accounting serves little purpose in preparing learners for Accounting courses at tertiary level, if FET Accounting is not a precondition to Professional and Chartered Accountant courses. This study followed a qualitative research approach, from five Focus Groups at five Secondary schools in the Motheo Educational district, comprising of 16 FET Accounting Teachers to consider possible reasons for the decline of learners in FET Accounting. As result, uncertainty exists regarding the future of FET Accounting and the Accounting profession, when guidance teachers are presumably advising learners to take less suitable subjects, like Mathematical Literacy, History of Geography to enhance school reports. These findings influence the social responsibility of teachers; and it also results in many Accounting students having to spend two or more additional years at university due to their apparent lack of basic Accounting skills. Additionally, the negative perception towards FET Accounting might impact learners’ choices who might not plan a career in Accounting, thereby limiting their ability to secure any career in the financial sector. Collaborative social change is required from the Accounting profession and university alike, especially in the Fourth Industrial Revolution era, where a high degree of ethics and transparency are required.
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A. Johnston, Kevin. "What It Means To Be a Teacher in a Higher Education Context Today, With Emphasis on South Africa." In InSITE 2010: Informing Science + IT Education Conference. Informing Science Institute, 2010. http://dx.doi.org/10.28945/1248.

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Reports on the topic "Teacher morale – South Africa"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study: South Africa. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36823.

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