Log in

Relevant bibliographies by topics / Teacher morale – South Africa / Journal articles

To see the other types of publications on this topic, follow the link: Teacher morale – South Africa.

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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Teacher morale – South Africa.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Kachelhoffer, Pieter M. "Teacher Enrichment Programmes in Kwa Ndebele, South Africa." Higher Education Policy 8, no. 2 (June 1995): 19–22. http://dx.doi.org/10.1057/hep.1995.20.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Sayed, Yusuf, Azeem Badroodien, Thomas Salmon, and Zahraa McDonald. "Social cohesion and initial teacher education in South Africa." Educational Research for Social Change 5, no. 1 (2016): 54–69. http://dx.doi.org/10.17159/2221-4070/2016/v5i1a4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Iwu, Chux Gervase, Henrie Olumide Benedict ., and Robertson Khan Tengeh . "Teacher job satisfaction and learner performance in South Africa." Journal of Economics and Behavioral Studies 5, no. 12 (December 30, 2013): 838–50. http://dx.doi.org/10.22610/jebs.v5i12.457.

Full text

Abstract:

Against the backdrop of the dismal performance of a number of South African high Schools in recent years, this study investigates the relationship between poor performance of learners and teacher motivation in selected high schools in the Western Cape Province of South Africa. Adopting an exploratory approach, a random sample of 279 educators was drawn from the database of the poorly performing high schools as provided by the Western Cape Department of Education. Using closed and open-ended questions, a survey questionnaire was utilized to collect data. The Statistical Package for the Social Sciences (SPSS version 21) was utilised to analyse the data. A number of descriptive statistical tests including Chi Square, and Spearmanâ€™s correlation were conducted on the data. The results suggest that highly motivated educators experience job satisfaction; and also perform better than their poorly motivated counterparts. In terms of motivation, the results further suggest that a mix of intrinsic and extrinsic factors tend to exert influence on the educators motivation. For instance, working conditions, job security, and perceived growth opportunities in order of importance were noted to be contributing factors. As far as the obstacles that these educators encounter, lack of resources, work over load and lack of recognition were noted in order of severity. A positive relationship between the factors that influence an educatorsâ€™ motivation and the level of obstacles encountered was noted. The implication is that, notwithstanding the rankings of the two sets of factors, no factor should be addressed in isolation.

APA, Harvard, Vancouver, ISO, and other styles

14

Pitsoe, Victor J. "Teacher Attrition in South Africa: Trends, Challenges and Prospects." Journal of Social Sciences 36, no. 3 (September 2013): 309–18. http://dx.doi.org/10.1080/09718923.2013.11893197.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Vandeyar, Saloshna, and Roy Killen. "Teacher–student interactions in desegregated classrooms in South Africa." International Journal of Educational Development 26, no. 4 (July 2006): 382–93. http://dx.doi.org/10.1016/j.ijedudev.2005.09.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Nzembe, Alois. "Lecturers′ Perceptions of Leadership Traits which Promote Motivation in a South African Technical and Vocational, Education and Training (TVET) College." Academic Journal of Interdisciplinary Studies 6, no. 2 (July 26, 2017): 49–60. http://dx.doi.org/10.1515/ajis-2017-0006.

Full text

Abstract:

Abstract Educator morale has been a focus of educational leaders and managers throughout the world, because without educator motivation and morale the learning and teaching in our schools would be grossly compromised. It is against this background that this research was carried out to find out lecturers’ perceptions of leadership traits which promote motivation in a Technical and Vocational Education and Training (TVET) college in South Africa. The research questions which guided this research were as follows: What are lecturers′ perceptions of leadership traits which promote motivation in an educational and training institution in South Africa? How can educational leaders and management in South Africa integrate their experiences and practices with what educators believe are the main drivers of high lecturer morale? A qualitative study was used to generate data that would be useful in answering the research questions. The nature of this qualitative study required in-depth interviews with participants where qualitative data was generated and interpreted. The researcher saw it fit to use in-depth interviews because this method of data generation would enable the researcher to capture the perspectives, views and opinions of participants about leadership traits which facilitate motivation in the South African TVET College in particular and the South African education system in general. The views of the participants showed that leadership traits such as accountability, responsibility, empathy, decisiveness, assertiveness, charisma, pro-activeness, motivation and communication are the life-blood, foundation and bed-rock of effective leadership and management in the TVET College.

APA, Harvard, Vancouver, ISO, and other styles

17

Williams, Marion Lucille, Alexander Dhoest, and Ian Saunderson. "Social media, diffusion of innovations, morale and digital inequality." Library Hi Tech 37, no. 3 (September 16, 2019): 480–95. http://dx.doi.org/10.1108/lht-12-2018-0192.

Full text

Abstract:

Purpose The purpose of this paper is to explore social media usage in an academic library in South Africa and the factors influencing its use. The primary goal of the study was to examine perceptions surrounding the impact of non-adoption of social media on morale, and to explore the consequences of digital inequality. Design/methodology/approach Using a qualitative method, in-depth interviews were conducted with a small sample comprising six key informants at the University of Limpopo Libraries. Findings The findings suggest that non-adoption of social media has a negative influence on morale, and that it is a very necessary tool required for interaction with students as well as promotion and marketing of the library’s resources. Research limitations/implications This paper is limited to one academic library in South Africa situated in a rural area. The research suggests that more academic libraries in rural areas be studied to ascertain if geographical location and finance are barriers to social media adoption. Originality/value This study addresses non-adoption of social media and suggests ways to improve employee morale and retention. The research contributes to current research.

APA, Harvard, Vancouver, ISO, and other styles

18

Mwamwenda, Tuntufye S. "Personality Types of Education Majors in South Africa." Psychological Reports 83, no. 2 (October 1998): 666. http://dx.doi.org/10.2466/pr0.1998.83.2.666.

Full text

Abstract:

Using Tyrer's categories, 44% of 138 women and 81 men Education majors were classified as a Fussy type of personality described as reliable, conscientious, punctual, authority-oriented, and meticulous. Such expected traits of personality were thought befitting a teacher.

APA, Harvard, Vancouver, ISO, and other styles

19

Dreyer, Carisma. "Teacher–student style wars in South Africa: the silent battle." System 26, no. 1 (March 1998): 115–26. http://dx.doi.org/10.1016/s0346-251x(97)00068-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Shields, Nancy, Kathy Nadasen, and Christine Hanneke. "Teacher Responses to School Violence in Cape Town, South Africa." Journal of Applied Social Science 9, no. 1 (April 21, 2014): 47–64. http://dx.doi.org/10.1177/1936724414528181.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Hosking, S. G. "Government-induced teacher failure in South Africa – causes and analysis1." Development Southern Africa 17, no. 5 (December 2000): 641–65. http://dx.doi.org/10.1080/713661431.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Weldon, Gail. "Post‐conflict teacher development: facing the past in South Africa." Journal of Moral Education 39, no. 3 (August 4, 2010): 353–64. http://dx.doi.org/10.1080/03057240.2010.497615.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Moja, Teboho. "Teacher Education from Classroom Broadcasts for the New South Africa." Educational Media International 29, no. 3 (September 1992): 171–74. http://dx.doi.org/10.1080/0952398920290308.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Mashau, Takalani Samuel, Humbulani Nancy Mutshaeni, and Cosmas Maphosa. "Overcoming Learner Diversity: A Teacher Education Perspective in South Africa." Journal of Social Sciences 41, no. 3 (December 2014): 395–401. http://dx.doi.org/10.1080/09718923.2014.11893374.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Pendlebury, Shirley. "Transforming Teacher Education in South Africa: a space‐time perspective." Cambridge Journal of Education 28, no. 3 (November 1998): 333–49. http://dx.doi.org/10.1080/0305764980280306.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Wilmot, Di. "Emerging Models of Teacher Training: The Case of South Africa." International Research in Geographical and Environmental Education 13, no. 2 (May 30, 2004): 153–58. http://dx.doi.org/10.1080/09669580408668507.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Pretorius, Fanie. "Transforming teacher education in South Africa for the democratic era." Prospects 28, no. 3 (September 1998): 491–506. http://dx.doi.org/10.1007/bf02736820.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Nyoni, Jabulani. "Decolonial Multicultural Education in Post-Apartheid South Africa." International Journal for Innovation Education and Research 1, no. 3 (November 30, 2013): 83–92. http://dx.doi.org/10.31686/ijier.vol1.iss3.118.

Full text

Abstract:

This article explores decolonial epistemic priorities in Open and distance learning (ODL) multicultural teacher education and training praxis, raises questions about the andragogical approach, and challenges the primary educational goal for students, opining that multicultural teacher education and training has become fixated on a simplistic decoloniality of Western knowledges and practices. Using the internet based asynchronous OBB system; I adopted a qualitative discursive analysis to identify linguistic conventions within the academic discourse message board community of practice as regards the dominate views and values that can be embedded in curriculum craft in post-colonial states. I put forward a case to prioritise the development of learning dispositions in multicultural students that encourage openness to further inquiry and productive ways of thinking in and through complex and contested knowledge terrains with the hope of engendering the concept pluriversality. I argue that this andragogical approach adds a critical dimension to the decolonial task in imbedding first nation’s indigenous knowledges, views and/or perspectives rather than mimicking fixated Western priorities.

APA, Harvard, Vancouver, ISO, and other styles

29

Vermeulen, Leopold, and Retha Wiesner. "Downsizing and the survivor syndrome: The South African case." South African Journal of Economic and Management Sciences 3, no. 3 (September 30, 2000): 387–402. http://dx.doi.org/10.4102/sajems.v3i3.2618.

Full text

Abstract:

The purpose of this study was to obtain empirical data about the effect of workforce reduction on "survivors" in the public (n=158) and private (n=71) sectors in South Africa. Analysis of the effects of workforce reduction indicated that downsizing affected the survivors negatively. Employee morale, staff commitment and motivation plummeted, while job dissatisfaction and concern about job security increased conspicuously. It was found that the negative effects were more prevalent in the public than the private sector. Depth and frequency of downsizing seem not to intensify the survivor syndrome.

APA, Harvard, Vancouver, ISO, and other styles

30

Ajani, Oluwatoyin A., and Bongani T. Gamede. "Decolonising Teacher Education Curriculum in South African Higher Education." International Journal of Higher Education 10, no. 5 (May 6, 2021): 121. http://dx.doi.org/10.5430/ijhe.v10n5p121.

Full text

Abstract:

Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students’ protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers’ minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race Theory as a lens for this phenomenon. South African higher education curriculum has predominantly been Eurocentric and epistemic, reflecting Western dominance in post-apartheid South Africa. The study argues why and how South African higher education institutions can place teacher education at the centre of learning experiences, for students to adapt and maximize the realities in their contexts, and for responsive lived experiences. Thus, adding voices to a curriculum that promotes total rethink, reflections and reconstruction of students' minds in integrating the existing Eurocentrism and epistemic knowledge with African philosophy in higher education institutions.

APA, Harvard, Vancouver, ISO, and other styles

31

Harber, Clive, and Jeff Serf. "Teacher education for a democratic society in England and South Africa." Teaching and Teacher Education 22, no. 8 (November 2006): 986–97. http://dx.doi.org/10.1016/j.tate.2006.04.018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

O'Sullivan, Margo C., Charl C. Wolhuter, and Ruaan F. Maarman. "Comparative education in primary teacher education in Ireland and South Africa." Teaching and Teacher Education 26, no. 4 (May 2010): 775–85. http://dx.doi.org/10.1016/j.tate.2009.10.013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Chikoko, Vitallis, James David Gilmour, Clive Harber, and Jeff Serf. "Teaching controversial issues and teacher education in England and South Africa." Journal of Education for Teaching 37, no. 1 (January 20, 2011): 5–19. http://dx.doi.org/10.1080/02607476.2011.538268.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Chikoko, Vitallis, James David Gilmour, Clive Harber, and Jeff Serf. "Teaching controversial issues and teacher education in England and South Africa." Journal of Education for Teaching 37, no. 2 (March 21, 2011): 239. http://dx.doi.org/10.1080/02607476.2011.562013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Welch, T. "Reaching teachers? Curriculum challenges for distance teacher education in South Africa." Africa Education Review 5, no. 2 (November 2008): 324–37. http://dx.doi.org/10.1080/18146620802450017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

BLACK, P. A., and S. G. HOSKING. "The Teacher Crisis in South Africa: Quitting, Shirking and 'Inferior Substitution'." South African Journal of Economics 65, no. 4 (December 1997): 232–36. http://dx.doi.org/10.1111/j.1813-6982.1997.tb01377.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Wouters, A. R., and G. N. Naude. "politically sensitive teacher development in South Africa: guidelines for personal empowerment." Changes 15, no. 1 (February 1997): 23–31. http://dx.doi.org/10.1002/(sici)1234-980x(199702)15:1<23::aid-cha180>3.0.co;2-s.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Osman, Ruksana, and Ronnie Casella. "Learning through fieldwork: undergraduate research and teacher education in South Africa." Education as Change 11, no. 2 (December 2007): 33–43. http://dx.doi.org/10.1080/16823200709487164.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Reed, Yvonne. "Language(s) of reflection in teacher development programmes in South Africa." World Englishes 21, no. 1 (March 2002): 37–48. http://dx.doi.org/10.1111/1467-971x.00230.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Francis, Dennis A., and Renée DePalma. "Teacher perspectives on abstinence and safe sex education in South Africa." Sex Education 14, no. 1 (September 30, 2013): 81–94. http://dx.doi.org/10.1080/14681811.2013.833091.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Irving, Margaret. "Teacher labour markets in South Africa and Botswana: A comparative analysis." PROSPECTS 42, no. 4 (December 2012): 389–402. http://dx.doi.org/10.1007/s11125-012-9253-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Flanagan, Wendy. "Pedagogical discourse, teacher education programmes and social transformation in South Africa." International Journal of Educational Development 12, no. 1 (February 1992): 27–35. http://dx.doi.org/10.1016/0738-0593(92)90018-h.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Mafora, Patrick. "Managing teacher retention in a rural school district in South Africa." Australian Educational Researcher 40, no. 2 (March 11, 2013): 227–40. http://dx.doi.org/10.1007/s13384-013-0088-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Msila, Vuyisile. "Revisiting Teacher Leadership in South Africa: A Study of Four Schools." Africa Education Review 17, no. 5 (September 2, 2020): 95–112. http://dx.doi.org/10.1080/18146627.2021.1954535.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Cross, Michael, and Elizabeth Ndofirepi. "On becoming and remaining a teacher: rethinking strategies for developing teacher professional identity in South Africa." Research Papers in Education 30, no. 1 (November 5, 2013): 95–113. http://dx.doi.org/10.1080/02671522.2013.851729.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Manona, W. W. "An Empirical Assessment of the Implications of the Merger at Walter Sisulu University, South Africa." Africa’s Public Service Delivery and Performance Review 3, no. 4 (December 1, 2015): 117. http://dx.doi.org/10.4102/apsdpr.v3i4.100.

Full text

Abstract:

This study investigated the implications of merger on the morale of staff at Walter Sisulu University (WSU), which is a new comprehensive university established in terms of the HigherEducation Act (101 of 1997), as amended. This study is undertaken because from the literature survey, scholars have not interrogated the implications of merger on the morale of those affected in those established comprehensive universities post amalgamation. This study employed a quantitative descriptive research approach, using statistical procedures. The target population was ninety academic and ninety non-academic staff members from the three sites of Walter Sisulu University, namely East London, Ibika and Umtata. Participants were purposefully selected from the four campuses. Questionnaires were administered to ninety academics and ninety non-academic staff personnel. The study established that indeed the merger had negative implications on WSU employees, even though these implications varied from category to category. The merger of historically disadvantaged two technikons and a university within the rural South African setting presents a complex historical heritage.The three institutions that merged to form WSU are not only historically disadvantaged, but also have vast distances among them. While the amalgamation of the three historically disadvantaged institutions remains a noble initiative, on the other hand, it has brought about inequalities, such as disproportionate salaries among employees of the three campuses, poor work performance, which can only be attributed to lack of motivation and reluctance amongst the staff members to accept new conditions of service under WSU. A substantial number of those employees, some of whom were employed before the amalgamation, terminated their service long before the merger even took place. Conclusions could be drawn that the merger brought about many challenges on WSU employees, namely staff development, human resource and management issues, job security and work environment. The study advances suggestions and recommendations to alleviate the situation.

APA, Harvard, Vancouver, ISO, and other styles

47

Ibeziako, OJ, ON Chabikuli, and S. Olorunju. "Hospital reform and staff morale in South Africa: a case study of Dr Yusuf Dadoo Hospital." South African Family Practice 55, no. 2 (March 2013): 180–85. http://dx.doi.org/10.1080/20786204.2013.10874330.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Maxwell, Kori, and Iman Chahine. "Cultural Immersion and Mathematics Teacher Education: Explorations in Morocco and South Africa." Journal of Humanistic Mathematics 3, no. 2 (July 2013): 62–75. http://dx.doi.org/10.5642/jhummath.201302.04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Samuel, Michael. "Changing Lives in Changing Times: Preservice Teacher Education in Postapartheid South Africa." TESOL Quarterly 32, no. 3 (1998): 576. http://dx.doi.org/10.2307/3588128.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Bipath, Keshni, Roy Venketsamy, and Linda Naidoo. "Managing teacher absenteeism: Lessons from independent primary schools in Gauteng, South Africa." South African Journal of Education 39, S2 (December 31, 2019): 1–9. http://dx.doi.org/10.15700/saje.v39ns2a1808.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!