South African Journal of Education - Volume 25, Issue 1, 2005
Volumes & issues
Volume 25, Issue 1, 2005
Source: South African Journal of Education 25, pp 1 –4 (2005)More Less
Based on research involving interviews and focus groups with teachers and student teachers involved in teaching practice, the authors sought to identify the factors that make a qualitative difference to school experience in the training of teachers. The factors identified were: how much teaching practice, the relationships between schools and the university, mentoring and supervision, teaching ability and the value added by schools. They were considered in the light of the literature on teaching practice and examples of established international standards. The first factor involved a consideration of the period of time spent by student teachers in schools. Relationships between the schools and university probed the perceptions of the schools and the students of how the university organised teaching practice. Mentoring and supervision explored the implications of an existing system of supervision and the more extensive use of mentors in schools. Teaching ability considered subject area knowledge, relationships with learners and professionalism, and the value added by schools reflected upon those aspects of training that can only be provided by schools. Conclusions are presented for each of the factors.
Author I.J. PrinslooSource: South African Journal of Education 25, pp 5 –10 (2005)More Less
After 1994, South Africa passed several pieces of legislation protecting the rights and safety of learners in South African schools. These Acts are all (to a larger or smaller extent) concerned with protecting the physical and psychological integrity of learners in schools. Some shocking reports have indicated that children's rights are neither promoted nor protected in certain schools. The purpose in this study was to determine the relevant legal framework and the current situation with regard to school safety.
Use of the Collegial Leadership Model of Emancipation to transform traditional management practices in secondary schoolsAuthor P. SinghSource: South African Journal of Education 25, pp 11 –18 (2005)More Less
The Collegial Leadership Model of Emancipation (COLME) is used to address the concerns of transforming traditional management practices (TMPs) in secondary schools. This model is based primarily on the principles of collaboration and participation that facilitate collegial leadership practices to flourish in an environment characterized by shared decision-making, shared values, shared vision, and shared leadership. Inevitably, this process impacts on all stakeholders. The positive effect that collegiality has on the improvement of learning and improved teacher participation and commitment suggests that the effectiveness of a school need not be synonymous with privilege nor should 0 inefficiency be synonymous with the disadvantaged community. For the positive effects to be sustained, the collegial practices need to be evolutionary and emancipatory in order to evoke the values of collegial leadership set out in this article. Research conducted at ten secondary schools strongly supported the principles espoused in the COLME. It was evident from the interviews that the ex-model-C schools were better equipped and had appropriately qualified personnel to incorporate elements of the COLME. This was not the case with all the historically disadvantaged secondary schools (HDSS). However, all the respondents agreed that collegiality was a key component in transforming tradition al management practices in our schools. The COLME provides a suitable framework to achieve this noteworthy goal.
Author Rina GroblerSource: South African Journal of Education 25, pp 19 –24 (2005)More Less
The need to satisfy the demand for higher scholastic achievement in the senior secondary phase should be a priority for educators. Factors that play a role in scholastic achievement are the self-concept and the time-concept of learners. Previous research by this author has shown that there are differences in the time-concept and self-concept of high achievers and low achievers. The aim of this research was to investigate the time-concept in terms of a high and a low self-concept of Grade 11 learners and that of their parents. The results showed that the time-concept of a person with a high self-concept differs from the time-concept of a person with a low self-concept. Furthermore, with a given self-concept (high or low), it was found that there were minute differences in the time-concept of learners and the time-concept of their parents.
Source: South African Journal of Education 25, pp 25 –33 (2005)More Less
One of the major features of the democratisation of education in South Africa revolves around the decentralisation of school governance. In this regard important decision-making responsibilities have devolved from central government to "self-governing" school communities, incorporated into School Governing Bodies (SGBs). The study explores current practices of SGBs in se lected schools in the Grassy Park area of the Western Cape. It seeks to demonstrate that a dichotomy appears to exist between the ideals of democratic policies as espoused in the South African Schools Act of 1996 and the manner in which these democratic ideals / policies are interpreted / implemented. The promulgation of the South African Schools Act of 1996 heralded the beginning of a new phase in the governance of schools. However, the mere promulgation of policy does not necessarily imply its effective implementation. It is argued that despite the existence of the South African Schools Act (SASA), school governing practices do not seem to be conclusively democratic. Unless school governing practices are reconceptualised and restructured in accordance with a notion of deliberative democracy, such practices will continue to remain less democratic.
Author David P. NgidiSource: South African Journal of Education 25, pp 34 –37 (2005)More Less
In this study the effectiveness of the NPDE programme with regard to its competences was investigated. To this end, the National Professional Diploma in Education Effectiveness Scale (NPD EES) and Evaluation Form (EF) were used. The findings indicated that educators differ significantly in the extent to which they regard the NPDE programme to be helping them to achieve the expected competences. The findings also indicated that components 2 and 1 of the exit level outcomes are significant predictors of the effectiveness of the NPDE programme. The findings further indicated that educators differ significantly in the extent to which they performed during the classroom-based evaluation. The findings are discussed and suggestions are made with regard to measures to improve educators' performance in the class room.
Source: South African Journal of Education 25, pp 38 –43 (2005)More Less
The construct "teacher efficacy" has become sufficiently sophisticated for it to be used as the theoretical base for an empirical survey. A survey of teacher efficacy in a number of selected schools in the KwaZulu-Natal province of South Africa revealed that teachers perceived school context effects as preventing them from functioning efficaciously, that although the general teaching efficacy (GTE) beliefs of the teachers in the sample were strong, they were mostly negative, in the sense that the respondents tended to blame the environment and others for teachers' non-achievement, their personal teaching efficacy (PTE) beliefs were not as strong as could be expected, and their GTE and PTE beliefs did not allow them to perform the tasks normally expected of teachers efficiently. Recommendations to improve the situation are made.
Author G.M. SteynSource: South African Journal of Education 25, pp 44 –49 (2005)More Less
Recent conceptions of educational leadership demonstrate a move away from traditional authoritarian models of decision-making towards more collegial views on role relations between principals and their staff. Many educators maintain that Invitational Education (IE) represents one such conception by providing a structured, systematic educational delivery system and a strategy to create a school environment of caring, support and trust. This qualitative study looked at the role of principals and staff in four schools in the Scott County district and one school in Fayette County in Kentucky and five schools in New Mexico in the United States of America. These schools were selected for investigation because they had been awarded the prestigious Inviting School Award from the International Alliance for Invitational Education.
Comparison of the learning effectiveness of computer-based and conventional experiments in science educationSource: South African Journal of Education 25, pp 50 –55 (2005)More Less
An empirical study was conducted to compare the learning effectiveness of two interactive lecture demonstration methods that can be used in the teaching of kinematics concepts and graphs to Grade 11 learners in Physical Science in a South African school. The first method is the conventional ticker-timer experiment, whilst the second utilises high-technology computer-based equipment. Based on the outcome of the study, recommendations for the use of computers in South African schools are made. The results also have implications for the training of science educators. The results showed that the computer has the potential to develop into an effective teaching aid in South African schools. Three factors that can have an impeding effect on the use of computers as teaching aid are discussed, namely, the educator's acquaintance with computers and the associated methodology, the learners' experience with computers, and their alternative conceptions regarding the material taught. A spin-off is that the use of computers in the science laboratory can contribute to computer literacy of both educators and learners. Educators' training programmes should give particular attention to this aspect, especially as computers become more available in South African schools.
Author L.C. TheronSource: South African Journal of Education 25, pp 56 –60 (2005)More Less
An analysis is presented of the results obtained from a pilot study conducted with 319 educators in the Pimville and Vaal Triangle regions of Gauteng Province regarding educator perceptions of the HIV status of colleagues and learners and the impact thereof on educator and school wellbeing. In essence, educators perceived HIV / AIDS to be deleterious, both to personal and school wellness. The ultimate consequence of such perception is a teaching corps in need of empowerment.