South African Journal of Education - Volume 26, Issue 1, 2006
Volumes & issues
Volume 26, Issue 1, 2006
Source: South African Journal of Education 26, pp 1 –13 (2006)More Less
We report on survey data collected from 776 final-year student teachers from 11 higher education institutions in October 2004. The purpose of the survey was to find out how many newly qualified teachers were planning to teach abroad and how many were planning to teach in South Africa. Two issues formed the backdrop of the study: teacher migration and teacher shortages in South Africa. Key findings from the study showed that 27.4% of the student teachers were planning to teach abroad in 2005, 63.3% were planning to teach in South Africa, and the remainder (7.2%) were not planning to teach. However the vast majority of those planning to teach abroad indicated that they would be returning to South Africa within two years. Of the student teachers who were planning to teach in South Africa, only 33% indicated that they already had a job secured for 2005. Three-quarters of these posts were to be paid by school governing bodies in ex-Model C schools. We argue that teacher shortages are not translating into available jobs for newly qualified teachers. Issues of race cannot be ignored, in that white teachers are more likely to get posts in well-resourced schools, and are more likely to go abroad to teach.
Author Mgadla XabaSource: South African Journal of Education 26, pp 15 –26 (2006)More Less
The South African Schools Act No. 84 of 1996 requires that school governing bodies develop school mission statements and, by implication, school development plans. The Gauteng Regulations and Rules for Public School Governing Bodies specifically direct school governing bodies to draw up and amend school development plans. Whilst training in development planning has been provided to school management teams and educators, schools generally still do not have realistic development plans. The difficulties of school development planning are demonstrated with reference to schools in the Gauteng Department of Education, through personal experiences of the researcher and a case example of the development planning process at two schools. This is premised on the fact that school development planning is a highly technical process that requires skill and know-how to be executed successfully. It is argued that school development planning is fraught with numerous challenges that require an approach that focuses on its purpose, i.e. school improvement and management of planned change.
Author Raj MestrySource: South African Journal of Education 26, pp 27 –38 (2006)More Less
In the Schools Act No. 84 of 1996 school governing bodies are mandated to manage the funds of schools. The Act also provides guidelines for the school governing body and the principal on their roles and responsibilities in managing the finances of the school. However, some members of school governing bodies and principals either have little knowledge of the Schools Act or simply interpret it incorrectly, which results in many schools experiencing financial mismanagement. Although the provincial department of education provides financial management training for school governing bodies, many schools still encounter problems in this area. When financial problems are referred to the department of education, many remain unresolved. The purpose of the study was to determine the perceptions of stakeholders on the financial functions of school governing bodies, to explore the functions of a school governing body in managing a school's finances and, based on the findings of the research, to develop guidelines for principals and school governing bodies to enable them to manage their school funds efficiently and effectively. The research design was based on qualitative research because of its exploratory, descriptive and contextual nature. The collection of the data was done by means of focus group interviews. Themes forthcoming from the study revealed a misconception amongst various stakeholders regarding the functions of the school governing body in managing the school's funds.
Investigating Zimbabwean mathematics teachers' dispositions on the 'O' Level calculator syllabus 4028Author Lovemore NyaumweSource: South African Journal of Education 26, pp 39 –47 (2006)More Less
The questionnaire responses of 38 secondary school mathematics teachers provided initial data for this study. About 26.3% (n=10) of this number was sampled for classroom observation and in-depth interviews in order to assess the consistency of the dispositions. Only 15.8% of the schools in the study adopted the calculator version of the 'O' Level curriculum, 4028. The teachers' dispositions showed competence to use scientific calculators during instruction but maintained teacher-centred instructional approaches in both classrooms where students possess calculators and logarithms. This finding raises fears that even when calculators are available, they may remain on the periphery of mathematics instruction when they continue to be narrowly used as computational devices. Implications of these results are explored with a goal of providing teachers with insight into how to use calculators effectively in the 'O' Level mathematics curriculum.
Source: South African Journal of Education 26, pp 49 –60 (2006)More Less
The purpose of this article was to investigate the extent to which a postmodern, narrative approach to career counselling can be utilized to address complexities in career counselling settings characterized by diversity. We also contemplated whether the inclusion of multiple approaches towards the data collection for assisting clients in career choices is indeed possible. Our expectation was that this article could contribute to advancing our theory base in career counselling to one which is more inclusive, holistic, and contextual. We reconsidered assumptions possibly separating existing career counselling practices in SA from theory because, in our view, using the framework of a constructivist and postmodern approach also links practice and theory with societal 'realities'. We invite future research to explore and explain the theoretical associations we have established by constructing a resonant career theory. We also encourage documentation of the exploration of our premises in clinical cases. Lastly, we propose the revision of training programmes to answer to diversity particulars so that theory-practice integration can be strengthened, and we support transformation processes focused on recruiting students representative of SA diversity to study in the field of educational psychology, focusing on career counselling, and to equip them with the skills to deal with larger and smaller groups satisfactorily.
Author Corene De WetSource: South African Journal of Education 26, pp 61 –73 (2006)More Less
In South Africa little research has been conducted into bullying and particularly into South African educators' experiences of school bullying. In an attempt to address this hiatus in the literature on bullying, I report on an investigation into Free State educators' experiences and recognition of school bullying. The research instrument was an adapted version of the Delaware Bullying Questionnaire, altered from a learner to an educator self-reporting questionnaire. The first important result from the research was that Free State educators had frequently witnessed learners being physically and verbally abused by fellow learners. Secondly, it was found that more than half of the respondents had been victims of direct verbal educator-targeted bullying. Thirdly, the results of the study indicated that verbal and physical bullying of learners by their educators was not an uncommon occurrence in some Free State schools. Finally, some recommendations regarding the protection of the rights of educators and learners to work and play in a bully-free milieu are given.
Occupational stress, organisational commitment, and ill-health of educators in the North West ProvinceSource: South African Journal of Education 26, pp 75 –95 (2006)More Less
The objectives were to analyse the occupational stress of educators, to determine the differences between occupational stress and strain of educators in different biographical groups, and to assess the relationship between occupational stress, organisational commitment and ill-health. A cross-sectional survey design was used. A stratified random sample (N = 1170) was taken of educators in the North West Province. An Organisational Stress Screening Tool (ASSET) and a biographical questionnaire were administered. The results confirmed the internal consistency of the ASSET. Differences between the occupational stress, organisational commitment and ill-health of educators in different types of schools, age, and qualification groups were found. Occupational stress and low organisational commitment explained 15% of the variance in physical ill-health and 30% of the variance in psychological ill-health. Although organisational commitment had major effects on physical and psychological ill-health, it only moderated the effect of one occupational stressor, namely, job insecurity, on the physical and psychological health of educators.
Author Rita NiemannSource: South African Journal of Education 26, pp 97 –112 (2006)More Less
An attempt is made to assess the effect of human resource diversity in South Africa and provide strategies for managing such diverse institutions. A pilot study using questionnaires was conducted to determine the circumstances surrounding workforce diversity in a number of educational institutions. Thereafter, qualitative interviews provided in-depth perspectives on issues such as individualism vs. collectivism, gender, assumptions, attitudes and affirmative action measures. The data emerging from the investigation provided clear guidelines for handling diversity in institutions and suggest the necessity for creating an understanding and recognition of differences, providing for reward and support and for developing a sound diversity management strategy.
Author Gideon HornSource: South African Journal of Education 26, pp 113 –128 (2006)More Less
The new political dispensation and socio-economic transformation in South Africa do not, unfortunately, guarantee jobs for those who wish to enter the labour market after school. Indications are that only between 5-7% of successful Grade 12 candidates in the country find employment in the formal sector. The problem of unemployment and ways to improve the employability of learners therefore need to be urgently addressed. Reasons for the low employability levels of new entrants to the labour market include the structural change in the economy towards a more knowledge-based service sector; the lack of entrepreneurial skills and orientation among new entrants to create new business; and teachers with low morale who do not actively prepare learners for the job market. Strategies to increase the employability of learners include the successful implementation of the new FET curriculum from 2006 with the aim of increasing the employability of learners exiting in 2008, by encouraging a more learner-centred and activity-based approach to education; teachers who are well informed regarding current requirements in the labour market and prepare their learners accordingly; and continuous involvement by the private sector in the design of curriculum.
A blueprint for democratic citizenship education in South African public schools : African teachers' perceptions of good citizenshipAuthor Sonja SchoemanSource: South African Journal of Education 26, pp 129 –142 (2006)More Less
The notion that South African public schools have a distinctively civic mission is recognised in all national education policy documents published since the first democratic election in 1994. The teaching of democratic citizenship education in public schools is a newcomer to South Africa. The purpose in this article is to summarise scholars' views on the attributes of a good citizen and the role of the school in this regard and to report the outcomes of a research project on African teachers' perceptions on the factors contributing to good citizenship. Ascertaining what scholars and African teachers thought would provide a reasonable starting point for addressing the issue of education for democratic citizenship in South African public schools.
Author Thomas ParkSource: South African Journal of Education 26, pp 143 –156 (2006)More Less
Any strategic plan to address the predicted shortage of teachers will have to include the promotion of the teaching profession as an attractive career. This will, however, depend largely on how successfully the campaign takes into account the favourable and less favourable opinions and perceptions of learners about the education system as a whole and about teaching as a career. This research project focused on Grade 11 learners because this is the stage at which many learners are seriously considering different career options. The results obtained by this project highlighted specific attractors and deterrents that were identified by the respondents, which might influence their decision to consider teaching as a career. The prospect of working with children, sharing knowledge with others, playing an important part in the development of society in general, and making an important contribution to community development were experienced as strong attractors. In contrast, strong deterrents identified by the study were: the respondents' perception that pupils no longer respect teachers, their negative assessment of teachers' remuneration, the perceived unpleasant working conditions caused by poor discipline in schools, their observation that teachers do not look very happy in their jobs and the perceived extent of violence in schools.
Source: South African Journal of Education 26, pp 157 –169 (2006)More Less
<b>Relationships of the adolescent who experiences group pressure.</b><br>The aim of the investigation was to determine how group pressure is related to the relationships of the adolescent. The relationships of adolescents are mainly those with parents, friends and with themselves (self-concept). An empirical investigation was carried out involving 462 learners from Grades 8 to 12. A questionnaire was developed measuring parent-child relationship, relationship with friends, self-concept and group pressure. The results of the investigation showed significant negative correlations between all the social relationships and group pressure. From the regression analysis it could be concluded that self-concept was the most important variable accounting for 35% of the variance of group pressure. Group pressure seems to decrease from Grade 8 to Grade12, but self-concept does not show an increase during this period.