Journal of Educational Studies - Volume 9, Issue 2, 2010
Volume 9, Issue 2, 2010
Author David P. NgidiSource: Journal of Educational Studies 9, pp 1 –15 (2010)More Less
This study investigated educators' approaches to curriculum development. A quantitative research approach was used in a survey of a sample of 304 randomly selected participants. To this end, the Curriculum Orientation Profile (COP) was used. The findings indicated that educators differ significantly in their approaches to curriculum as the development of cognitive processes, technology, self-actualisation, social reconstruction, and academic rationalisation. The findings also indicated that teaching phase has a significant influence on educators' approach to curriculum as technology. The findings further indicated that development of cognitive processes; self-actualisation, technology and academic rationalisation are significant predictors of educators' approach to curriculum development. Suggestion for further similar research so that more light can be shed on the findings was made.
The ability of teachers to accommodate learners with learning disabilities in the inclusive classroomAuthor Ansie LessingSource: Journal of Educational Studies 9, pp 16 –35 (2010)More Less
The well-known and well-used 'one-size-fits-all' approach is no longer effective in the inclusive classroom; teachers should adapt to the inclusive classroom and address the needs of all learners in their classrooms. Teachers need specific knowledge to enable them to support learners with learning disabilities. This article reflects on an investigation into a number of teachers' knowledge of developmental barriers to learning and their ability to support learners with learning disabilities in the inclusive classroom. A questionnaire was administered to 115 teachers who attended various workshops on the teaching of reading. This limited survey to determine teachers' knowledge and skills needed to support learners with learning disabilities in the inclusive classroom revealed that they do not know enough about the various barriers to learning, nor do they have confidence to support learners to overcome the barriers that they experience in the various developmental skills. To successfully implement the policy on inclusive education, teachers must be trained to accommodate and support learners with barriers to learning in their classrooms by changing their teaching strategies and creating an environment that is conducive for all learners in the classroom.
Author R. MestrySource: Journal of Educational Studies 9, pp 36 –50 (2010)More Less
The South African Schools Act of 1996 prescribes how schools should manage its funds. It clearly defines the roles and responsibilities of the governing body and the principal, who are jointly responsible for the schools' finances thereby making them accountable to the parents and communities they serve. The core duties and responsibilities of the principal are also clearly set out in the Employment of Educators Act of 1998 and Education Laws Amendment Act of 2007. In terms of financial matters, the Employment of Educators Act explicitly defines that the principal should keep proper school accounts and records. However, in the case of Schoonbee and others v Member of the Executive Council (MEC) for Education, the Judge emphatically stated that the principal, by virtue of his/her position, is responsible for the professional management of the school, and cannot be expected to fulfill the functions of an accounting officer. The Schools Act attempts to protect the rights of principals and directs them to facilitate, support and assist governing bodies in the execution of its statutory functions relating to assets, liabilities, property and financial management of the school. In this paper, the position of principals in school financial management will be examined. Principals together with the governing body are required to act within the parameters of the financial policy and relevant legislation to ensure that the school's finances are managed effectively and efficiently.
Source: Journal of Educational Studies 9, pp 51 –69 (2010)More Less
The aim of this article is twofold, namely to give a broad perspective of Lesotho teachers' disciplinary strategies and provide guidelines on how to address learner misbehaviour. A pragmatic sequential mixed-method design was used to research teachers' disciplinary strategies. Conclusions that were made on the basis of the first phase (i.e. results from a survey completed by 497 teachers), led to the formulation of the questions, data collection, and data analysis for the next phase (in-depth personal interviews with seven teachers). Data from the first phase of the study revealed that the most popular strategy employed by the respondents as a means of maintaining discipline is to come properly prepared to school, followed by positive discipline and discussions or meetings with the parents of the learners. Findings from the second phase of the study show disciplinary strategies are often value driven and that the participants' prefer progressive disciplinary strategies. Yet, corporal punishment is still administered in some Lesotho schools. Recommendations based on the most important findings of the study, are included.
Teachers' views on the implementation of the national curriculum statement policy : a perspective from the economic and management sciences learning areaSource: Journal of Educational Studies 9, pp 70 –88 (2010)More Less
This study aimed to determine the views of Economic and Management Sciences teachers on carrying out the National Curriculum Statement (NCS) policy because of the major obstacles perceived in its implementation. The research methodology was eclectic, in the sense that it included both qualitative and quantitative approaches; namely, six principals' interviews and 100 questionnaires responded to in a case study of the District D3 - Tshwane North schools in South Africa. Evidence emerged that there was a lack of planning in the implementation of the NCS policy, such as: inadequate training; enormous stress placed on already over-burdened teachers; and, excessive paperwork. The study also found that the use of a flexible framework that could accommodate differences; namely, Total Quality Management philosophy, could be helpful, since it could also accommodate and integrate other innovative and creative government policies to enhance the implementation of the NCS policy. The outcomes of the study elicited an understanding of the integrated framework that is theoretically sound to the practice in different settings.
Author Marabele Alphoncina MakibiSource: Journal of Educational Studies 9, pp 89 –107 (2010)More Less
This article presents the findings of a study that examined factors associated with teacher conflict in 16 schools in Lesotho. Teachers at the school and either the principal or the deputy principal completed a survey questionnaire. Individual interviews were held with eight teachers. The findings revealed that teachers experienced institutional, cultural and personal conflict within the school settings. The complexity of teacher conflict was evident in the intersection of factors such as educational policy, religion, cultural norms and beliefs, ideologies and social groupings within schools. The article argues that embedded in teacher conflict are forms of oppression and domination and related power struggles.
Author Pierre De PlessisSource: Journal of Educational Studies 9, pp 108 –124 (2010)More Less
The problem of school violence has become one of the most pressing educational issues in South African schools. School safety is a problem of mounting concern in South Africa. While the phenomenon exists around the world, it is particularly acute here. Violence in schools has only recently received the attention of government and the public. A safe school is one where physical features, layout and policies and procedures are designed to minimize the impact of disruptions and intrusions that might prevent the school from fulfilling its educational mission. This article wants to argue who must be liable for school safety with reference to legislation and an adoption of a code of conduct to improve safety in South African schools.
Author Fanie PretoriusSource: Journal of Educational Studies 9, pp 125 –150 (2010)More Less
A value added approach, contrary to the use of raw results, is regarded as the fairest method of judging school effectiveness. The aim of this research was to determine the effectiveness of senior secondary schools in Botswana using a value added approach. The 2005-2007 Botswana General Certificate of Secondary Education (BGCSE) examination results for 5662 students from 27 schools were analysed for value addition using MLwiN2.10 Beta(4). An effective school added positive value to students' initial achievement. A significant difference was found between schools. Nine schools out of 27 were effective while 18 were not. These findings have implications for those working with and in schools. A lot of schools have to be improved if "an educated, informed nation" has to be attained by 2016. The findings confirmed that the use of raw results can be misleading in that schools changed position in rankings when the value added measures were used. Some schools which were thought to be doing well in raw results were not doing well in value added and vice versa.
Author Jacob M. SeleshoSource: Journal of Educational Studies 9, pp 151 –165 (2010)More Less
The purpose of the study is to evaluate the impact of teaching practice offered to the B.Ed undergraduate students in their final year of study. A B.Ed cohort of 130 students from the Central University of Technology participated in the study. The results showed that the students developed a positive attitude towards teaching practice as they embrace the partnership model between schools and the University. The respondents also reported that the practice also developed their professional competencies in all spheres of the teaching profession. The results of the study helped to better exemplify the student action during reflective practice and ultimately the re-vision of the organisation of teaching practice.
Source: Journal of Educational Studies 9, pp 166 –181 (2010)More Less
Psychological literature has shown that teaching is one of the most stressful professions. This paper examines literature on the prevalence of stress in the teaching profession, the conceptualisation of stresses as seen through the eyes of various models of stress, sources of stress, and its effects on teachers predisposed to it using the lenses of various stress models. The paper begins with a critical discussion of the concept stress and its prevalence in the teaching profession. Teaching pupils who lack motivation, maintaining discipline, time pressure and over workload were implicated as the common stressors. Most of reviewed researches have shown that stress has debilitating effects on the teachers.