Doctoral Degrees (School of Education Studies)

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Open Access
Die agtergrond en implikasies van enkele beginsels in verband met 'n nasionale onderwysbeleid vir die Republiek van Suid-Afrika: 'n histories-prinsipiële studie
(University of the Free State, 1970-01) Vermaak, Dudley; Fourie, J. J.
Abstract not available
Open Access
'n Kritiese studie van die evaluering van die onderwysstudent vir die primêre skool tydens praktiese onderwys in die O.V.S.
(University of the Free State, 1974-12) Bezuidenhout, Daniel; Van Loggerenberg, N. T.
Abstract not available
Open Access
'n Ondersoek na 'n geskiedenisonderrigstrategie vir groot klasse in swart onderwys
(University of the Free State, 1987-08) Thirion, Gert Johannes; Steyn, P. D. G.
English: Within the context of a changed socio-cultural climate, the demands by Blacks in the Republic of South Africa, for equality of opportunity with regard to education and equal education, are increasingly being heard. The unprecedented increase in student numbers, the lack of suitably qualified black teachers, as well as the availability and quality of physical facilities, makes it difficult to meet those demands. Large classes is a problem faced by teachers in general and the history teacher in particular. This situation is unlikely to change dramatically in the near future especially in the light of the problems mentioned above. To enable black history teachers to function effectively, despite large classes, we examined a teaching strategy designed to improve the effectiveness of teaching within the problem situation, To this end an anthropological perspective on black education was adopted, Within this context relevant aspects of black expectations and the black experience of reality was focussed on. This served as a basis for examining the problems experienced by black history teachers. In order to identify these problems, if any, use was made of a questionnaire. the results obtained underlined the need for a teaching strategy suitable for large classes. Fundamental-didactic principles were examine in order to provide a sound base for the development of the strategy. In describing the strategy the nature of specific and general problems, encountered by pupils in - and teachers of history was constantly kept in mind. The strategy is, in fact, designed to alleviate these problems. The literature on large class teaching was examined. The evidence supported the feasibility of large class teaching as defined in the present study. Finally the teaching strategy was evaluated by using one set of didactic principles as criteria.
Open Access
The high failure rate among learners in grade twelve in the Northern Province: an education perspective
(University of the Free State, 2000) Ramokgopa, Molesane Lynette; Louw, L. P.
English: Bantu Education set up a separate system of education for black children, which disadvantaged them in the provision of resources. While this led to the 1976 resistance to Bantu Education, it also led to the decline in the culture of teaching and learning in schools. After 1994 the new government began the process of creating one single education department from 17 separate ones and of redressing the inequalities that had existed for so long. This research examines the nature and causes of high failure rates in Grade 12 in the Northern Province. It also discloses the lack of resources prevailing in the schools and the effects of these poor resources. Loss of school days due to boycotts, strikes, late registration, meetings held during school hours and absenteeism is also disclosed by this research. Parental disinterest in the education of their children coupled with failure to integrate the school in the local community, poverty, illiteracy, absence of parents from home and unemployment, were disclosed by this research to be among the contributory factors towards high failure rates. An attempt was further made by this research to disclose the staff-related problems such as poor salaries, lack of evaluation, lack of promotional opportunities, male dominated appointments into promotion posts and lack of training opportunities as further contributory factors. Although not all solutions can be provided by this research, it ends with the presentation of the recommendations towards addressing the problem of high failure rates in Grade 12 in the Northern Province by means of a holistic approach.
Open Access
The impact of gender stereotype-related stress on female education managers: an education management perspective
(University of the Free State, 2000) Palm-Forster, Therza Isòbel; Niemann, Susanna M.
𝑬𝒏𝒈𝒍𝒊𝒔𝒉 The international tendencies regarding career changes result in the transmutation of social environments, which also imply a shift in gender roles. This paradigm shift effects females in particular, as the traditional female roles are changing: a process which is accelerated in South Africa by the introduction of gender equity legislation. The new legislation implies that the non-traditional work opportunities for women have increased in all sectors of employment and in particular in the education sector as 62.6% of the South African teachers' corps consist of women. Although the above mentioned changes could have positive effects, changes in the workplace could cause stress as a person's career is one of the greatest sources of stress. The above mentioned changes implies that more women will also hold education management positions and that more women will be subjected to career stress, which could negatively influence their productivity and performance. In addition to this, women are also subjected to strain caused by gender stereotyping as a result of patriarchal beliefs. Women seeking equity in the education management world, might constantly be confronted by stereotypical gender views which could enhance their stress levels and cause them to forfeit management efficiency. Due to a lack of profound research on the stress outcomes of female managers, especially in the field of education, this study aims at amplifying the existing body of knowledge on the impact of gender-related stress on female education managers to propose guidelines for coping with the potential negative impacts thereof. In order to achieve the above, this study commenced with a literature overview on the origin of gender roles and stereotypes and the effect of stress and gender stereotype-related stress on the performance and well-being of female education managers, as well as the management thereof. It was found that socialisation processes and outdated societal traditions gave rise to the stereotypical beliefs held by society and that those beliefs are inculcated by upbringing and reinforced by the school. The literature review revealed that stress is enhanced by gender stereotyping. In order to cope with the negative influence of stress, the organisation as well as the individual has a responsibility towards a stress alleviating programme which should include aspects such as training in management skills to increase self -esteem in order to fit into non-traditional occupations, to deal with female stereotyping and male chauvinism. Because the stress levels of female managers, their attitudes towards egalitarianism and their experiences of gender stereotypes, form the core of this study, empirical investigations, consisting of quantitative as well as qualitative investigations were undertaken. Six female education managers from diverse cultures and a variety of management levels were selected as participants for this study. The Occupational Stress Inventory was used to determine the stress levels of the participants and the Sex-Role-Egalitarianism questionnaire to monitor and understand their behaviour outcomes. Thereafter in-depth unstructured interviews were conducted with the six female education managers to reveal the prejudice and agony they experience due to female stereotyping in the education sector. The participants revealed harsh examples of lack of respect, direct gender discrimination, misogyny, patriarchy, sexual and emotional harassment, and many more. They also revealed how these practices influence their efficiency as managers, their physical conditions and general well-being. In order to cope with stress, the participants made use of medication, alcohol, yoga and some exercising, but most of them found it difficult to manage their stress as they did not have the time to relax. In the last chapter of the study, the researcher formed a synthesis of the findings and indicated how female education managers were influenced by stereotyping and the impact it had on their stress levels and work performance. A stress management model was also provided for the empowerment of female education managers in order to curb the increasing burden of stress and thus cultivating an efficient and healthy education workforce. ___________________________________________________________________
Open Access
Die toepasbaarheid van kurrikulum 2005 as 'n uitkomsgerigte onderwysmodel in Vrystaatse primêre skole: 'n kurrikulumteoretiese perspektief
(University of the Free State, 2000-01) Van Tonder, Stephanus Petrus; Du Toit, G. F.
English: The introduction of Curriculum 2005 as an outcomes-based education model for compulsory school education in South Africa by the former national Minister of Education on 24 March 1997 was characterised by a violent reaction in the news media. South African critics immediately made use of international critique against outcomes-based education to strengthen their case against the implementation of Curriculum 2005. This unease regarding Curriculum 2005 and the fact that the decision to implement the curriculum was made before any research concerning its feasibility in South African schools or any pilot projects had been launched, naturally contributed to this reaction by critics. In the light of these circumstances the decision was taken to undertake such a feasibility study. With a view to this an effort was firstly made to establish a curriculum theoretical perspective regarding Curriculum 2005 as an outcomesbased education model by means of a literature study. In the second place a qualitative research study as regard the problems concerning the implementation of Curriculum 2005 in Free State primary schools was undertaken. The literature study which was undertaken, concentrates on the following aspects: • An investigation into curriculum theory, the field of Curriculum Studies and the process of curriculum development. • Realities and initiatives with regard to Curriculum 2005 as an outcomes-based education model for compulsory school education in South African schools. a The foundations, problems, ideals and implications of outcomes-based education in general. .. The extent to which Curriculum 2005 and outcomes-based education in general can be accounted for by means of a curriculum theoretical perspective. The introduction to curriculum theory supplies a perspective regarding the term curriculum, the field and the most important foundations of Curriculum Studies, the functions of curriculum theory and the relation between curriculum theory and practice. This introduction also provides the basis for a literature study concerning the process of curriculum development. As far as curriculum development is concerned, existing models, approaches and principles in this regard are identified and investigated. The components of the process of curriculum development, namely curriculum design, the dissemination of information, the implementation and evaluation of a curriculum ultimately serve as the framework according to which the process is investigated further. As far as each of the above-mentioned components is concerned, existing models, perspectives and principles are once again identified and investigated. As far as curriculum design is concerned, a situation analysis, the formulation of aims, the selection and ordering of learning content and learning opportunities, as well as the assessment of learners are named as components and these furthermore serve as a framework for an investigation into the process of curriculum design. Before a curriculum theoretical perspective as regards Curriculum 2005 is possible, it is, however, necessary to take a closer look at the new curriculum and the related National Qualifications Framework (NQF). With a view to this, an investigation is undertaken concerning the structure, components, characteristics and principles with regard to the above-mentioned two entities, while reference is repeatedly made to curriculum theoretical aspects which were addressed previously. However, since Curriculum 2005 is an outcomes-based education model, outcomes-based education in general is subsequently investigated by referring to its origin, characteristics, predecessors and key elements. Eventually these key elements are reorganised to fit into the above-mentioned framework for curriculum development (which includes curriculum design). In this way it is therefore possible to investigate and evaluate outcomes-based education in general and, more specifically, Curriculum 2005 in order to determine to which extent is can be accounted for curriculum theoretically. By means of 64 open to semi-structured interviews with 78 stakeholders - which included teachers for the foundation phase, principals, vice-principals, senior teaching officials, learning facilitators, lecturers, researchers, consultants and officials of non-government organisations and teachers' unions - 24 problems areas and nine areas of success with regard to the implementation of Curriculum 2005 in Grade 1 classes during 1998 were identified. Subsequently these research results are interpreted in an inductive manner together with the results of the literature study. This takes place by also closely considering the prerequisites for the successful implementation of Curriculum 2005 which had been identified by means of the above-mentioned preceding literature study and expressed in the form of four widely formulated research questions. Based on this interpretation the final conclusion is eventually reached, namely that Curriculum 2005 as an outcomes-based education model in Free State primary schools shows limited feasibility. This limited feasibility can, however, be improved by taking into account a number of negative factors and by purposefully addressing them. Thereafter a number of recommendations as regards the design, dissemination, implementation and evaluation of Curriculum 2005 are made. These recommendations are directed at policy-makers and decision-makers at national, provincial and school level, as well as at those involved with the initial training of teachers and those involved with organisations which render services in the Free State.
Open Access
Restoration of a culture of teaching and learning in the secondary schools of the Eastern Cape Province
(University of the Free State, 2000-05) Magqaza, Ocean Bungani; Niemann, G. S.; De Wet, N. C.
Restoration of a culture of teaching and learning in the secondary schools is a very challenging activity in the 1990s. This study attempts to investigate the culture of the school in relation to a culture of teaching, learning and effective participation of all stakeholders in the schools. Research has revealed that similar investigations in to this topic are already conducted throughout the country, but very little is done in the Eastern Cape Province. When one considers the incidents that are taking place in the secondary schools, namely, strikes, expulsion of top management or the principals by students and the high failure rate one may be tempted to view these as a shortcomings. This vision is not far-fetched, because it is commonly held that public schools, particularly, traditionally Black secondary schools are incapable of reforming themselves. This leads to a waste of resources, material and human, that the Department of Education provides to enhance quality education for students. The lack of quality education in some schools is causing concern to the parents. This is, therefore, an opportune time, particularly as the Eastern Cape secondary schools have recorded low pass rates in the matriculation examination for three consecutive years, 1996 to 1998. One may urgue that the low pass rate is attributed to uninvolvement of parents in the education of their children. With reference to un involvement of parents, the researcher's experience of monitoring school administration since 1990 has reinforced his conviction that the principals of secondary schools in the Eastern Cape have little knowledge of management and administration in particular. Management and administration, i.e. parental involvement, joint decision-making, staff development, appointment of educators, and learner affairs are discussed in relation to the academic improvement in the schools. Concerning academic improvements, the analysis of the results reveals areas that require attention, for example, township schools need more attention than rural schools in terms of academic attainment. The recommendations given address systems and the formation thereof.
Open Access
A socio-educational evaluation of the pre-school initiatives in the Nongoma District of KwaZulu Natal
(University of the Free State, 2000-05) Khumalo, Blasius Dumisani; Paulsen, W. J.; Van Zyl, E.
English: This research presents a socia-educational evaluation of the pre-school initiatives in the Nongoma district of KwaZulu-Natal. The researcher is of the opinion that socio-educatienat environmental factors in the rural areas do not support the successful implementation of pre-schooling initiatives. The historical background, in this research highlights certain social environmental factors in the rural areas. These factors translate into the school situation and consequently influence the educational effort. The literature review has shown that these factors can positively or negatively affect the educational efforts including the pre-school initiatives. The responses of the emperical research revealed that on the social scene, societal living conditions characterised by poverty, low educational attainments by the parents, ignorance of pre-school benefits, and poor communication channels across the social spectrum limit parental participation in a meaningful and far-reaching way. This research indicates that the educators in the rural areas of KwaZulu-Natal lack adequate skills needed to effectively handle pre-schooling in the management domain as well as in the classroom situation. Educators do not receive sustained support from the Education Department, as well as from the iziphathimandla (i.e. people in authority such as inkosi of the tribe, or the induna of an area). Remoteness of the rural areas from the urban areas and the lack of resources further complicate problems experienced by the rural teachers, and may negatively affect school initiatives, including pre-schooling. In the light of the findings, this research recommends that the socio-educational problems surrounding pre-school initiatives be addressed in the following way: education stakeholders are urged to encourage community participation in school initiatives, as well as stress governmental equitable distribution of available educational resources.
Open Access
A critical analysis of the ideological foundations of South African education in the transitional process from a deterministic to a democratic education system
(University of the Free State, 2000-05) Le Roux, Adré; Coetzee, Daniella; Zecha, Gerhard
English: In order to critically analyse the ideological foundations of South African education, a link was established between the nature of the transition from a closed to an open society and the emergence of an ideology. It was concluded that only when the differentiation of culture into different life spheres (inter alia, science, the arts, the school and the state) takes place in accordance with the distinct structure by which each sphere is constituted, such life spheres will coexist alongside each other. However, when one life sphere is accredited the status of the supreme source of authority, then other life spheres are regarded as subservient to the elevated sphere. In this regard it appears that the elevation of a life sphere to a supra-modal status constitutes the emergence of an ideology. While the latter represents a hierarchical view of society, a structurally pluralist view of society where all life spheres coexist alongside each other, appears to be anti-ideological. The impact of an ideology on school-typical education apparently results in the school not being granted the lawful right to function in accordance with its own sphere of competence and school-typical authority. Rather it is placed in a subservient position to the supposedly supreme authority, being misused for other than school-typical (ideological) purposes. Against this background an attempt was made to engage in a critical exposition of the way in which the school, as a relative autonomous social institution, functioned in different periods in the history of South African education. In the attempt to not only expose ideological thought-patterns, but also to penetrate to the presuppositions that underpin such thought-patterns, an argument was put forward in favour of the adoption of the critico-rationalist attitude, as well as the application of transcendental critique. Six critical questions proposed by the critical rationalist, Karl Popper, appeared to be helpful in exposing the ideological thought-patterns in a society. Although it was found that the exposure of such thought-patterns assists man in becoming more resistant against ideological indoctrination and manipulation, it was by virtue of transcendental critique that it was possible to the penetrate to the roots of such thought-patterns. Thus, by adopting the critico-rationalist attitude and by virtue of applying transcendental critique, it was possible to critically analyse the ideologicalfoundations of South African education. A critical exposition of the nature of South African education under the ban of the apartheid regime (1948 - 1994) revealed that school-typical education was primarily (mis)used to promote the ideology of apartheid. Simultaneously it was possible to determine that ideological thought-patterns during this dispensation were regulated not only by the absolutisation of a particular nation to the status of a supreme authority, but also by a fusion between the Christian principle (central commandment of love) and the absolutised nation. As such, it was concluded that when the school was mobilised as an ideological state apparatus, its structural uniqueness, as well as its terrain of competence was disregarded and violated. A critical review of the struggle against the oppressive apartheid regime also involved the exposition of the way in which school-typical education was mobilised as an ideological apparatus. It was concluded that this period was interspersed with ideological thought-patterns regulated by an elevated will of the people. Simultaneously, however, it was also possible to determine that the last appeal for the justification of norms and ideals were not to be found in the will of the people, but within the supposedly free autonomous human personality and human reason. The ideology of revolutionary populism therefore had a profound impact on school-typical education: since the will of the people was regarded as the supreme authority, and while it was the will of the people to liberate themselves from the oppressive apartheid regime, school-typical education was utilised as a tool of liberation. School-typical education was therefore, once again, reduced to an ideological apparatus and the school was not granted the right to function in accordance with school-typical aims. After the 1994-elections South African education was plunged into a process of radical transformation. While education in South Africa had for many years been misused for ideological purposes, transformation is aimed at establishing a non-racist and equitable system. When viewed against the background of conclusions drawn from the previous chapters, it is evident that transformation can only succeed once it allows school-typical education to function according to its own sphere of competence and authority. However, a critical analysis of educational transformation revealed the presence of ideological thought-patterns. Similar to the ideology of revolutionary populi srn, it appeared that ideological thought-patterns were being directed by an overemphasis on the will of the people. It can thus be anticipated that if the will of the people continues to be regarded as the supreme authority, school-typical education will once again be driven and directed, not by its own distinct structure, but by the will of a social collective entity called the people.
Open Access
Creating a culture of effective learning through invitational education: a development program for teachers
(University of the Free State, 2000-11) Swanepoel, Zendré Ivy; Brazelle, R. R.; Paulsen, W. J.
English: South Africa has been going through various changes since 1991. Education was no exception. Unfortunately, change also brings about uncertainties, which is exactly what the poor matric results brought to the minds of educators. Since many state-aided schools opened their doors to disadvantaged learners, poor matric results prevailed year after year. In 1997 a task-group was set up to examine the situation and find reasons for the complete collapse of a culture of learning and teaching. All stake-holders are responsible for the collapse of the culture of learning and teaching. Learners, teachers, parents, principal, governing bodies as well as departmental officials should accept joint responsibility for the present situation. In order to restore the culture of learning and teaching the Department of Education should not only try to improve the teacher-learner ratio, but should train teachers to become sensitive to the individual needs of learners, whether it may be social class differences or their individual cognitive abilities. Teachers should be guided towards developing their own potential in order to be optimistic, friendly and open to the needs of learners and the educative process. All of these mentioned factors would then lead to the creation of an inviting, positive learning environment which is conducive to facilitate effective learning. The principles of Invitational Education sets the scene for creating an inviting learning atmosphere through viewing learners as able, responsible and valuable. Teachers' behaviour is aimed at being intentionally inviting. Through this stance, they show their optimism and affirmative attitude towards teaching which in return brings forth more positive attitudes from the learners. Building learners self-confidence by making them feel special and proud, motivate them to reaching their full potential. Conflict is resolved in a constructive manner and policies and programmes are tailored to the learners' needs and to the principles of Invitational education. Through empirical investigation factors are identified which might influence effective learning. Factors relating to the learner, teacher and learning process were identified and analysed. The legal and educational requirements for a training programme was examined. The requirements of the National Qualifications Framework for the registration of units and qualifications were explored as well as Outcomes-based Education as proposed educational model in South Africa. A synthesis is proposed between principles of Outcomes-based Education and Invitational education in order to show that the invitational approach to teaching fits in well with the new educational model. Finally, a programme is structured according to which teachers in South Africa could be trained in the principles of Invitational Education in order to facilitate effective learning.
Open Access
Job satisfaction, work values and work-related stress of secondary school teachers
(University of the Free State, 2001-03) Manese, Sipho David; Paulsen, W. J.
English: The aims of this study are to, by means of a review of the literature and empirical investigation: • gain an understanding of the complexity and the extent to which teachers experience job satisfaction, work values and work-related stress, with particular reference to secondary schools in the Eastern Free State; and • measure the levels of stress among a group of secondary school teachers, as well as to determine the effect of biographical and organisational factors on their levels of stress. Furthermore, the aim was to look at relations in terms of how the job satisfaction and work values (teachers' needs) of these teachers are affected by work-related stress. It became very clear from the literature review that the impact of stress is experienced at all levels of society (Van Zyl & Pietersen 1999:74), from individuals to national level. In the Sunday Times (August 1999) it is indicated that South Africa is a very stressed society and that support is becoming harder to find, as familial networks are not strong enough. A very clear fact is that, without support, stress spills over into different relationships and environments. In this study it was furthermore concluded that the teaching profession also has the potential of being stressful and affecting the working environment. It was found that a lack of effective stress management results in important decrements in well-being, as well as dissatisfaction among teachers and an inability to perform up to standard (compare 6.1). The literature survey also revealed that both satisfaction and performance are connected to rewards (Steyn & Van Wyk 1999:37): • Rewards impact more directly on the cause of satisfaction than performance. • Rewards levelled on ongoing performance cause subsequent performance. Therefore this research evidence confirms the fact that it is extremely important for supervisors or school management to show appreciation and recognition of the work which is done well by teachers. Lynn (1998:46) reflects an interesting statistic supplied by the US Department of Labour, namely that in 1995 it was announced that 46 percent of people who left their jobs did so because they felt unappreciated. Furthermore, it is important for management to be fully aware of the impact of all factors believed to be promoting job satisfaction and effective work values, for example: • Achievement, recognition, working conditions, status, relationship with peers, salary, company policy and security. • Making people feel responsible; creating opportunities for people to use their abilities and knowledge; making people feel independent in their work; being of value to society through one's contributions; creating possibilities for promotion; and enabling people to be happy with the conditions of service. The method of research entailed an empirical investigation in which a sample of 360 secondary school teachers from the Harrismith Education District (i.e. the Eastern Free State towns Warden, Harrismith and Phuthaditjhaba) had been targeted. The questionnaire was used to verify four formulated hypotheses: 2) There is a statistically significant relationship between teachers' level of stress and factors outside the work situation (job satisfaction and work values) which contribute to teachers' stress. 3) There is a statistically significant relationship between teachers' level of stress and the teachers' expectations and circumstances within the work situation (fields 1 - 6) which contribute to teachers' stress. 191 4) Teachers experience very high levels of stress. The following analytical tools were considered to analyse and interpret research results: t-test: To verify it means of two groups have a difference that occurred by chance; F-test: To highlight the significance of the difference between variances. ANOVA: A one-way analysis of variance. Three hypotheses were accepted for different variables, as showed in the results, and only one was rejected. It was found that: (1) the majority of respondents were younger than 38 years of age (59,4%) (cf. Table 5.1); (2) 77,3% of the respondents were on post level one (cf. Table 5.2); (3) 56,9% had a length of service that was more than ten years (cf. Table 5.3); (4) the majority, namely 56,3%, were well qualified with at least three years' tertiary training (cf. Table 5.4); (5) the majority of respondents were male, i.e. 59,7% (cf. Table 5.5); (6) the majority (92,4%) of the respondents had dependents ranging from one to more than five (cf. Table 5.6); (7) 72,8% of the respondents were married (cf. Table 5.7); (8) 67,2% had South Sotho as home language (cf. Table 5.8); (9) most of the teachers in the Eastern Free State were on post level one, while the majority (92,4%) had dependents ranging from one to more than five and therefore insufficient income could be a stressor for educators (cf. Tables 5.2; 5.6); (10) the fact that more teachers were well qualified (56,3%), that more of them (56,9%) had more than ten years' teaching experience and that the majority of them were in post level one, imply that few opportunities for promotion could be a stressor for educators in the Eastern Free State; (11) the level of stress for unmarried teachers is significantly higher than those of married teachers (cf. Table 5.9); (12) there is a significant relationship (1% level) between teachers' level of stress and teachers' expectations and circumstances (cf. Table 5.10). These concepts (teachers' level of stress; teachers' circumstances and expectations) are explained as follows: Teachers' level of stress: This is reflected by the following feelings: no progress, being afraid, feeling uncertain, doubtful, or worried; your views clash with other people's views; experiencing conflict; being bored; being irritated; losing control of your temper; no confidence in yourself; depending on others; feeling alone; you would like to attack other people; no-one wants to support you; being despondent; feeling guilty; downhearted; aggressive; overburdened; angry; no concentration; dissatisfied; fearful; weepy; too many problems; etc. Cl Teachers' expectations and circumstances within the work situation are reflected by the following feelings: • Circumstances: dysfunctional organisation; incorrect leadership styles; you are dissatisfied with regard to the nature of your work; there are problems that concern physical working conditions (e.g. crowding of people, poor lighting); a situation that impacts negatively on the progress and development of ones' career; it is difficult to progress to higher posts; it is difficult to maintain good interpersonal relations; dissatisfaction with regard to aspects like pensions, medical fund, housing aid, achievement bonuses, insurance, salary and all other aspects of your remuneration package; working hours; conditions of employment and all other regulations involving personnel matters. • Expectations are reflected by the following feelings: You want to be recognised for what you do; assume full responsibility; have a salary that is market-related; function independently; have the necessary job equipment; be exposed to necessary training courses; have fringe benefits that will ensure your support and security; feel important and have status; you want to be able to get along with your supervisor; have personnel regulations that satisfy your needs; be included in decision-making that concerns you; perform duties without relations with others; receive uncontradictory instructions; have furniture and decorations in your work area that create a pleasant working environment. (13) It was also found that there is a significant relationship between teachers' level of stress (feelings noted in point 12) and factors outside the work situation (job satisfaction and work values): • Factors outside the work situation are, for example, family crises; financial obligations; the general economic situation in the country; the rapidly changing technology; unfavourable home facilities; social status with friends; health; background; transport problems; spiritual life problems; inadequate accommodation at home; and few recreational facilities. • Job satisfaction is reflected by the following characteristics: the work itself; conditions of work; remuneration opportunities for promotion; supervision; co-workers; roles; responsibilities; classroom practices; teacher development and appraisal. • Work values are reflected by characteristics like the following: exercising responsibility; achievement through work; influence over one's work; doing meaningful work; being able to use one's abilities and knowledge; independence in doing one's work; job satisfaction with regard to the work itself; and contributing to society. In conclusion, it can be noted that teachers' level of stress is affected by their job satisfaction and work values (or vice versa).
Open Access
Closing the gap: the relationship between academic access policy and implementation at Universities in South Africa
(University of the Free State, 2001-05) Maharasoa, 'Mangaka M. A.; Fourie, M.
On the whole, Mr Malgasperceived the model as having the potential to make a contribution in the enhancement of student access to South African universities. Nevertheless, he observed that the issue of "resource commitment" had not been emphasised in the framework. According to Mr Malgas, the government should back access policies with provision of resources (financial, physical and otherwise) to facilitate ease of implementation. Drawing from his previous experience at universities in South Africa, the Registrar: Natal University, mentioned that even with the institutional access policy aspirations in place, only a limited number of learners were normally admitted to avoid over-stretching the existing resources. Mr Malgasalso suggested that the question of student support be included in the framework, because in his opinion, it would be unacceptable to admit lea~nersand not help them through their programmes.
Open Access
The effectiveness of private versus public schooling in Lesotho's education system
(University of the Free State, 2001-09) Kulundu, Florence Khamati; De Wet, N. C.
English: The purpose of the investigation was, to determine and assess, the effectiveness of private and public schooling in Lesotho's education system. Six performance indicators, considered by the populace of Lesotho as the most important indicators of effective schools, were used to measure the effectiveness of sampled private and public schools. The purpose of the study was also to highlight those performance indicators not fully realized in any of the sampled schools and to suggest appropriate measures for their enhancement. The research further aimed at filling in the gap in the existing knowledge, and where possible refine previous findings and present new insights. In order to realize the stated purposes, a profound literature study for the theoretical exposition and the grounding of the issues at stake, and document analysis for the documented practices of the sampled schools were undertaken. Empirical investigation consisted in the first place of an exploratory survey of 125 volunteers (students, parents and teachers, randomly chosen from the populace of Lesotho) aimed at general factfinding for items to be included in the follow up questionnaires. In the quantitative investigation, a questionnaire on perceptions on quality indicators that can play a role in effectiveness of private and public schools in Lesotho, was administered to 55 respondents (20 teachers, 11 parents, 7 administrators and 17 student) randomly chosen from three private and three public schools.) Qualitative data was gathered through a questionnaire administered to 181 students and validated through in-depth focused interviews with 113 students from the selected schools. Their views were triangulated through semi-structured interviews with 18 educators from the sampled schools. Value added statistics emanated from the results of standardized tests in numeracy and literacy administered to 225 students and the perusal of external examination results of year 2001 pertinent to the schools in the sample. The research, while admitting factors, which might threaten the objectivity or validity of the study and its generalization, reached a number of conclusions. As far as the effectiveness of private and public schooling in Lesotho is concerned, there are inefficiencies in both schooling systems and not only in the public system, as the earlier research had concluded. Secondly, a school (whether private or public) may be effective on some school effective performance indicators and ineffective on others as opposed to the earlier conclusion that all schools in the public schooling system in Lesotho are ineffective. Thirdly, an effective or an ineffective school may not be effective or ineffective for all students and lastly, the research has shown that there is no uniformity in policy in public schools in Lesotho with regard to student intake, management, recruitment of teachers, board of governors and financial dispensation and expensation. The research has also validated, upgraded and identified the key areas of weaknesses and ways of improvement in the private and public schooling systems in Lesotho. The research has also added to international findings about the relative effectiveness of private and public schools in the developing countries. The research reaffirms that for any changes to be meaningful and effective they should be effected at the macro, meso and micro levels of the education system. The research concludes that if changes, as suggested by this study, are properly prepared for and, implemented, the future customers and stakeholders will experience an improvement on the six indicators perceived by the sampled populace of Lesotho as the major performance criteria of effective schools.
Open Access
Geslagsgelykheid: 'n kritiese kwessie in die Suid-Afrikaanse onderwysbestel
(University of the Free State, 2001-11) Van der Walt, Maria Margaretha; Niemann, S. M.
English: Despite various attempts from government quarters to promote gender equality in South Africa via legislation, the security, safety and socio-economic status of women are still not regarded highly in many cases. Gender inequality is evident in education where 62% of the education corps is made up of women - yet women hold only 20% of management positions. Thus, there exist several critical gender equality issues in South African education dispensation that should be addressed without delay. A literature investigation indicate causes of gender inequality which vary from social stereotyping, discrimination, patriarchal attitudes, sexism in schools, curriculum material and education management. The school as the single greatest organization in the country can set the tone in terms of gender relations through planning, effective career guidance, considerate relationship between male- and female education managers, participation and effective learning environment. Thus can alileamers (boys and girls) be applied to the full potential of the country's economic and social development. In order to determine if gender equality in schools and communities is a myth or reality, the personal experiences of female teachers and -managers in their places of work should be investigated to find out how much information is available through schools in terms of gender equality issues which occurs regularly. The literature investigation was followed up by empirical investigations, which consists of quantitative and qualitative investigations. Three hundred questionnaires were sent to two hundred schools in South Africa that was selected on an equal basis to investigate gender equality issues in the education system. In order to further penetrate these issues and obtain additional information about gender equality as a critical issue in the education system, including the role of the Education Department in this regard, use was made of in-depth, unstructured interviews with eight women of different cultural groups on a management level higher that school principal. The participants attest to serious discrepancies between the percentage women in education and the percentage women on management level, particularly from deputy principal level and upwards, distrust of the capabilities of female managers, little practical management experience and insufficient support of female managers. In addition, ignorance exists with regards to gender equality legislation while the low prioritization of gender equality by the Education Department and several contradictory statements in the Schools Act create voids through which the community can discriminate against the female pupil. Although discrimination against women in education has improved, the questionnaires and interviews confirm that gender equality issues still occurs in practice. Participants indicate that the core of the message, as implicated by gender equality legislation, has not adequately reached found level. Following summary of the findings of the study, indications are given as to the state of gender equality in the education dispensation, which voids exist and what action steps have already been taken by the education sector. Guidelines and recommendations for the promotion of gender equality by government and on school level are indicated. Furthermore, it is shown that the various role players in education can contribute in promoting gender equality in education in order to achieve gender equality in the South African education dispensation.
Open Access
Instructional leadership regarding Curriculum 2005
(University of the Free State, 2002-01) Paine, Donald Menelaus; Van der Merwe, R.
English: This study is about instructional leadership regarding C2005. In order to conduct the research a study had to be made of both aBE and C2005 to determine the influence of aBE on the design and structure of C2005 and what influence C2005 had on school organisation. The introduction of C2005 with its outcomes-based approach, has been the subject of intense debate since 1990. The changing political landscape in South Africa brought significant changes to education. The old curricula were abandoned in favour of C2005 after the democratic elections in 1994. The new political dispensation based on the principles of human rights and the removal of discrimination on the grounds of race, sex and religion means that education had to change and play its part in preparing learners to be responsible citizens that would fit into our democratic society. C2005 differs radically from the traditional, input-based approach to education by changing to an outcomes-based approach. This will cause a change in the role of the teacher from a transferor of information to a facilitator and director of knowledge, and a change in the role of the learner from a passive receiver of information to an active participant in the learning process. Changes will also be necessary in the way the school is structured and therefore the delivery of the curriculum at school level becomes crucial. Great demands are placed on learners today to increase their store of knowledge and to develop the necessary skills, values and attitudes that will equip them for responsible citizenship. It follows that the school plays a part in equipping learners for the role they are going to play in society and in facing the challenges of the future where the application of knowledge and the use of skills will be of paramount importance. An attitude of life-long learning and critical and creative thinking are required and it is the responsibility of the school to inculcate these in the learners in their care. This research commenced with a study of aBE and the results of this showed that constructivism, Piaget's theory of cognitive development and mastery learning had influences on C2005. Learning is based on outcomes rather than inputs. Attitudes become important, need to be assessed and traditional normreferencing is replaced with criterion-referencing. C2005 caused changes in school organisation, mainly with regard to integration of traditional subjects into learning areas, the need to create a learner-centred environment and the introduction of continuous, formative assessment. The study into instructional leadership showed that the responsibilities include the management of change, staff development, a knowledge of teaching strategies in a C2005 context, effective communication, being available as an instructional resource, being a visible presence, providing resources and the supervision and evaluation of instruction. A review of both the literature and the qualitative study of this research project clearly shows that the role of the instructional leader has to change in a C2005 environment. The demands are greater than before because a great deal of staff development, support and motivation is necessary for the effective implementation and maintenance of C2005 into high schools. It is the responsibility of the instructional leader of the school to acquire knowledge and develop skills that will address these issues, and to set up the necessary procedures and programmes that will support these. changes. The role of the instructional leader is to help maintain a teaching staff that can provide the best opportunities for teaching and learning. The instructional leader works with teachers to develop their professionalism and enable them to create a learning environment conducive to quality teaching and learning.
Open Access
Staff satisfaction in a South African University undergoing transformation
(University of the Free State, 2002-11) Monnapula-Mapesela, Liteboho; Hay, H.; Fourie, M.
English: This study focuses on the impact of change and transformation on the satisfaction of academic staff in a transforming South African university. The University of the Free State, which is a historically white Afrikaans-speaking university, was used as a case study in this regard. Theoretical perspectives of what staff satisfaction entails, as well as factors that influence staff satisfaction, are provided. A comparative perspective of the impact of change and transformation on staff in a general organisational setting and in higher education is drawn. This aims at presenting the fact that staff are affected by a variety of factors of internal and external origin, both in organisations generally and in higher education institutions. The historical development of universities from their conception to date is given with a view to establishing how change and transformation have affected academics. South African policies are also discussed to identify how they take cognisance of the needs of academics, as well as their impact on academic staff within a transforming university. The case study approach is undertaken to provide an in-depth study of staff satisfaction in a unit case, namely the University of the Free State. Both qualitative and quantitative research methods are employed to determine the implications of change and transformation on academics and their work satisfaction. Questionnaires were used to reach out to more than 500 permanent lecturing academic staff at the UFS. The results of the questionnaire survey culminated in focus group discussions and personal interviews with selected academics and the UFS management. The focus group interviews presented an opportunity to probe further into the feelings, attitudes, perceptions and expectations of staff with regard to change and transformation. They furthermore presented an opportunity for academic staff to make recommendations about the enhancement and improvement of academic staff satisfaction at the UFS. Personal interviews with selected UFS managers aimed at bringing to the management an awareness of issues of concern among academic staff and to establish the kind of intervention strategies already in place at the UFS for the improvement of academic staff satisfaction. The literature amassed served as a conceptual framework and as a point of departure for the empirical investigation. It unearthed the myriad of factors - of internal and external origin to the institutions that impact on academic staff satisfaction during periods of change and transformation. The findings are congruent with the literature in that they unveil that institutional change and transformation do not occur unnoticed. These impact on all higher education stakeholders - academic staff included. For the case study university, a revelation was made that the academic environment at the University of the Free State must be made conducive for improved academic staff satisfaction. This research undertaking is neither pursued for its own sake only, nor for the purposes of attaining a degree (qualification); it is not a case study that is aimed at benefiting the researcher/student alone. It is, however, an exercise firstly aimed at evaluating academic staff satisfaction at the UFS and, secondly, contributing meaningfully towards the improvement of academics' working conditions, their satisfaction, and the quality of higher education thereof. The guidelines and recommendations presented at the end serve as pillars that the UFS and other historically white Afrikaans universities with a history and context similar to that of the UFS can use for the improvement of academic staff satisfaction. This study reveals the adverse effects of change and transformation on academics, as well as .the dire need to prepare staff for change.
Open Access
Die opstel en evaluering van 'n lees- en spelprogram vir Sesotho-sprekende graad 1-leerders
(University of the Free State, 2003-05) Koen, Margaretha Paulina; Kotzé, C. J.; Kotzé, G. S.; Esterhuyse, K.G. F.
English: Factors such as effective visual and auditive language acquisition are essential for a learner’s success at school, as learning problems are often associated with reading and spelling problems. Research has shown that a learner should receive mother tongue education until grade 7, due to the direct link between a lack of mother tongue education and weak scholastic achievement. A good reading ability is seen as one of the most important scholastic abilities for a learner to be able to develop to his full potential. Reading is an advanced and intricate process, which includes reading abilities such as letter discrimination, sound symbol association, word recognition, phrasing, pronunciation, reading fluency and reading comprehension. Not one single reading method will be effective for all learners and the majority of learners will show progress when different methods are employed. The reading and spelling processes are closely related to each other. The spelling process is a more complex process and is reckoned as the highest form of language ability. In order to spell, the learner depends on the ability to store and recall the words he has read. Spelling problems can develop due to a great variety of internal and/or external factors. There is no effective education method for all learners with spelling problems and spelling should be integrated when the learner is taught other language abilities. A reading and spelling programme have been compiled to stimulate and extend the learners’ interest in both the written and oral use of their mother tongue. A perceptual stimulation programme has also been included into the study to expose the learners to the joy of perceptual stimulation. The reading and spelling programme has been developed in such a way that it can be used in addition to existing education methods. The sampling existed of an experimental group (four subgroups) and a control group. The control group has been chosen in the same way as the experimental group, but the control group did not participate in the programme. The experimental and control groups were paired according to their sex, age and pre-primary school attendance to avoid the variance in the dependent variable, which is caused by interference variables. In this way a more sensitive design and powerful statistical test have been achieved. The Sesotho reading and spelling test has been used in the evaluation of the grade 1 learners’ reading and spelling abilities, as no other standardized measure instrument is available for Sesotho-speaking grade 1 learners. The comparison group did not participate in the programme. The experimental and control groups were paired according to their sex, age and pre-primary school attendance to avoid the variance in the dependent variable, which is caused by interference variables. In this way a more sensitive design and powerful statistical test have been achieved. The Sesotho reading and spelling test has been used in the evaluation of the grade 1 learners’ reading and spelling abilities, as no other standardized measure instrument is available for Sesotho-speaking grade 1 learners. The comparison between the means of the experimental and control groups was verified calculated by using Hotelling’s T-squared (T²) test. The influence of the experimenter has been shown according to the MANOVA-analysis. The findings show that the reading and spelling scores of the experimental group (four subgroups) can be compared and that the one presenter’s group did not achieve significantly better than the other presenter’s group. The results of the statistic calculations show that the programme can successfully improve the reading and spelling ability of the Sesotho-speaking grade 1 learner.
Open Access
The principal's role in the development programmes for the teaching staff in the far North of the Limpopo Province
(University of the Free State, 2003-06) Milondzo, Khazamula Samson; Bagwandeen, D. R.; Benedict, J. N.
Education in South Africa has become a 'talked-about' issue, talked about on daily basis in fact. The Media, in both the printed and electronic forms, give much attention and concentrate on various features of education. Immediately, one is able to mention examples of this : transformation, management, equality, curriculum development, Outcomes Based Education, etcetera. Prominently included in these topics is the matter of school management. This thesis looks critically at the principal's role in the development programmes for the teaching staff. This study uses the context-focus of the Far North as its springboard in engaging this sometimes daunting subject. Surely, with all the change in the current South African Education System, there is a need to review the role of principals in schools. This study includes responses from a number of questionnaires given to principals and teachers. The responses are analysed and interpreted in light of the indicated research subject. Conclusions and recommendations are then suggested.
Open Access
The transformation of technical colleges into further education and training colleges: a decision-orientated evaluation of the Northern Cape Urban Further Education and Training College
(University of the Free State, 2004-11) Barnes, Clifford Freddie; Van der Westhuizen, L. J.; Wilkinson, A. C.
Abstract not available
Open Access
Human resources management: a contemporary model for principles of Free State schools
(University of the Free State, 2004-11) Griesel, Johan David; Brazelle, R. R.
English: The purpose of this study was to investigate the human resources management task of the school principal in the Free State Province. In order to achieve this goal, research was done regarding the human resources management task of school principals, which forms part of their complex overall management task. The research entails a literature study to investigate human resources management in practice and also to focus on the functioning thereof in schools as a management task of the school principal. The human resources management task of the school principal and the various management areas which it covers were grouped under human resources provision and human resources maintenance. In Chapter 2 human resources provision was discussed according to the following areas of management: human resources planning, recruitment, selection, placement, induction and career management. In Chapter 3 the maintenance of human resources was discussed according to the following areas of management: training and development, performance appraisal, compensation, motivation, quality of work life, leadership, groups, labour relations, health and safety, and administration. Furthermore, an empirical investigation was undertaken to determine the way in which school principals approach and execute their human resources management task. In Chapter 4 frequency tables were utilised to obtain more information regarding the day-to-day management of human resources in schools by school principals. The continuation of the empirical research in Chapter 5 aimed at determining the training needs of school principals, as well as ascertaining the level of importance of specific human resources management tasks in the opinion of school principals. Various subgroups were identified beforehand and comparisons were made further to clarify the research. The empirical research undeniably proved that school principals have a definite training need with regard to human resources management and that they view these management tasks as highly significant as seen against the background of their total management task at school. In Chapter 6 a model was drawn up with regard to human resources management based on the literature study and the empirical research. The goal of this model is to serve as a guideline for school principals in the execution of their management task with regard to human resources management. In the final chapter certain findings were formulated regarding the human resources management task of school principals. Furthermore certain recommendations were made to illustrate to the Free State Department of Education that definite training needs exist which will empower school principals for their management tasks; and the attention of school principals was drawn to the importance of their management task with regard to the management of human resources in schools in order to realise the education and teaching goals of schools