Masters Degrees (Education Studies)

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School management teams' response to learners who are orphaned and vulnerable in the context of HIV and AIDS : a study of two rural senior secondary schools in KwaZulu-Natal.
(2008) Khanare, Fumane Portia.; De Lange, Naydene.; Buthelezi, Thabisile M.
No abstract available.
An investigation of knowledge and skill requirements for employment as a machine operator : a case study of a large textile company.
(2008) Baatjes, Britt.; Rule, Peter Neville.
This research, which took the form of a case study in a large textile factory, is primarily concerned with finding out if there is a link between a particular educational level (i.e. ABET level 4 Communications/Language and Mathematics) used as a measure for the first stage of selecting prospective employees as machine operators, and a hard skill (i.e. actually operating a machine). After conducting interviews with nine people in the workplace; doing observations of three machine operators performing their jobs, and analysing various documents, such as the tool used for assessment, I found there to be an incongruence between the ‘requisite’ knowledge and skills and the actual knowledge and skills needed – the language and maths’ competencies needed in order to be deemed ‘competent’ in the assessment are of a higher ABET level than the language and maths needed ‘on-the-job’. But, this research is not simply about language and mathematics competencies. It is also about the ‘new workplace’ that has emerged with the advent and spread of globalisation. My study looks at the appropriateness of the ‘measure’ used as an entry requirement for a job, and by so doing it explores issues of inclusion and exclusion, and power relations. My study is, therefore, located within the critical social science paradigm and I raise questions around issues of morality, ethics and social justice.
A case study exploring how grade three learners with attention deficit hyperactivity disorder experience the support provided by their educators in an inclusive education context.
(2008) Alberda, Kate Jane.; De Lange, Naydene.
South Africa is a country with tremendous diversity. Previously, many learners who experienced barriers to learning and development were excluded from the education system, preventing them from meeting their educational needs. With the implementation of inclusive education, barriers to learning and development are no longer seen to reside primarily within the individual learner, but instead emphasis is placed on transforming the education system to accommodate a variety of learning needs. Many learners in South Africa display symptoms of Attention Deficit Hyperactivity Disorder (ADHD) which frequently affects their learning and development. In some instances very little is being done to accommodate such learners to ensure that they are given the opportunity to develop to their full potential, as many educators continue to view these learners negatively, and fail to question the effect that they themselves may have upon the learners’ development. The implementation of inclusive education, however, ought to create a space in schools where educators can support learners with ADHD in a unique manner and assist them to develop to their full potential. It is on the basis of this acknowledgement and commitment of support by Education White Paper 6 that this research project was conceived, to explore how grade three learners with Attention Deficit Hyperactivity Disorder experience the support provided by their educators. A qualitative approach was employed in the study and participants were selected through purposive sampling. As the primary participants were young learners, the data was obtained through the use of arts-based (collage) focus group interviews. Individual interviews were also used to gather additional data from the learners’ educators. The data from both the learners with ADHD and their educators was then transcribed. After a thorough analysis, using an open-coding technique, the findings clearly indicated that attempts are being made to implement the policy of inclusive education within schools. Educators and staff are beginning to value the diversity of learners, and evidently are attempting to make adjustments to cater for the individual needs of learners and promote their successful learning and development.
Young children's responses to AIDS.
(2008) Jewnarain, Dhanasagrie.; Bhana, Deevia.
This study explores the ways in which Grade Two boys and girls (aged 7-9) in a predominantly Black school construct their knowledge of HIV and AIDS. The study also seeks to explore how young children, in giving meaning to HIV and AIDS, position themselves as gendered beings in the context of HIV and AIDS. By focussing on the construction of young children’s identities in response to AIDS, this study demonstrates how children, in responding to AIDS, do gender and sexuality. There is very little work around gender and young children, let alone gender, HIV and AIDS, and sexuality. This is because of the ways in which children are perceived to be nonsexual, degendered and without the capacity to think beyond a certain stage of development (See Bhana, 2006; 2007a; 2007b; 2008; Silin, 1995; MacNaughton, 2000 as exceptions). By drawing upon qualitative and feminist methodological approaches, this study positions young children as having their own identities, as active participants who are capable of making meaning. This study shows that AIDS is embedded within social, economic, cultural, political and ideological contexts and that the ways in which these children give meanings to HIV and AIDS are embedded within these contexts. In responding to AIDS, the children in this study inform us of their relationship to AIDS within social processes including sexuality, gender, race and class, and they show us how these are actively acted upon. This study also shows the children positioning themselves as gendered beings with the capacity to think, feel and enact their sexuality. In doing so, they dispel many notions which position young children as unknowing, asexual beings.
Being an art teacher : "an auto-ethnographic study of different educational moments in my life"
(2008) Mkhonza, Bongani.
This auto-ethnographic research emerges from an historical account of my self-understandings, perceptions and intentions, constructed from a journal that was kept of my experiences during the various stages of my development as an art teacher. The study revolves around two pivotal questions: ―How have I come to be the art teacher I am?‖ and ―What are the meanings and definitions that have informed my identity as an art teacher in a multiracial classroom?‖ I draw upon Brian Fay‘s theory of self/false consciousness and show how false consciousness works to liberate the self. It does that through the excavation of different layers of consciousness of self, and offers an understanding of how I came to be and to act in particular situations and moments of crisis. This theoretical position enabled me to understand my struggles as a black, African, male art teacher teaching in a multiracial school. By engaging in an auto-ethnographic approach I am able to reflect on the self through my journals and artworks (paintings, pottery, photographs and poems) and on the impact of critical moments in my life. It provides me with the lens to zoom in and out of my life experiences and understand the meanings (false/borrowed/assimilated) that I took up as a marginalised black African male interested in learning art in a white-dominated world. By adopting a critical stance, this research reveals both personal issues and broader social structures, institutions and processes, and shows how they are intertwined. Firstly, the study offers an analysis of chosen critical moments of my life. Secondly, it presents an understanding of those moments and my part in them. Thirdly, it explores the meanings that I came to adopt in those moments of crisis. Fourthly, it reflects on how this self-searching assisted me to liberate myself from false consciousness as a black African male art teacher. It tries to trace the gradual movement from the prison of my past to my development as a teacher in a South African classroom in a new democratic dispensation. Auto-ethnography provides deeper access to self-understanding, and engaging through this reflective process, I was able to understand and know that educational change can only happen meaningfully if I know and confront my personal and professional meanings and how they have been shaped and continue to inform the choices I make in my classroom daily. As a Black, African, Male, Art Teacher who learnt and lived through the legacy of apartheid, false consciousness was a way of being ‗other‘. The realisation of being ―a coconut‖ (Ferguson: 2006) and the meanings of the art world that went with it, proved liberating. ―Coconut‖ is term referring to a black person who does and acts like a white person.
Exploring the implementation of inclusive education in the Pinetown district shools : a case study of learners' experiences and teachers' perceptions about the classroom environment at a selected school.
(2009) Mweli, Patrick.; Kalenga, Rosemary Chimbala.
The study intends to contribute to successful implementation of Inclusive Education in South African Schools, by exploring learners’ experiences within the classroom and teachers views about the classroom environment. A combination of these two factors will indicate the extent how far inclusive education is being implemented in the classrooms. The school that was selected to participate in this study is located in the semi-rural area in Pinetown district. Learners participated in three focus group sessions. These sessions aimed at gathering data on learners’ experiences within classroom environment. Each group consisted of eight learners; that is, four males and four females. Focus group one was selected from grade seven; the second focus group from grade eight and the third group from grade nine. The class teachers of the selected classes were requested to take part in the interview sessions. The sessions intended to gather information on teachers’ views about classroom environment and how it impacts on their implementation of Inclusive education. The study reveals that in South Africa the problem of inclusive curriculum implementation still exists and need special attention from all stake holders involved in education. What learners experience in the classroom result from how teachers conduct their practice. It is also evident that teachers have not been properly prepared for a paradigm shift and implementation of inclusive curriculum. As a result teaching practice has not change to accommodate the requirements of inclusive education. Consequently, the losers in the process are the learners, as they continuously have negative experiences within the classroom which causes barriers to learning.
Educators' perceptions of whole-school evaluation in a primary school in the Umlazi district.
(2008) Malimela, Zasendlunkulu Nonkululeko.; Karlsson, Jennifer Anne.
Policy documents such as The National Policy on Whole-School Evaluation (Department of Education, 2001), A Policy Framework for Quality Assurance and Training System in South Africa (Department of Education, 1998) and Integration Quality Management System (Department of Education, 2003) propose broad participation of major stakeholders, in particular educators, in the process of evaluating and monitoring school performance. This represents a major shift from the inspectorate system of the past that had limited transparency and openness between the evaluators (inspectors) and evaluees (educators) and had little to do with assuring the quality of education provision. Nevertheless many teachers have resisted the introduction of these policies designed to improve schools and their performance. The system known as Whole-School Evaluation focuses on the whole school rather than on individual staff members of the school, with the aim to develop schools in achieving their context-related goals and intended outcomes. Reasons for teachers‟ resistance to such a well intended framework of policies is not well understood. Thus, this study sought to investigate perceptions of educators about Whole-School Evaluation, which is the component of Integrated Quality Management System. To do this a case study was conducted at one KwaZulu-Natal Primary School in the Phumelela Circuit of Umlazi District. The focus of the study is on educators‟ experiences of Whole-School Evaluation, their understanding of their roles in the implementation process as well as their perceptions about the intention of Whole-School Evaluation, an interpretive approach was appropriate. The study uses two methods, interviews and questionnaires, for generating data. The major finding of this study is that, contrary to their initial resistance, educators are more positive about the Whole-School Evaluation system than the previous inspection system, because they perceive it to be developmental for themselves and their schools.
Construction of masculinities at a township school south of Durban : a case study.
(2009) Davis, T. Garey.; Moletsane, Relebohile.
Masculinities are not constructed and performed identically. This research project looks at how male learners at a township high school, South of Durban, define, understand, and perform masculinities. To that end, this study employs varying instruments (non-participant observation, focus group, and individual interviews) to explore the participants’ understanding of their own masculine identities as well as that of their fellow male students. The study was informed by masculinities, sex-role, and black masculinities theoretical and conceptual frameworks. The participants (grade 9-11 male learners) range in age from 14 to19. These young males discussed early masculinities teachings as well as defining characteristics of an ideal “real men.” Their understanding of masculine identities was shaped by family, media, church, peers, and others. They also provide information on the various masculinities constructions and performances at their school. Focusing on the opposition of dominant and subordinate masculinities, I gained firsthand knowledge from the participants about male learners who are excluded from formal and informal school process. The participants identified and discussed male learners who are said to be performing subordinate masculinities, including admonishment and sanctions used against learners who fall in this category. Emergent masculinities are highlighted from suggestions that participants provided as a means of ensuring that all learners can fully participate in the school process. Lastly, this study provides implications and recommendations for all stakeholders involved in secondary school education.
Grade 9 teacher attitudes towards common tasks for assessment (CTA) : a case study of economic and management sciences (EMS) in two schools.
(2009) Sithole, Alec Wittie.; Suriamurthee, Moonsamy Maistry.
This study examines the standardised tests as administered in Grade 9 in the form of Common Tasks for Assessment (CTA). The main focus of the study was to understand the attitudes of Economic Management and Sciences teachers toward the CTA (EMS) and how they were engaging with the CTA (EMS) during the ‘normal’ course of curriculum development. The study was undertaken in response to my observation of the negative attitude of EMS teachers toward the CTA (EMS) during the EMS workshops. The literature revealed that standardised tests have negative consequences such as the narrowing of curriculum, over-reliance on tests preparation materials, unethical test practices, unfair test results, unintended bias against population subgroups, increased tension and frustration in schools, increased grade retention, and regression of pedagogical practice. In responding to the pressure and stress associated with the standardised tests, teachers end up leaking test papers prior to test writing and gave answers to learners during the writing of tests. Teachers in ‘high-stakes testing’ environment tended to feel more pressure to increase test scores than their counter-parts in low- or moderate-stakes testing environments. The data was generated through semi-structured interviews, document analysis and lesson observations. Purposive sampling was used in the selection of the participants. Results indicated that: (1) teachers and learners experienced problems with the language used in the CTA (EMS); (2) the content of the CTA (EMS) was biased; (3) CTA (EMS) put pressure and stress on EMS teachers; and (4) the CTA imposed unfair curriculum expectations on EMS teachers. These problems made EMS teachers develop a negative attitude toward the CTA (EMS). It was also found that EMS teachers had difficulty in engaging CTA (EMS) during the ‘normal’ course of curriculum development. It is recommended that policy makers should regularly interact with schools in order to acquaint themselves with teachers’ experiences during CTA (EMS) administering. Furthermore they should take the views of the teachers into consideration during the policy formulation on CTA (EMS) administering. If the policy makers continue to ignore the concerns of the EMS teachers and to distance themselves from the reality in schools as far as the CTA (EMS) administering is concerned, the implementation of assessment policy will remain an elusive reality.
An investigation of the changing roles and responsibilities of educators in middle management in the context of education reform in secondary schools.
(2009) Hina, Ellah Hendriatta Ziningi.; Sader, Saajidha Bibi.; Green, Whitfield.
Since 1994, South African education has experienced major educational reforms that have resulted in a shift in the management and administration of schools. These educational reforms have had remarkable impact on the management of schools. The purpose of the current study was to investigate the perceptions of Head of Departments – (HODs) on the effects of educational reforms linked to globalisation on the professional lives and work of educators serving in the middle management positions at secondary schools. The study focused on the effects of educational reforms on the roles and responsibilities of educators serving in middle management positions in secondary schools in Pietermaritzburg. It was located within the critical paradigm, which aims at interrogating power relations and underlying forces that shape the dynamics of educational institutions in South Africa. It drew on contrasting views of social justice to analyse the educator’s experience. The neo-liberal construct of social justice and critical construction of social justice were used. The study was an exploratory case study that used focus group interviews and semi-structured in-depth interview methods as qualitative methods of data collection. Thematic analysis has been used to analyse data that has been collected. The globalisation theories and themes were used as lenses for data interpretation. Eight secondary schools middle managers (HODs) managing Mathematics and Physical Science from schools in Pietermaritzburg District participated in the study. Schools selected represented the racial, social, gender, economic and linguistic diversity of the province. The findings suggested that the effects of education policies influenced by neo-liberal globalisation have redefined the roles and responsibilities in ways that minimize the HODs autonomy and lead to the deskilling of educators who have been trained to perform their duties successfully and efficiently. The new education policies have coerced the educators including HODs to become ‘skills technicians’ degrading them as autonomous professionals. The neo-liberal policies exploited the HODs by coercing them to do both administrative work whilst being responsible for curriculum leadership. The HODs experienced dialectical tensions between allegiances to the subject (curriculum leadership) versus administrative role.
Visionary teacher leadership: a case study of three teacher leaders in a semi-urban primary school.
(2010) Gunkel, Kevin Steven.; Grant, Carolyn.
Teacher leadership is a relatively new concept in the South African educational field, with a few studies recently conducted. As a school principal, I have long held the incontrovertible view that it is the innovative and committed leadership of all stakeholders, teachers in particular, that is required for school improvement. Collectively, the experience, qualification, skills and passion of teacher leaders forms the cornerstone for collegiality, partnership and wide-scale participation in transforming schools into centres of excellence.
An investigation into the school and classroom factors that contribute to learners' performing poorly in Grade 4 in a primary school in KwaZulu-Natal.
(2007) Khoza, Ntombizonke Irene.; Naidoo, Devika.
This study was undertaken to investigate the school and classroom factors that contribute
Parent's understanding of their school governance roles : perceptions of the school management teams (SMTs) and parents.
(2008) Zwane, Thabisile Ntombezinhle.; Chikoko, Vitallis.
The study investigated perceptions of the School Management Teams (SMTs) and parents in the School Governing Bodies (SGBs) regarding the parents understanding of their roles. The South African Schools Act, 84 of 1996, provided all public schools with powers to run the schools through the SGBs. As an educator and the member of the SMT, I have observed that most governance roles are performed by the Principal and staff in the schools, hence conducted this study. The study was a multi-site case study of three primary schools of Ndwedwe circuit. To collect data the study used three instruments, namely interviews, observation and document analysis. The findings of the study revealed that parents in the School Governing Bodies are not coping with their many roles as they are stipulated by SASA due to their low levels of literacy. Besides illiteracy it seems parents in the SGBs lack information regarding their roles. The study recommends that parents in the SGBs must kept informed, trained and encouraged to upgrade their literacy levels to cope in their governance roles
Teachers' perceptions and experiences of teacher leadership : a survey in the Umlazi schools, KwaZulu-Natal.
(2008) Khumalo, Jabulisiwe Clarah.; Grant, Carolyn.
Teacher leadership is a term that is relatively new to the majority of educators in
Experiences regarding education policy changes in leadership and management roles of senior primary heads of departments : a study of two rural primary school in Umvoti Circuit.
(2007) Mkhize, Nozipho Eunice.; Bhengu, Thamsanqa Thulani.
This study is focused on documented experiences of senior primary heads of departments regarding their changed roles as a result of education policy changes in leadership and management. There are three key concepts that are the main focus of this study. They are leadership including instructional and transformational leadership; management and middle management. The study followed an interpretivist paradigm with the qualitative research methodology. Two primary schools were purposively sampled and participants were interviewed using semi-structured interview format. The primary sources of data in this research were the HODs, Principals and Post level one educators. The research questions guiding the study are as follows: • How do the HODs in the two primary schools manage the changes in the curriculum? • What factors influence the strategies that they use in coping with policy changes? • How do HODs' experience educational policy changes regarding their leadership and management roles? The interviews were tape recorded and transcribed by the researcher. Tape recording helps to keep accurate voices and prevent misinterpretation by the researcher. The collected data was coded and the organised into themes. Raw data was manually analysed and no soft ware was used in the analysis. The findings of this study show that HODs in the sampled schools experience a number of challenges in the areas of curriculum planning. They also experience other challenges in performing leadership, middle management and classroom teaching roles at the same time. It has become evident that it is extremely difficult to perform management and multi-grade teaching functions at the same time. Another issue is that one of human and material support. There is lack of LTSM, there is lack of support from district officials and HODs do not have time to provide capacity building and support for the staff.
The role of the learner in the school governing body : perceptions and experiences of principals, educators, parents and learners.
(2007) Magadla, Mangi.; Chikoko, Vitallis.
After democracy was achieved in South Africa, the South African Schools Act no 84 of 1996 required all public secondary schools to have two learners elected to the school governing body. The question of learner involvement and participation is still a thorny issue in some schools. The study investigated the experiences and perceptions of educators, parents and learners, regarding learner participation in school governance .The study was conducted in four schools in Mpumalanga ward of Hammarsdale circuit. A total of sixteen participants, four from each school comprising of four of each of principals, educators, parents and learners were interviewed. The study adopted the qualitative research design. Qualitative research design was most suitable to this study because it looked at views of different stakeholders entailed talking to people with the purpose of getting in depth information. Semi structured interviews were conducted with all participants. The main finding was that learner participation in school governance is still a problematic issue .The findings reveled that there are huge stumbling blocks that make learners fail to participate effectively in school governance. Democracy has not been achieved as expected, as it is evidenced by silent voices of learners.
The agency of an independent primary school principal in the management of a media centre innovation.
(2007) Harris, Gayle.; Govender, Magesvari.
The agency or personal involvement of the principal within a school is perceived as being of vital importance to the success of innovations. Leadership is necessary, not only to manage the escalating changes in academia, but more importantly to inspire, protect and encourage educators. One of the current trends in education is the move towards self-management which is a decentralization of power control from the state to the school. Selfmanagement implies choice and this enables the principal to validate the opinions and ideas of everyone who is involved in the process of school governance. The success or failure of an innovation usually depends on the support of the stakeholders. Change can be stressful, and unless the principal is part of the process, the implementation may not be successful. The context of this study is an independent primary school which has recently undergone many changes, most of which appear to have been initiated and managed by the principal. Independent schools have more autonomy than public schools as they are usually self-funded. The principal is accountable not only to the Board of Governors, but also to the parent body which generally has high expectations of the school. This study investigates the impact of the principal’s agency on the development of a multi-media centre at the school. The extent of his involvement within the school and his leadership style was first established and then the implementation of a new innovation, that of the media centre, was explored. Case study methodology based on semi-structured interviews with selected participants from within the school was employed. These participants represented different perspectives on the principal’s leadership and management of the media centre. In addition, documents and photographs were analysed for triangulation purposes.
The implementation of integrated quality management system in schools : experiences from Mayville ward.
(2007) Mncwabe, Jetro Bongani.; Bhengu, Thamsanqa Thulani.
This study examines the experiences of the school management teams and educators of Mayville ward schools regarding the implementation of Integrated Quality Management Systems (lQMS) policy at school level. The research was conducted as a case study in the Mayville Ward Schools in Durban, KwaZulu Natal, South Africa. This study was looking at the recently introduced educator evaluation system that is being in schools called Integrated Quality Management System (IQMS). This study also elaborates on the changes in the education history from the apartheid system to the democratic system of education. Three schools participated in the study (two secondary schools and one primary school). These schools were purposively selected using convenience and easy access, as well as, the fact that they had started implementing the IQMS policy, as the main criteria for selection. Semi-structured interviews were used to gather data from principals, heads of departments as well as post-level one educators about their experiences of IQMS implementation. The findings indicated that while the IQMS policy was good on paper but it was extremely difficult to implement. Issues of honesty and trust were at the root of the difficulties that make IQMS implementation difficult. The participants' understanding of IQMS was that it was meant for the provision of quality education and development.
An exploration of the ways in which secondary school girls construct their relationship with mathematics and mathematical literacy.
(2007) Vermeulen, Charmaine.; Bhana, Deevia.
This study explores the ways in which Grade 11 girls from an independent, predominantly
Discipline in a KwaZulu-Natal secondary school : the gendered experience of learners.
(2007) Msani, Mhlope Cynthia.; Morrell, Robert Graham.
The study explores and describes perceptions of learners in a secondary school on how discipline is enforced at Hintsho, with particular attention to gender. Corporal punishment is one of the methods of discipline that is still used at Hintsho. The issue of corporal punishment is a sensitive one since its use is now illegal. In the course of the study the researcher interviewed learners about this and other forms of discipline. Data was collected through interviews with ten Grade eleven learners. Access was enabled by the position of the researcher as a teacher of over ten years’ standing in the school. The study found that some teachers (especially males) still beat learners in order to enforce discipline and keep order. This occurs despite the fact that the school has formally prohibited the use of corporal punishment and has passed a code of conduct to encourage the use of alternative disciplinary forms. Learners confirmed that other forms of discipline and punishment are indeed used. But these are generally corporal punishment in another guise. Hard labour, for example, was identified by learners as a frequent form of punishment. While some learners accepted the various forms of punishment that were used, others opposed both corporal punishment and the other forms of punishment introduced as an alternative, especially the cleaning of toilets. Male teachers proved to be stricter and more severe than females as they were less tolerant and less reasonable.

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