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Migrant teachers' experiences of teaching in primary schools in Johannesburg.

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dc.contributor.advisorManik, Sadhana.
dc.contributor.authorAnganoo, Lucille-Dawn.
dc.date.accessioned2016-01-19T10:25:42Z
dc.date.available2016-01-19T10:25:42Z
dc.date.created2014
dc.date.issued2014
dc.descriptionM. Ed. University of KwaZulu-Natal, Durban 2014.en
dc.description.abstractThis study examined the reasons why migrant teachers were teaching in primary schools in Johannesburg and it also explored what were migrant teachers’ experiences of teaching in primary schools in Johannesburg. The data draws from a qualitative study using interviews and a focus group discussion. The findings indicate that the majority of the teachers migrating into Johannesburg are of Zimbabwean descent and seasoned teachers. The pull factors for this move included a desire for political, economic and educational advancements. Half of the sample migrated as tied ‘movers’, following their spouses to Johannesburg. Many migrant teachers have had mostly negative experiences. Inefficiencies by the Department of Home Affairs; temporary contracts causing instability; ill-disciplined learners; xenophobic attitudes and subject discrimination were key experiences of the migrant teachers in Johannesburg primary schools.en
dc.identifier.urihttp://hdl.handle.net/10413/12652
dc.language.isoen_ZAen
dc.subjectTeachers, Foreign--South Africa.en
dc.subjectEmigration and immigration--Social aspects.en
dc.subjectPrimary school teachers--South Africa--Johannesburg.en
dc.subjectZimbabweans--South Africa--Johannesburg.en
dc.subjectTheses--Education.en
dc.titleMigrant teachers' experiences of teaching in primary schools in Johannesburg.en
dc.typeThesisen

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