Dissertations / Theses on the topic 'Teacher effectiveness Victoria Case studies'

The ultimate goal of schooling is to provide quality education. In order to enhance the quality of the teaching profession, the Education Bureau mandated all aided schools to establish the school-based teacher appraisal system. To date, the policy has been implemented for a few years. This study attempts to investigate how teachers participate in the school-based appraisal system and analyze its relation to the effectiveness of the system. Moreover, the researcher tries to examine the factors affecting teacher participation in the appraisal and investigate the reasons behind their actions. The research method involves case studies of school-based teacher appraisal in two aided primary schools in Hong Kong. Teacher participation is high in one case while it is low in another case. The methods adopted include documentary analysis, interviews and observations. The evaluation model of Stake (1967), which compares the intention and reality of the policy, is also employed to analyze the actual operation. Findings reveal that teacher participation is a crucial factor to the effectiveness of the school-based appraisal systems. Teacher participation in the policy formulation and implementation stages directly affects the effectiveness of the policy. Extensive teacher participation in establishing the appraisal policy is found to have the following benefits, i.e. increasing the intelligence for decision-making, leading to better and effective implementation of the policy, increasing the acceptance of and ownership of the policy. In the policy implementation stage, the participation level of the appraisers and appraisees is found to be correlated and interdependent. The participation of both sides will affect whether the policy is implemented as scheduled and ultimately to what extent the policy will achieve the intended outcomes. Factors affecting teacher participation in the appraisal can be categorized into four levels, namely, the individual level, the policy level, the organizational level and the societal level. These factors are interrelated and have an effect on one another. The variation in the influence of these factors affecting participation may depend on different people and different situations. Apart from the fact that individual attitude would affect one’s degree of participation in the appraisal, the elements or components of the policy, the school culture and the Chinese culture would also affect the way in which teachers participate in the appraisal activities. Findings of the two case schools demonstrate that the developmental purpose and the administrative purpose seem to be incompatible within one appraisal system in the Hong Kong context, so the two purposes should be kept separate. The study also confirms that the school culture characterized by trust, collaboration, and valuing teacher growth can encourage the stakeholders to participate in appraisal more actively. On the other hand, the Chinese cultural values, i.e. face (mainzi), relation (guanxi) and favor (renqing), seem to be incompatible with the principles of the school-based appraisal systems as requested by the government, i.e. open, fair and transparent, and thus obstruct teacher participation in appraisal.
published_or_final_version
Education
Doctoral
Doctor of Education

The purpose of the study was to determine the relationship between scores of the new teachers' classroom effectiveness with numerical indexes of mentor support, mentor infrastructure, and workplace ecology. In addition, this study sought to determine the effect of various demographics (i.e., gender, age, race, degree, teaching level, and certification route) on the Classroom Effectiveness Index (CEI) scores of first-year teachers, and to determine the differences, if any, between the Classroom Effectiveness Index scores of first-year teachers who remained on campus, switched campuses, or left the district. This study is primarily correlational in nature - looking for relationships between quantifiable variables. The subjects are 68 first-year teachers. The mandatory mentoring program the subjects were involved in consisted of a paid, veteran teacher who worked on the same campus as the first-year teacher and assisted in instructional or behavioral needs. This study measured the impact of the first-year teachers' mentoring experiences to the Classroom Effectiveness Index scores and teacher retention. The findings suggest that the Classroom Effectiveness Index scores might not be an appropriate tool for uncovering which aspects of mentoring contribute to student achievement and retention. Adding the value-added measurement tool to the categories of mentor support (MS), mentor infrastructure (MI), and workplace ecology (WE), rendered no statistically significant results. Therefore, further research is necessary to continue to define the effective characteristics of mentoring and its impact on classroom effectiveness and retention.

I examined the effectiveness of child-centered play therapy (CCPT) and person-centered teacher consultation (PCTC) for elementary school children identified with clinical or borderline levels of ADHD behaviors on the Teacher Report Form and the Conners' Teacher Rating Scale Revised - Short Form. Additionally, I examined the impact of CCPT and PCTC on the levels of parenting and teaching stress. Due to the current trend to determine interventions that are evidence-based through between-group or single case designs, for this study, I utilized a single case design experiment for which the behaviors of five children were examined. Trained observers utilized the Direct Observation Form in observations of all five students three times per week. Additionally, parents and teachers completed behavioral rating scales and stress inventories at pre-, mid-, and post-intervention. To prevent biased observational ratings, observers were blind to the assignment of the five children. Three students participated in 24 sessions of twice-weekly 30-minute sessions of CCPT, and these students' teachers participated in six sessions of once-weekly 10-minute PCTC. Two students participated in twice-weekly 30-minute sessions of reading mentoring, after which they participated in 14 sessions of CCPT. Visual analysis of the data indicated mixed results. Three students demonstrated substantial improvement in the observed ADHD behaviors within the classroom. Results of the parent and teacher assessment data were inconsistent, but did indicate behavior change for some children and a reduction in teaching stress for one teacher. Parenting stress appeared unaffected. Implications for future research regarding the use of single case design, the measurement of student behavior change, and issues of comorbidity are indicated.

Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers' different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.

This study was done in order to determine whether teachers are taking on leadership roles in their schools. The following questions were posed: What factors exist in schools that help or hinder teacher leadership? What structures need to be in place for teachers to be leaders? How does the culture of the school support or creates barriers to teacher leadership? And, finally , what personal factors enhance or inhibit teacher leadership? This dissertation takes the form of case studies of three urban primary schools in the Pietermaritzburg region. The study is qualitative in nature and examines the leadership roles that teachers are undertaking, with the intention of identifying and exploring the factors that help or hinder teacher leadership. To ascertain the responses of teachers, a questionnaire, as well as semi-structured interviews were used. The principals who participated in the study were also interviewed to ascertain their views on teacher leadership. South Africa is a relatively new democracy with a host of new policies. The one that is of relevance to this study is the Norms and Standards for Educators (2000). This policy prescribes that teachers are required to undertake seven roles . Of these seven roles , the one that is of particular relevance to this study, is the role of leader, administrator and manager. This role, as prescribed by policy, implies that teachers are expected to undertake leadership roles , both in and out of the classroom. What is of interest, however, is whether and to what extent, this policy prescription is implemented in the school. The findings revealed that schools in the study were characterized by structures that were 'top-down' , and that leadership roles in these schools were delegated, rather than distributed. Findings also pointed to a number of barriers to teachers taking on leadership roles . These included time constraints, rigid attitudes of principals and school management team members as well as the impact of taking on additional roles and responsibilities, on the personal lives of teachers. Some recommendations in order for leadership to succeed in South Africa would be, firstly , that steps should to be taken to implement and encourage teacher leadership. This would entail a change in mindset on the part of principals in particular, many of whom would have to radically revise their views of what constitutes leadership and who should lead. Secondly, there should be a movement away from delegated leadership towards a more distributed form of leadership. Thirdly, it is also the recommendation of this study that the creation of a collaborative culture in schools will create an enabling environment for teacher leadership to flourish.
Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.

A cross-case approach was employed to examine early childhood teachers’ perspectives on quality of early childhood programs and how they embed those perspectives in their daily classroom practices. Questions explored teachers’ education levels, years of experience, and the ways in which their individual perspectives are manifested in the classroom. Three early childhood teachers were interviewed and observed, each with a different level of education: Child Development Associate (CDA)certification, associate’s degree in early childhood education, and bachelor’s degree in early childhood education. Each teacher worked in a licensed, nationally accredited program that is rated at the highest level of the Indiana quality rating system, Paths to QUALITY (Level 4). Qualitative methods were used, including analysis of teacher surveys and interview transcriptions, as well as CLASS observations. Results indicated that the three teachers held similar perspectives on the importance of professional development, but they differed on the preferable way to obtain professional development: college education versus in-service training. There was a clear divergence among the teachers regarding the importance of a college degree in relation to manifestations of quality in the classroom. While the three teacher agreed that there is a lack of respect associated with their profession, they did not agree on the reasons behind this lack of respect. Likewise, all three voiced a need for increased support in their roles, but they had varying ideas of what that support should entail. The three teachers also varied in their understanding of the global concept of quality, specifically in regard to the National Association for the Education of Young Children accreditation and the quality rating system. While the teachers holding associate’s and bachelor’s degrees displayed similar quality implementations, the teacher with a CDA was not observed to apply the same level of quality practices. This study has implications for practice and for future research. In order to meet professional development needs that can ensure quality practices, teacher education programs and non-formal training agencies need to provide early childhood teachers with professional development opportunities that help them advance their knowledge and link theories to application in the classroom. Opportunities should focus on personal factors and meet the individuality of the early childhood teacher. Policy makers and state administrators need to value the role of the early childhood teacher by providing a classification system that links qualifications to salaries and positions. Compensation initiatives for early childhood teachers should be brought into discussion and linked to the quality rating system’s children and dollars received per program. There is a necessity for future research into the perspectives of early childhood teachers in a cross-case study with teachers who hold an early childhood education/child development bachelor’s degree. Such future investigation may indicate additional similarities or differences in beliefs on quality in early childhood education and could illuminate potential methods for ensuring that teachers are able to provide the level of quality that is called for.
Department of Elementary Education

One of the challenges facing education systems worldwide is the motivation of qualified teachers to teach at rural schools. Teaching at rural schools is a challenge as rural areas are characterised by adverse living and working conditions, making qualified teachers prefer living and working at urban schools where conditions are more comfortable. Namibia implemented the financial incentive to motivate qualified teachers to teach at rural schools and improve learner performance. The implementation of the financial incentive in Namibia has received little research attention in establishing its effectiveness. The purpose of this study was to evaluate the effectiveness of the financial incentive on the performance of learners at rural schools, as this performance relates to teacher motivation. To achieve this, a literature study and an empirical investigation were conducted. An interpretivist research paradigm informed the methodology for the study. A mixed-methods research approach, which relied more on a qualitative research design, included a research sample of 28 teachers, five school principals and two education officials. Data were collected through interviews and document analysis. Individual interviews were conducted with education officials and school principals. Focus group interviews were conducted with teachers. Document analysis entailed accessing applicable documents of each research site in the office of the school principal. Textual data were analysed and presented thematically and numeric data were analysed and presented as frequencies and percentages. Key findings established that financial incentive has contributed little to the performance of learners in rural schools. The fact that rural schools are not properly categorised according to environmental challenges results in teachers not receiving realistic financial incentive. Teachers were therefore not motivated by financial incentive, but by other factors relating to being tuned to nature in rural areas, being exposed to lower living costs and enjoying accommodating school leadership and community care. A revisiting of the implementation of the financial incentive is recommended in order to negate shortcomings and enhance the potential of financial incentive to contribute to improved learner performance as steered by motivated teachers.
Educational Studies
Ph. D. (Education)

Namibia is one of the countries with distinct historical education systems that shifted from the traditional teacher-centred approach to learner-centred approach to improve learning outcomes. Despite for the call upon secondary school teachers in Namibia to adopt the learner-centred approach, the pass rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very low with about 50% of the Grade 10 JSC learners failing to make it for senior secondary level. Therefore, this study sought to explore science teachers’ knowledge, practice and perception of learner-centred approach. This study employed a pragmatic approach using an explanatory sequential mixedmethods design to collect quantitative data first and then explaining the quantitative results with in-depth qualitative data. The structured questionnaire, interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis was used for the data collected by the questionnaire while qualitative data analysis was used for the data collected by interview and the observation protocols. The results showed an understanding of learner-centred approach and most teachers use a mixed approach to teaching that incorporates both learner-centred approach and teacher-centred approach. Furthermore, results showed that teachers view learner-centred approach as effective but its effectiveness is reduced by poor participation of learners, large class sizes and inadequate instructional materials. Following the results, it was recommended that the Ministry of Education and education policy makers must consider strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance.
Science and Technology Education
M. Ed. (Natural Science Education)

This research project investigates the influence of, and interplay between, contextual and biographical factors on an educator's ability to respond to the work context. In particular, this study explores what factors a small number of educators believe were important, before, during and after their participation on one or other specific professional development programme in enabling them to develop (design and/or adapt) and implement a course curriculum in their work environments. Within the context of this research, the professional development programmes of interest are designed with/for environmental educators from the Southern African region. Although past educational research has often focused on the importance that programme participants give to the interactions between themselves and tutors , the materials used, the assignments tackled, etc. this research project did not set out to draw the research subjects' attention to programme-related factors. Rather, it was designed to broaden the focus to include factors before and after a programme as well. Within this enquiry, three research subjects were engaged in numerous, open-ended conversations throughout the course of the year during which the study unfolded. The above participants were also involved in semi-structured interviews where, again, relatively open-ended questions were asked. A small number of documents, such as the materials of the above professional development programmes, were also analysed. This research has provided a number of insights into the wide range of factors that might enable educators to respond effectively to their work environments. Specifically, it has indicated the importance of four broad families of factors perceived by the subjects of this research to have enabled them to develop and implement a meaningful course curriculum. The personal variables are highlighted in particular. Importantly, this study raises questions and challenges both for those involved in similar research as well as for those involved in the design and implementation of professional development programmes, particularly for educators.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2002.

The purpose of the study was to explore teachers’ views on using mobile laboratories when teaching Integrated Science during science practical lessons; to assess the teachers’ competencies in using the mobile laboratories and the challenges they face in this practice. The research used a survey as a research design. The target population was all teachers teaching Integrated Science. The sample comprised of forty-five (45) respondents from Northern and Eastern provinces of Zambia. Purposive sampling was used to pick the participants of the study. In collecting data, questionnaires, interview schedules and observation checklist were used to collect data needed for this study. The instruments were piloted before they were used in the study. The findings from the study revealed that the quality of material in these laboratories are quite good but their numbers are not in line with the size of the classes, which negatively affects the teaching and learning process of practical lessons in science. Additionally, the teachers’ qualification, was found to be associated with their competence in the use of mobile laboratories; that is, the higher the qualification, the more the competence in the use of mobile laboratories apparatus. Furthermore, the study established the following challenges on the use of the mobile laboratories: inadequate materials in the mobile laboratories, schools are not financially strong to replenish them after they are used up, some teachers find it timeconsuming to prepare and set up the apparatus for experiments and orientation is needed for some teachers on how to use these laboratories. In view of the findings, it is recommended that the government should provide more laboratory materials and monitor the level of usage of these materials. Additionally, short courses should be organised aiming at improving science teachers’ knowledge and skills of the use of mobile laboratory facilities. Moreover, Continuous Professional Development (CPD) must be enhanced in schools with an emphasis on the orientation of mobile laboratories usage by all science teachers.
Science and Technology Education
M. Ed. (Natural Sciences)

This interpretive study investigated South Australian participants' perceptions of their experiences of professional development and partnership through the Innovative Links Between Universities and Schools for Teacher Professional Development Project (Innovative Links Project). The researcher was one of the academic participants. Data were collected in the final eighteen months of the project using participant observation, the researcher's journal, interviews, document review and a written questionnaire. The data analysis revealed findings about three phases of the project: the initiation phase; the implementation phase; and the reviewing outcomes phase. The findings for the initiation phase were: 1. Many teachers in the selected schools, and teacher educators at the university, did not have the opportunity to participate in the project. 2. Most participants were motivated by personal reasons and a commitment to organisational and/or partnership goals. 3. Participants varied in the extent to which they knew about and had the opportunity to interpret project expectations at the local level. The findings for the implementation phase were: 1. There was wide variation in the extent to which participants valued professional discourse, critical reflection, action research and professional reading and writing as processes for school reform. 2. Some participants found it difficult to learn project processes quickly. 3. Most participants were not able to manage the demands of the project without extending their hours of work and workloads. 4. Some relationships developed within the project were undemocratic and inequitable in some respects. 5. Only some aspects of the contexts in which participants worked supported achievement of the project expectations, while others proved to be a hindrance. The findings about the reviewing outcomes phase were: 1. Participants learnt about improved teaching, learning and educational reform from working together, but some opportunities for reciprocal learning were missed. 2. Participants' ability to translate learning into educational improvement was impeded by contextual constraints. 3. Many participants found it difficult to determine whether improvement had occurred. 4. Most participants found that working in the partnerships enhanced their relationships and professional standing with other participants, but not with non participants. The findings illuminated four areas of complexity in the research and development partnerships that were studied. Firstly, the extent to which the implicit assumptions underpinning project expectations were congruent with the reality of the conditions impacting on participants influenced their achievement of the expectations. Secondly, the interaction of a complex array of personal, structural and cultural conditions supported or hindered participants' ability to achieve the project expectations. Thirdly, participants' experiences, and the conditions that influenced them, changed as they moved through the different phases of initiation, implementation and reviewing outcomes. Finally, the key challenges that were evident in the research and development partnerships were: developing equitable ownership within each organisation and the partnerships; managing the affective dimensions of research, development and partnership; reconceptualising and restructuring educators' work; reconciling disparate constructions of learning, teaching, research and reform; and facilitating reciprocal learning for teachers and academics. The areas of complexity illuminated by the study suggested a series of recommendations for ways that future school/university research and development partnerships might be improved.
thesis (PhD)--University of South Australia, 2002.

After the comparison and contrast of the four schools, it is propounded that in the establishment and developing process of a professional learning community, its core, teachers' collaborative culture, also displays a developmental process from individualism and comfortable collaboration to organizationally induced collegiality and interdependent collegiality. A supportive system is the guarantee of the teachers' collaborative culture; and the key to facilitate the birth of this culture as well as the building of a professional learning community lies on the principals' leadership style which put attention both on the management strategies and the leading strategies.
Based on the result revealed from the questionnaire survey and data of the case studies, it is found that professional learning community, as an introduced concept from the west, has its local significance in primary schools in the three cities of mainland China, supporting the theoretical structure built by the following four professional learning community dimensions---Shared decision making; Shared sense of purpose and focus on student learning; collaborative activity and deprivatized practice; Staff support and cooperation. The features of the abovementioned dimensions also possess their local flavor: degree of the shared decision making is relatively low and the teachers rarely participate in the financial and personnel decision-making, but own more authority within their professional field; secondly, students' exam scores are more emphasized in the aspect of the focus on student learning, but this varies from the schools according to its realization of professional learning community; thirdly, as for collaborative activity and deprivatized practice, collaboration among teaching practice are bolstered by the traditional "teaching research system", nevertheless there is a gap between the system and the actual outcome of the activities; lastly, the uniform teaching research system, to some extent, provides teachers' cooperation with much support, but is overweighed by the collaborative culture among teachers.
Mixed methods are adopted in this research, in which the questionnaires are delivered in three cities (including Shanghai) of mainland China in order to know the features and the realization of professional learning community in primary schools in Shanghai. It is then followed a purposeful sampling on the basis of the data analysis from the questionnaires, and four schools will be chosen out as the cases to probe into the relationship between professional learning community and teacher development. The major methods for the data collection include questionnaire survey, in-depth interview, participant observation and document collection.
The professional learning community being the one side, the teachers' development is interactively on the other, and the key platform for their interaction is teacher development activities. The contents of teacher development activities vary in different schools of different realization of professional learning community, and also diverse in the interaction between professional learning community and teachers' teacher development. Meanwhile, the second round curriculum reform in Shanghai being the common backdrop, it on one hand offers three platforms to the interaction between professional learning community and teacher development, and on the other hand is itself affected by this interaction. Especially under the pressure of "moderate empowerment and high responsibility" in the second round curriculum reform, teachers are supported by professional learning community in terms of empowerment and responsibility, and are also aided to seek for their professional identities, which leads to the achievement of teachers' real proactive professional development.
With the advent of a transitional era, the field of education is likewise undergoing a global reform. However, in retrospect of the educational reforms launched by various countries in the past thirty years, the aspect of class teaching is seldom touched upon. The academia therefore gives increasing emphasis on teachers as well as teachers' communities, and the concept of professional learning community thus comes into being. In the recent years, the studies on professional learning community have been proliferated in the west, and are gradually introduced into our country, but the related empirical studies in China still remain a virgin land.
宋萑.
Adviser: Lee Chi Kin.
Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3113.
Thesis (doctoral)--Chinese University of Hong Kong, 2007.
Includes bibliographical references (p. 276-302).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Song Huan.

The research study has focussed on the optimal use of instruction time to arrange for improved learner performance. A qualitative investigation was conducted using individual interviewing with six school principals and focus group interviewing with fifteen Heads of Department of six selected secondary schools. The findings revealed that the establishment of a sound culture of teaching and learning in which instruction time is used optimally is the joint responsibility of the school principal and staff in collaboration with learners and parents. Instruction time is lost owing to timewasters such as teachers who are unprepared for lessons, teacher and learner absenteeism and teacher and learner tardiness. Intervention strategies to counter the negative influence of timewasters on available instruction time relate to prior planning and preparation for lessons, managing teacher and learner absenteeism and the scheduling of extra classes. The study contributes to the discourse on effective teaching and learning for acceptable learner performance.
Educational Leadership and Management
M. Ed. (Education Management)

The Directorate of Adult Education and Training of the national Department of Education views Adult Basic Education and Training (ABET) not merely as literacy, but as the general conceptual foundation towards lifelong learning and development. This includes knowledge, skills, and attitudes which are needed for social, economic and political participation and transformation. These skills will assist learners in becoming more active participants in their communities, their workplaces and contribute towards the development of South Africa. This study aims to examine whether ABET programmes prepare learners to acquire the language which is needed to achieve this objective. It falls within one of the eight learning areas defined by the National Qualifications Framework (NQF), namely the language, literacy and communication learning area. In order to research the effectiveness of learning within this area, it is important to analyse the interaction which takes place within a classroom; the type of questions both educators and learners ask; the type of errors learners make in the classroom; and how the educators treat these errors. What is also of paramount importance is whether the language skills learnt in the classroom are transferred to outside the classroom. To examme this, various authors' views on classroom interaction; questions; errors; treatment of errors; and evaluating the effectiveness of learning are presented. Instruments were designed to analyse these aspects within an ABET programme, and include: • the framework used to undertake the classroom interaction analysis, • the instrument used to explore the type of questions educators and learners ask in the classroom, • how an error analysis is used to identify typical learners' errors which occur frequently, • the methodology used to uncover how educators treat their learners' errors, and • the various stakeholders' questionnaires which were used to ascertain the effectiveness of learning at an ABET Centre. The research findings are presented and interpreted in order to provide recommendations for the development of language learning and teaching within the ABET field. The findings also gave rise to recommendations for classroom practices for ABET educators, and particularly the need for educator training and development. Recommendations for curriculum designers of ABET materials are also presented.
Educational Studies
D. Ed. (Philosophy of Education)

Instructional leadership is essential for the academic success of any schooling situation. Given this background, the researcher set out to investigate how instructional leadership is practiced and also could be improved in the Southern nations, nationalities and people’s region of Ethiopia; to this end, the researcher used a case study of four secondary schools. The main research question that framed the study was: How do principals practice effective instructional leadership role in secondary schools? A qualitative research method formed the basis of this study. The choice of schools for this study was deliberate, and was solely based on convenience. Participants in this study consisted of national educational experts, regional and district supervisors, as well as the principals of the selected schools from the sample areas. The following were selected from the sample areas: four school principals, six district supervisors and six regional experts. In addition, there were four experts from the Ministry of Education who also participated in the study. The analysis of the research data revealed that there is strong evidence of effective instructional leadership at the selected schools. However, despite the existence of this instructional leadership, these schools, like all other organizations, are still faced with a number of challenges that limit the effectiveness of the teaching and learning process. These challenges include lack of discipline, inadequate support, poor time management, lack of teaching and learning resources and poor training system. Participants were provided with a number of possible solutions to the problems identified. Principals were expected to be good role models in order to set examples for their staff members. An enabling environment had to be created for effective teaching and learning to take place. The researcher recommended the following new model: secondary school principals in the selected region were expected to have a vision and knowledge of instruction. In addition, they had to be committed to their work and be capable of creating a safe environment and a school culture conducive to effective teaching and learning.
Educational Management and Leadership
D. Ed. ( Educational Management)

Abstract in English, Sesotho and Zulu
The occurrence of Open Distance and e-Learning revolutionized Higher Education Institutions for students to access instruction at anytime and anywhere. Students benefitted instruction of anytime and anywhere in one of the Technology Education courses in ODeL from the e-tutors. As a result of the support from the e-tutors, the curriculum was designed to place a strong emphasis on the design process as the core around which the teaching of the curriculum should revolve. However, it is still not clear how effective is the content knowledge which relates to the design process from the e-tutors. In acknowledgment from such a gap, this study aimed to determine the relationship between the e-tutors’ technological, pedagogical, content knowledge of teaching design process within Technology Education specialization. In order to achieve this purpose, two theories, namely Transactional distance and Connectivism were coined together with the Technological Pedagogical Content Knowledge (TPACK) framework to underpin the study. The philosophical worldview is pragmatism having employed mixed method. Participants in this study were 145 students who registered a year programme for two modules in the Bachelor of Education (B.Ed.) programme at a Higher Education institution were surveyed to collect the quantitative data. Data from the face-to-face semi-structured interviews were collected with five e-tutors from the research sites. Online observations data were collected from the e-tutor sites of the institution’s learning management system (LMS). The results suggest that e tutors still lack the technology knowledge in order to deliver the content aimed for the design process in an ODeL environment. Also, it was evidenced that the e-tutors have not acquired pedagogical strategies for driving the pedagogy for the design process in an ideal context of ODeL. It should also be borne in mind that findings for the content knowledge indicated that the e-tutors still lack the knowledge for exploiting content knowledge of the design process to suit an ODeL environment. These findings highlight a need for technology to support e tutors’ pedagogical strategies towards a meaningful understanding of the design process and its implications across ODeL contexts.
Ketsahalo ea Open Distance le e-Learning e ntlafalitse litsi tsa thuto e phahameng bakeng sa baithuti ho fihlella taeo nako efe kapa efe le kae kapa kae. Baithuti ba ile ba rua molemo taelong ea nako efe kapa efe le kae kapa kae ho e 'ngoe ea lithuto tsa Technology Technology ho ODeL ho tsoa ho li-tutors. Ka lebaka la ts'ehetso e tsoang ho li-tutors, kharikhulamo e ne e etselitsoe ho hatisa ka matla ts'ebetso ea moralo e le khubu eo thuto ea kharikhulamo e lokelang ho potoloha ho eona. Leha ho le joalo, ha ho sa hlaka hore na tsebo ea litaba e sebetsa hantle hakae e amanang le tšebetso ea moralo ho tsoa ho li-tutors. Ho ananela lekhalo le joalo, phuputso ena e ne e ikemiselitse ho tseba kamano lipakeng tsa theknoloji ea "e-tutors", thuto ea thuto, tsebo ea litaba ea ts'ebetso ea moralo oa ho ruta ka har'a tsebo ea thuto ea Technology. Bakeng sa ho fihlela sepheo sena, ho ile ha qaptjoa likhopolo tse peli, e leng Transactional distance le Connectivism hammoho le sebopeho sa Technological Pedagogical Content Knowledge (TPACK) ho tšehetsa thuto. Pono ea lefatše ea filosofi ke pragmatism e sebelisang mokhoa o tsoakaneng. Barupeluoa thutong ena e ne e le baithuti ba 145 ba ngolisitseng lenaneo la selemo bakeng sa li-module tse peli lenaneong la Bachelor of Education (B.Ed.) setsing sa Thuto e Phahameng ba ile ba hlahlojoa ho bokella lintlha tse ngata. Lintlha tse tsoang lipuisanong tsa sebopeho sa sefahleho li ile tsa bokelloa le barupeli ba bahlano ba tsoang libakeng tsa lipatlisiso. Lintlha tsa tlhaiso-leseling ka inthanete li ile tsa bokelloa ho tsoa litsing tsa e-tutor tsa sistimi ea taolo ea ho ithuta ea setheo (LMS). Liphetho li fana ka maikutlo a hore barupeli ba ntse ba haelloa ke tsebo ea mahlale a morao-rao molemong oa ho fana ka litaba tse reretsoeng ts'ebetso ea boqapi tikolohong ea ODeL. Hape, ho ile ha pakoa hore li-e-tutors ha li e-so fumane maano a thuto ea ho khanna lithuto tsa thuto bakeng sa moetso oa moralo ka mokhoa o loketseng oa ODeL. Hape ho lokela ho hopoloa hore liphuputso tsa tsebo ea litaba li bontšitse hore li-e-tutors li ntse li haelloa ke tsebo ea ho sebelisa tsebo ea litaba tsa moralo oa moralo ho latela tikoloho ea ODeL. Liphuputso tsena li totobatsa tlhoko ea mahlale a morao-rao ho ts'ehetsa maano a thuto a barupeli ho fihlela kutloisiso e hlakileng ea ts'ebetso ea moralo le litlamorao tsa ona maemong a ODeL.
Ukutholakala kwe-Open Distance ne-e-Learning kuguqula izikhungo zemfundo ephakeme zabafundi ukuthi bathole imfundo nganoma yisiphi isikhathi noma kuphi. Abafundi bahlomule ngokufundiswa nganoma isiphi isikhathi noma kuphi kwesinye sezifundo zeTechnology Education ku-ODeL kubafundisi be-e. Njengomphumela wokwesekwa okwenziwa abafundisi be-e-tutors, ikharikhulamu yakhelwe ukugcizelela kakhulu inqubo yokwakhiwa njengongqikimba okumele kufundiswe ngayo ikharikhulamu. Kodwa-ke, akukacaci ukuthi lusebenza kangakanani ulwazi lokuqukethwe oluphathelene nenqubo yokwakha evela kubafundisi be-e. Ngokwazisa ngaleligebe elinje, lolu cwaningo luhlose ukucacisa ubudlelwano phakathi kwezobuchwepheshe be-e-tutors, ubuchwepheshe bokufundisa, ulwazi lokuqukethwe lwenqubo yokwakhiwa kokufundisa ngaphakathi kobuchwepheshe be-Technology Education. Ukufeza le njongo, imibono emibili, okungukuthi iTransactional distance neConnectivism yahlanganiswa kanye nohlaka lweTechnological Pedagogical Content Knowledge (TPACK) ukusekela ucwaningo. Umbono wezwe wefilosofi yi-pragmatism esebenzisa indlela exubile. Ababambe iqhaza kulolu cwaningo bekungabafundi abayi-145 ababhalise uhlelo lonyaka lwamamojula amabili kuhlelo lweBachelor of Education (B.Ed.) esikhungweni seMfundo ePhakeme bahlolisiswa ukuqoqa imininingwane yobungako. Imininingwane evela ezingxoxweni ezihlelekile ezenziwe ubuso nobuso zaqoqwa nama-e-tutors amahlanu avela kumasayithi ocwaningo. Idatha yokubuka eku-inthanethi yaqoqwa kusuka kumasayithi e-e-tutor ohlelo lokuphatha lokufunda (LMS). Imiphumela iphakamisa ukuthi abafundisi be-e basenalo ulwazi lobuchwepheshe ukuze bakwazi ukuletha okuqukethwe okuhloselwe inqubo yokwakhiwa endaweni ye-ODeL. Futhi, kufakazelwe ukuthi abafundisi be-e abakawatholi amasu okufundisa okushayela inqubo yokuqamba ngendlela efanelekile ye-ODeL. Kumele futhi kukhunjulwe ukuthi okutholakele kolwazi lokuqukethwe kukhombisile ukuthi ama-e-tutors asenalo ulwazi lokusebenzisa ulwazi lokuqukethwe kwenqubo yokwakhiwa ukuze ivumelane nemvelo ye-ODeL. Lokhu okutholakele kugqamisa isidingo sobuchwepheshe ukuxhasa amasu e-tutors 'pedagogical maqondana nokuqonda okunenjongo kwenqubo yokwakhiwa nemithelela yayo kuzo zonke izingqikithi ze-ODeL.
Curriculum and Instructional Studies
Ph. D. (Science and Technology Education)

Parental involvement plays a very important role in the development of a child’s formal education. This study explored various management strategies that might serve as guidelines to improve parental involvement in primary schools. The conceptual framework that informed this study was factors that determine school effectiveness as well as Epstein’s theory of overlapping spheres and her typology on parental involvement that served as the theoretical framework. A qualitative research approach was used for this study, as it allowed the researcher to conduct in-depth interviews with six principals in Southern Tshwane primary schools and examined relevant documents to collect data. The research indicates that most schools comprehend the importance of parental involvement, yet lack structured implementation frameworks for parental involvement. The study recommends that schools need to plan, manage and implement a parental involvement programme according to the unique circumstances of the school.
Ukubandakanyeka kwabazali kudlala indima ebalulekile kakhulu ekuthuthukiseni imfundo esemthethweni yengane. Lolucwaningo luhlola amasu ahlukahlukene okuphatha angase asebenze njengemihlahlandlela yokuthuthukisa ukubandakanyeka kwabazali ezikoleni zamabanga aphansi ase Ningizimu neTshwane. Umhlahlandlela womqondo owazisa lolucwaningo yizici ezenza ukusebenza kahle ezikoleni kanye nenkolelo ka-Epstein yezinhlaka eziqhamukayo ekubandakanyeni kwabazali okwakungumhlahlandlela wemfundo. Indlela yokucwaninga eyasetshenziswa kulolucwaningo yenza ukuthi umcwaningi aqhube izingxoxo ezijulile nothishanhloko abayisithupha bezikole zamabanga aphansi ase Ningizimu neTshwane, futhi wahlola nemibhalo efanele ukuqoqa imininingwane. Ucwaningo lubonisa ukuthi izikole eziningi zinalo ulwazi lokubaluleka kokubandakanya abazali kodwa azinazo izinhlaka ezihlelekile zokwenza ukuthi abazali babandakanyeke. Ucwaningo lukhuthaza ukuthi izikole zidinga ukuhlela, ukuphatha nokusebenzisa uhlelo lokubandakanya abazali ngokuvumelana nezimo ezihlukile zesikole.
U dzhenelela ha vhabebi ndi tshipida tsha ndeme tsha u aluwa ha pfunzo ya vhana. Tsedzuluso ino yo sedzulusa ndila dzo fhambanaho dza u langula dzine dza shumisiwa sa nyeletshedzo dza u khwinisa u dzhenelela ha vhabebi kha zwikolo zwa fhundzo dza fhasi Tshitirikini tsha Tshipembe ha Tshwane. Tsedzuluso ino yo di sendeka nga zwithu zwine zwa bveledza tshumelo ya maimo a ntha a zwikolo na pfunzo khulwane ya Epstein ya masia a no shumisana kha u dzhenelela ha vhabebi zwine zwa shumisiwa sa maga a kuhumbulele. Tsedzuluso ino yo shumisa maitele a u sedzulusa a qualitative, ngauri a tendela musedzulusi u vhudzisa mbudziso dzo dzudzanywaho na thoho dza tshikolo dza rathi dza zwikolo zwa fhasi Tshitirikini tsha Tshipembe ha Tshwane, na u sedzulusa manwalo o no yelana na tsedzuluso ino kuvhanganya ndivho. Tsedzuluso i sumbedza uri vhunzhi ha zwikolo zwi dzhiela nzhele u dzhenelela ha vhabebi, fhedzi a zwina maitele o dzudzanywaho a u eletshedza u dzhenelela avhabebi. Tsedzuluso ino i themendela uri zwikolo zwi tea u dzudzanya, u langula na u shumisa maitele o themendelwaho a u katela u dzhenelela ha vhabebi uya nga u fhambana-fhambana ha nyimele dza zwikolo.
Educational Management and Leadership
M. Ed. (Education Management)

Teachers tend to use traditional teaching methods, even though young learners are more digitally oriented. The purpose of this study was to analyse teachers' understanding and practices in grade R classes to clarify their use of digital play for language acquisition. The participants consisted of eight grade R teachers at one selected primary school in an urban area that had access to digital technology. Bronfenbrenner's ecological systems theory as a theoretical framework informed this study. This qualitative single case study generated data from teacher participants and their interaction with the learners. The data generation included semi-structured individual interviews, focus group interviews, and non-participant observations. Analyses to answer the research questions were conducted by means of thematic analysis. The main finding was that grade R teachers have some knowledge and understanding of digital play and they are willing to try new games, but they feel they need to know more about digital technology and the use of digital games for language acquisition. Recommendations include the need for the development of more digital games relevant to language acquisition and for teachers to adopt relevant pedagogies to benefit from available digital games. A similar study in a rural area and a comparison between this study and such a study will then be useful in determining teachers' understanding and use of digital play for language acquisition.
Onderwysers is geneig om tradisionele onderrigmetodes te gebruik, selfs al is jong leerders meer digitaal georiënteerd. Die doel van hierdie studie was om onderwysers se begrip en praktyke in graad R-klasse te ontleed, om hul gebruik van digitale spel vir taalverwerwing duidelik te maak. Die deelnemers het bestaan uit agt graad R-onderwysers by een uitgesoekte laerskool in ʼn stedelike gebied, met toegang tot digitale tegnologie. Hierdie studie is geïnspireer deur Bronfenbrenner se ekologiese stelselteorie as ʼn teoretiese raamwerk. Hierdie kwalitatiewe enkelgevallestudie het data van onderwyser-deelnemers en hul interaksie met die leerders gegenereer. Die datagenerering het halfgestruktureerde individuele onderhoude, fokusgroeponderhoude en niedeelnemer-waarnemings ingesluit. Die vernaamste gevolgtrekking was dat graad R-onderwysers oor ʼn mate van kennis en begrip van digitale spel beskik en dat hulle bereid is om nuwe speletjies te probeer, maar hulle voel hulle behoort meer te weet van digitale tegnologie en die gebruik van digitale speletjies vir taalverwerwing. Aanbevelings sluit in: die behoefte aan die ontwikkeling van meer digitale speletjies wat op taalverwerwing betrekking het; en dat onderwysers tersaaklike pedagogieë moet inspan om uit die beskikbare digitale speletjies voordeel te trek. ʼn Soortgelyke studie in ʼn landelike gebied en ʼn vergelyking tussen hierdie studie en so ʼn studie sal dan nuttig wees om onderwysers se begrip en gebruik van digitale spel vir taalverwerwing te bepaal.
Barutiši ba na le go šomiša mekgwa ya sekgale ya go ruta, le ge e le gore baithuti ba baswa ba na le tsebo ya theknolotši. Morero wa nyakišišo ye e be e le go sekaseka mašomelo le kwešišo ya barutiši ka diphapošing tša kreiti R go hlalosa tšhomišo ya bona ya papadi ya ditšitale ya go ithuta polelo. Bakgathatema ba bopilwe ke barutiši ba seswai ba kreiti R sekolong se se kgethilwego sa poraemari ka nagasetoropong seo se nago le theknolotši ya ditšitale. Teori ya mekgwa ya ekolotši ya Bronfenbrenner bjalo ka foreimiweke ya teori e thekgile nyakišišo ye. Kheisesetati ye e tee ya khwalithethifi e tšweleditše datha go tšwa go bakgathatema ba e lego barutiši le kopano ya bona le baithuti. Tšweletšo ya datha e akareditše dipoledišano tša motho o tee ka o tee tša go beakanywa seripa, dipoledišano tša go nepiša sehlopha, le ditlhokomelo tša ba go se kgathe tema. Ditshekatsheko go araba dipotšišo tša dinyakišišo di dirilwe ka go šomiša tshekatsheko ya thematiki. Kutullo ye kgolo e bile gore barutiši ba kreiti R ba na le tsebo le kwešišo ye nyane ya papadi ya ditšitale le gore ba rata go leka dipapadi tše diswa, eupša ba kwa ba nyaka go tseba tše ntši ka ga theknolotši ya ditšitale le tšhomišo ya dipapadi tša ditšitale tša go ithuta polelo. Ditšhišinyo di akaretša nyakego ya tlhabollo ya dipapadi tša ditšitale tše ntši tša maleba go ithuteng polelo le gore baithuti ba amogela serutiši sa maleba gore ba holege dipapading tša ditšitale. Nyakišišo ye bjalo nagamagaeng le papišo gare ga nyakišišo ye le nyakišišo ye bjalo gona e tla ba le mohola taetšong ya kwešišo ya barutiši le tšhomišo ya papadi ya ditšitale ya go ithuta polelo.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)

Morero oa thuto e ne e le ho hlahloba hore na hobaneng matichere a maemo a phahameng a hokahanya kapa a sa kopanye thuto ea tikoloho ho ruteng le ho ithuteng. Sepheo sa thuto ena e ne e le tsebo ea mosuoe mabapi le thuto ea tikoloho, maano a ho a sebelisa, liphephetso le menyetla e fumanoeng ha ba tlameha ho kopanya thuto ea tikoloho. Boithuto bo amohetse mokhoa oa ho etsa lipatlisiso oa boleng, thuto ea linyeoe le paradigm ea lipatlisiso. Lintlha tsa boleng li ile tsa bokelloa ho sebelisoa lipuisano le boithuto ba lithuto. Matichere a mararo a nkile karolo thutong ena. Pseudonyms e ne e sebelisoa ho sireletsa boitsebiso ba bona. Mokhoa oa typology o sebelisitsoe ho sekaseka metheo ea data lipotsong tsa lipatlisiso, lihlooho, sebopeho sa mohopolo, tlhahlobo ea lingoliloeng le boiphihlelo ba motho oa mofuputsi. Lintlha tsohle tse bokelletsoeng, li ile tsa hlahlojoa le ho hlalosoa e le nyeoe e le ‘ngoe. Phuputso e senotse hore thuto ea tikoloho ha e kopantsoe ka katleho, matichere a hokahanyang le tse sa kopaneng li bile le mathata le hore matichere ha a na tsebo e lekaneng mabapi le ho kopanngoa ha thuto ea tikoloho. Ka hona, ho khothalletsoa hore sekolo mmoho le matichere ba hlahise mananeo a thuto a tikoloho ka bophara le ho fan aka maikutlo a mekhoa e ka sebelisoang ho ntlafatsa maano a bona a ho ruta ho kopanya thuto ea tikoholo ka nepo.
Injongo yesifundo yayikukuphonononga ukuba kutheni kwaye kutheni ootitshala benqanaba eliphakamileyo bedibanisa okanye bengadibanisi imfundo yendalo ekufundiseni nasekufundeni. Ugxininiso kolu phando lwalukwimfundo katitshala malunga nemfundo yendalo esingqongileyo, iindlela zokufundisa ezisetyenzisiweyo, imiceli mngeni kunye namathuba afunyanwa xa kufuneka edibanise imfundo yendalo. Uphononongo lwamkele indlela yophando esemgangathweni, uyilo lwamatyala kunye nepharadigm yophando. Idatha yolwazi yaqokelelwa kusetyenziswa udliwanondlebe kunye nokujonga izifundo. Ngootitshala abathathu abathathe inxaxheba kolu phando. I-pseudonyms yasetyenziswa ukukhusela ubuqu babo. Indlela yokuchwetheza isetyenziselwe ukuhlalutya iziseko zedata kwimibuzo yophando, imixholo, isikhokelo sekhonkco, uphononongo loncwadi kunye namava obuqu omphandi. Yonke idatha eqokelelweyo, yahlalutywa kwaye itolikwa njengecala elinye. Olu phando luveze ukuba imfundo yendalo esingqongileyo ayihlangananga kakuhle, ootitshala abadibanisa kunye nabangazidibanisi nemiceli mngeni kwaye ootitshala abanalwazi lwaneleyo malunga nokudityaniswa kwemfundo yendalo esingqongileyo. K ngoko kucetyiswa ukuba isikolo kunye nabafundisi-ntsapo bazise iinkqubo zokufunda zokusingqongileyo kwaye bacebise ngeendlela ezinokuthi zisetyenziselwe ukuphucula izisetyenziselwe ukuphucula izicwangiso zabo zokufundisa ukulungiselela ukudityaniswa kwemfundo yendalo esingqongileyo ngempumelelo.
The aim of the study was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning. The focus of this study was on teacher’s knowledge about environmental education, instructional strategies used and challenges and opportunities experienced when they have to integrate environmental education. The study adopted a qualitative research method, case study design and an interpretative research paradigm. Qualitative data was collected using interviews and lesson observations. Three teachers participated in this study. Pseudonyms were used to protect their identities. A typology approach was utilised to analyse data based on the research questions, themes, conceptual framework, literature review and the personal experience of the researcher. All data collected was analysed and interpreted as a single case using. The study revealed that environmental education is not integrated effectively, teachers who integrate and those that do not integrate encountered challenges and that teachers have inadequate knowledge about the integration of environmental education. Therefore, it is recommended that the school together with teachers introduce continuous environmental education programmes and suggests approaches that can be used to improve their instructional strategies to enable the intergration of environmental education effectively.
Science and Technology Education
M. Ed. (Environmental Education)

The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews. This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research. There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and iii were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers. This study offers some suggestions on how to improve the practice of educating First Nation secondary students.