School principals' leadership behaviours in relation to teacher job dissatisfaction : a case of three rural schools in the Butterworth Education District
- Authors: Nohako, Siphumle
- Date: 2018
- Subjects: School principals Teacher-administrator relationships Teachers -- Job satisfaction
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/11216 , vital:37320
- Description: There is an increasing dissatisfaction among teachers in South Africa. Teacher job dissatisfaction has been found to have negative impact on how teachers perform their jobs, is likely to influence teachers to leaving the teaching profession and impact negatively on learner achievement. Finding ways to combat the problems is of utmost importance. Leadership behaviours of school principals have been found to be one of the key factors that positively affect teacher job dissatisfaction. This qualitative study sought to understand leadership behaviours employed by rural school principals in relation to teacher job dissatisfaction. This was a case study of three schools in the Butterworth Education District in the Eastern Cape Province. A total of three principals and twelve teachers participated in the study. Semi-structured interviews and documentary analysis were data collection instruments utilised in this study. House’s Path Goal Theory was identified as the relevant theory for understanding school principals’ leadership behaviours in relation to teacher job dissatisfaction. Findings revealed that, school principals are aware of the manifestations of teacher job dissatisfaction at their schools. However, teacher job satisfaction does not feature as an agenda item in both staff and school management meetings. Moreover school principals were found to be employing various leadership behaviours to respond to different manifestations of teacher job dissatisfaction. Leadership behaviours like participative and transformational were found to have a positive impact on teacher job dissatisfaction. Directive and laissez-faire were found not suitable in improving teacher job dissatisfaction. Findings also unearthed tensions between school principals’ leadership behaviours and teachers’ expectations on how principals should lead in relation to teacher job dissatisfaction. This study proposes that, as leaders school principals should act in both formal and informal ways to build teacher commitment in their organizations and influence teachers to achieve the goals and objectives of the school. School principals should create platforms where teacher job dissatisfaction is discussed and strategies to improve it are explored. This would help them to be aware of how their leadership behaviours impact on teacher job satisfaction and thereby make conscientious decisions to improve the level of teacher job dissatisfaction.
- Full Text:
- Date Issued: 2018
- Authors: Nohako, Siphumle
- Date: 2018
- Subjects: School principals Teacher-administrator relationships Teachers -- Job satisfaction
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/11216 , vital:37320
- Description: There is an increasing dissatisfaction among teachers in South Africa. Teacher job dissatisfaction has been found to have negative impact on how teachers perform their jobs, is likely to influence teachers to leaving the teaching profession and impact negatively on learner achievement. Finding ways to combat the problems is of utmost importance. Leadership behaviours of school principals have been found to be one of the key factors that positively affect teacher job dissatisfaction. This qualitative study sought to understand leadership behaviours employed by rural school principals in relation to teacher job dissatisfaction. This was a case study of three schools in the Butterworth Education District in the Eastern Cape Province. A total of three principals and twelve teachers participated in the study. Semi-structured interviews and documentary analysis were data collection instruments utilised in this study. House’s Path Goal Theory was identified as the relevant theory for understanding school principals’ leadership behaviours in relation to teacher job dissatisfaction. Findings revealed that, school principals are aware of the manifestations of teacher job dissatisfaction at their schools. However, teacher job satisfaction does not feature as an agenda item in both staff and school management meetings. Moreover school principals were found to be employing various leadership behaviours to respond to different manifestations of teacher job dissatisfaction. Leadership behaviours like participative and transformational were found to have a positive impact on teacher job dissatisfaction. Directive and laissez-faire were found not suitable in improving teacher job dissatisfaction. Findings also unearthed tensions between school principals’ leadership behaviours and teachers’ expectations on how principals should lead in relation to teacher job dissatisfaction. This study proposes that, as leaders school principals should act in both formal and informal ways to build teacher commitment in their organizations and influence teachers to achieve the goals and objectives of the school. School principals should create platforms where teacher job dissatisfaction is discussed and strategies to improve it are explored. This would help them to be aware of how their leadership behaviours impact on teacher job satisfaction and thereby make conscientious decisions to improve the level of teacher job dissatisfaction.
- Full Text:
- Date Issued: 2018
The use of textbooks by teachers in teaching mathematics at selected primary schools in East London education district
- Authors: Adu, K.O.
- Date: 2018
- Subjects: Mathematics -- Textbooks Mathematics -- Study and teaching (Primary)
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/8989 , vital:34180
- Description: Mathematics is the foundation for the economic and technological development of any nation. It has been asserted that Mathematics is expected to help in accelerating social, economic and technological progress of any society. The Primary school level is very important in any educational system and any lack at this level would permeate to other levels of the educational system. Hence, this dissertation examines the use of textbooks by teachers in teaching Mathematics at selected primary schools in East London Education district. The study adopted the interpretivist paradigm and employed the qualitative approach in investigating the phenomenon. The dissertation made use of phenomenology research design as it attempted to understand people’s (learners’ and teachers’) perceptions, perspectives and understandings of the use of textbooks in teaching Mathematics. Semi-structured interviews and observation were used to elicit information from the six mathematics teachers and three heads of department who were purposively selected. The data collected were analysed using thematic approach where themes were developed from the research questions after transcribing, sorting and categorizing them. The findings of the study demonstrated that the participants selected textbooks from the ones prescribed by the department that were written in the CAPS documents. They had no influence or decision on textbook selection. All the teachers believed that lesson plan is very important and it is a must to have a very detailed and comprehensive lesson plan that is well-aligned to the contents of CAPS document and the textbook. The study further revealed that, for effective delivery of lesson and planning, there is need for a practical use of textbooks by the teacher. The study concluded that one of the most fundamental issues to consider is the fact that, as good as the use of textbook for planning and delivery of lesson activities is, it can also be a problem if not carefully and professionally planned and used accordingly. The over-dependence on textbooks at the expense of other resources may cause ineffective learning and teaching of mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Adu, K.O.
- Date: 2018
- Subjects: Mathematics -- Textbooks Mathematics -- Study and teaching (Primary)
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/8989 , vital:34180
- Description: Mathematics is the foundation for the economic and technological development of any nation. It has been asserted that Mathematics is expected to help in accelerating social, economic and technological progress of any society. The Primary school level is very important in any educational system and any lack at this level would permeate to other levels of the educational system. Hence, this dissertation examines the use of textbooks by teachers in teaching Mathematics at selected primary schools in East London Education district. The study adopted the interpretivist paradigm and employed the qualitative approach in investigating the phenomenon. The dissertation made use of phenomenology research design as it attempted to understand people’s (learners’ and teachers’) perceptions, perspectives and understandings of the use of textbooks in teaching Mathematics. Semi-structured interviews and observation were used to elicit information from the six mathematics teachers and three heads of department who were purposively selected. The data collected were analysed using thematic approach where themes were developed from the research questions after transcribing, sorting and categorizing them. The findings of the study demonstrated that the participants selected textbooks from the ones prescribed by the department that were written in the CAPS documents. They had no influence or decision on textbook selection. All the teachers believed that lesson plan is very important and it is a must to have a very detailed and comprehensive lesson plan that is well-aligned to the contents of CAPS document and the textbook. The study further revealed that, for effective delivery of lesson and planning, there is need for a practical use of textbooks by the teacher. The study concluded that one of the most fundamental issues to consider is the fact that, as good as the use of textbook for planning and delivery of lesson activities is, it can also be a problem if not carefully and professionally planned and used accordingly. The over-dependence on textbooks at the expense of other resources may cause ineffective learning and teaching of mathematics.
- Full Text:
- Date Issued: 2018
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