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Educators' perceptions and experiences of multi-grade primary schools
Dissertation (MEd)--University of Pretoria, 2015.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2016
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| _version_ | 1867613522790187008 |
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| access_status_str | Open Access |
| author2 | Lubbe-De Beer, Carien |
| author_browse | Lubbe-De Beer, Carien |
| author_facet | Lubbe-De Beer, Carien |
| collection | Thesis |
| description | Dissertation (MEd)--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/52969 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:29.594Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/52969 Educators' perceptions and experiences of multi-grade primary schools Lubbe-De Beer, Carien mhshayi@gmail.com Shayi, Masegankane Hilda UCTD Primary schools Multi-grade Educators’ perceptions Teaching challenges Rural education Curriculum management Resource-constrained schools Classroom organisation Education theses SDG-01 Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2015. The allocation of human and financial resources to various schools in South Africa depends on the number of learners enrolled in a particular year. Schools with less learner enrolment are more likely allocated few educators. The grades in such schools are often combined and the schools become multi-graded. Research reveals that multi-grade schools commonly occur in remote, rural areas. The research study is aimed at exploring the experiences of educators working in primary multi-grade schools. Both local and global literature indicates that educators working in multi-grade schools are with a lot of different challenges. For this study, a qualitative methodology and case study research design were used. Two primary schools were selected through purposive and snowball sampling. Five educators participated in the research. The data was collected through interviews, observations, and document analysis. Data was analysed inductively using in vivo coding. The study revealed that educators in primary multi-grade schools encountered challenges with regard to managing the curriculum, managing the time, administration of their work, attending to the needs of the learners and shortage of resources. In addition, the study showed that the educators and the communities where the schools are situated lack support from the government and the surrounding businesses. In order for multi-grade primary schools to be effective and productive there must be more support provided to them so that the neighbouring secondary schools may have lower levels of dropouts and good matric results. Lack of support for multi-grade primary schools has a negative impact on matric results because learners miss a lot of work that form the basis of matric curriculum. The ignoring of issues such as development of the communities and service delivery also affect the schools negatively. es2026 Educational Psychology MEd SDG-01: No poverty SDG-04: Quality education SDG-10: Reduced inequalities 2016-06-09T12:55:27Z 2016-06-09T12:55:27Z 2016-04-22 2015 Dissertation Shayi, MH 2015, Educators' perceptions and experiences of multi-grade primary schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/52969> A2016 http://hdl.handle.net/2263/52969 en application/pdf University of Pretoria |
| spellingShingle | UCTD Primary schools Multi-grade Educators’ perceptions Teaching challenges Rural education Curriculum management Resource-constrained schools Classroom organisation Education theses SDG-01 Education theses SDG-04 Education theses SDG-10 Educators' perceptions and experiences of multi-grade primary schools |
| title | Educators' perceptions and experiences of multi-grade primary schools |
| title_full | Educators' perceptions and experiences of multi-grade primary schools |
| title_fullStr | Educators' perceptions and experiences of multi-grade primary schools |
| title_full_unstemmed | Educators' perceptions and experiences of multi-grade primary schools |
| title_short | Educators' perceptions and experiences of multi-grade primary schools |
| title_sort | educators perceptions and experiences of multi grade primary schools |
| topic | UCTD Primary schools Multi-grade Educators’ perceptions Teaching challenges Rural education Curriculum management Resource-constrained schools Classroom organisation Education theses SDG-01 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/52969 |