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Primary school educators' experiences of support from internal and external sources in a South African school district
Thesis (PhD)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613599999983616 |
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| access_status_str | Open Access |
| author2 | Amsterdam, Christina E.N. |
| author_browse | Amsterdam, Christina E.N. |
| author_facet | Amsterdam, Christina E.N. |
| collection | Thesis |
| dc_rights_str_mv | � 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/65457 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:42.927Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| 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:2263/65457 Primary school educators' experiences of support from internal and external sources in a South African school district Amsterdam, Christina E.N. GUGULETHU.NKAMBULE@YAHOO.COM Beckmann, Johan L. Nkambule, Samson Gugulethu UCTD Professional development Organisational support Educator support Quality teaching and learning Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Thesis (PhD)--University of Pretoria, 2018. This study explored how primary school educators expect to be supported and how they experience support from internal and external sources in a South African school district. Support for educators is vital in order to improve basic education in terms of South Africa’s long-term development goals and particularly in light of the poor performance of primary school learners in universal benchmark tests. Furthermore, the myriad of curricular changes introduced by the Department of Basic Education have increased the need for educator support in South Africa. A qualitative approach, located in an interpretive paradigm was adopted and a case study research design was employed. The requisite data were gathered by means of interviews, document sourcing and non-participant observation in three public primary schools. The main finding of the study was that there is limited amount of technical support, aimed at improving the quality of education, while affective aspects, i.e., meeting the socio-emotional needs of educators appear to be neglected. A broad theme that emerged was participants feeling like they are under surveillance; perceiving district officials to be on fault-finding missions when they conduct school visits and classroom observations; and feeling like they are on their own once they return to school from attending offsite workshops. In addition, the participants who served as heads of departments (HODs) reported that their workload prevented them from providing adequate internal support. A key recommendation of this study is that more curriculum instructors and HODs be employed and that they receive adequate preparation in order to provide appropriate support to primary school educators. In addition, it is recommended that the provincial and district officials increase the frequency of their school and classroom visits in order to spend more time supporting primary school educators. bs2026 Education Management and Policy Studies PhD Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-16: Peace, justice and strong institutions 2018-07-13T06:44:31Z 2018-07-13T06:44:31Z 2018/05/03 2018 Thesis Nkambule, G 2018, Primary school educators' experiences of support from internal and external sources in a South African school district, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/65457> A2018 http://hdl.handle.net/2263/65457 en � 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Professional development Organisational support Educator support Quality teaching and learning Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Primary school educators' experiences of support from internal and external sources in a South African school district |
| title | Primary school educators' experiences of support from internal and external sources in a South African school district |
| title_full | Primary school educators' experiences of support from internal and external sources in a South African school district |
| title_fullStr | Primary school educators' experiences of support from internal and external sources in a South African school district |
| title_full_unstemmed | Primary school educators' experiences of support from internal and external sources in a South African school district |
| title_short | Primary school educators' experiences of support from internal and external sources in a South African school district |
| title_sort | primary school educators experiences of support from internal and external sources in a south african school district |
| topic | UCTD Professional development Organisational support Educator support Quality teaching and learning Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/65457 |