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The role of teacher engagement in creating a positive learning environment in poorly resourced schools
Dissertation (MEd)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613526980296704 |
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| access_status_str | Open Access |
| author2 | Nieuwenhuis, F.J. |
| author_browse | Nieuwenhuis, F.J. |
| author_facet | Nieuwenhuis, F.J. |
| 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 | Dissertation (MEd)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/67943 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:33.559Z |
| 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:2263/67943 The role of teacher engagement in creating a positive learning environment in poorly resourced schools Nieuwenhuis, F.J. heidi@coolfire.co.za Venter, Heidi Unrestricted UCTD Work engagement Resilience Positive learning environments Poorly resourced schools Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Education theses SDG-16 Dissertation (MEd)--University of Pretoria, 2017. The availability of resources and the importance thereof differ from school to school, depending on the school’s socio-cultural and geographic position. Most public schools in South Africa experience a lack of resources, aggravated by 86% of the South Africa educational budget being spend on teachers’ salaries. The portion spent on other resources is limited and in many cases, ongoing in many decades, resulting in several schools being severely under-resourced (UNESCO, 2015). Global research claims that teachers are the most important resource available to ensure effective learning, particularly in the case of an emerging economy characterised by a severe lack of resources. Under such conditions educators are required to use their resilience, creativity, improvisation and initiatives to ensure learning occur within the classroom environment. This implies that educators need to be engaged in their work, classes and the learners. Schaufeli (2002) defines work engagement as a positive, fulfilling, and work-related state of mind, characterised by vigour, dedication and absorption. The ability to have a positive attitude and be constantly involved with one’s work is reflected in engagement. It indicates a relationship between individuals and their work, even though the work may be demanding and challenging. Certain characteristics of resilience allow dealing with these demands and challenges. The term ‘efficacy’, positively relates to this engagement. Successfully work engagement leads to personal improvement, indicating professional and personal development. The research investigates previous global research regarding teachers’ work engagement, resilience, positive learning environments and low resource schools, supplemented by an in-depth case study of poorly resourced schools, focusing specifically on the work engagement of teachers. mi2026 Humanities Education MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions 2018-12-05T08:06:05Z 2018-12-05T08:06:05Z 2009/07/18 2017 Dissertation Venter, H 2017, The role of teacher engagement in creating a positive learning environment in poorly resourced schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/67943> S2018 http://hdl.handle.net/2263/67943 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 | Unrestricted UCTD Work engagement Resilience Positive learning environments Poorly resourced schools Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Education theses SDG-16 The role of teacher engagement in creating a positive learning environment in poorly resourced schools |
| title | The role of teacher engagement in creating a positive learning environment in poorly resourced schools |
| title_full | The role of teacher engagement in creating a positive learning environment in poorly resourced schools |
| title_fullStr | The role of teacher engagement in creating a positive learning environment in poorly resourced schools |
| title_full_unstemmed | The role of teacher engagement in creating a positive learning environment in poorly resourced schools |
| title_short | The role of teacher engagement in creating a positive learning environment in poorly resourced schools |
| title_sort | role of teacher engagement in creating a positive learning environment in poorly resourced schools |
| topic | Unrestricted UCTD Work engagement Resilience Positive learning environments Poorly resourced schools Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/67943 |