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Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement
Dissertation (MEd)--University of Pretoria 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613453799129088 |
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| access_status_str | Open Access |
| author2 | Roux, Karen |
| author_browse | Roux, Karen |
| author_facet | Roux, Karen |
| collection | Thesis |
| dc_rights_str_mv | © 2021 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 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/80428 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:23.737Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| 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:2263/80428 Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement Roux, Karen u13019555@tuks.co.za Van Staden, Surette Zeelie, Shani Antoinette UCTD Teacher profiles teachers’ age teachers’ years of experience teachers’ formal qualifications formal professional development Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria 2020. This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the PIRLS Literacy 2016 results which revealed that South African Grade 4 learners achieved the lowest reading literacy scores out of the 6 participating countries. This study is a secondary analysis utilising standard multiple regression analysis of the PIRLS Literacy 2016 achievement data and the contextual data from the teacher and school questionnaires. The study’s results revealed that there is no statistically significant relationship between South African teachers’ participation in either formal or informal professional development and learners’ reading literacy achievement. Based on the literature however, the emphasis was placed on the educational significance of teachers’ participation in effective professional development activities. bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities 2021-06-22T12:29:03Z 2021-06-22T12:29:03Z 2021/04/22 2020 Dissertation Zeelie, SA 2020, Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/80428> A2021 http://hdl.handle.net/2263/80428 en © 2021 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 Teacher profiles teachers’ age teachers’ years of experience teachers’ formal qualifications formal professional development Education theses SDG-04 Education theses SDG-10 Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement |
| title | Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement |
| title_full | Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement |
| title_fullStr | Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement |
| title_full_unstemmed | Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement |
| title_short | Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement |
| title_sort | exploring the relationship between teacher profiles professional development and learners reading literacy achievement |
| topic | UCTD Teacher profiles teachers’ age teachers’ years of experience teachers’ formal qualifications formal professional development Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/80428 |