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The caring teacher: A case study of how teachers perceive their relationships with learners
Thesis (MA)--Stellenbosch University, 2018.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2018
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| _version_ | 1867613947451932672 |
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| access_status_str | Open Access |
| author | Soldaat, Leza Julia |
| author2 | Fakier, Khayaat |
| author_browse | Fakier, Khayaat Soldaat, Leza Julia |
| author_facet | Fakier, Khayaat Soldaat, Leza Julia |
| author_sort | Soldaat, Leza Julia |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MA)--Stellenbosch University, 2018. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/103889 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:14.442Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/103889 The caring teacher: A case study of how teachers perceive their relationships with learners Soldaat, Leza Julia Fakier, Khayaat Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of of Sociology and Social Anthropology. Educational psychology Teachers -- Attitudes Teacher-student relationships Effective teaching Classroom management Pupil-teacher relationships UCTD Thesis (MA)--Stellenbosch University, 2018. ENGLISH ABSTRACT: The thesis explores the relationships between teachers and their learners at a public high-school in the Western Cape, South Africa. A teacher is an active agent in a system tasked with providing the necessary linguistic and cultural competence required to work and live in modern society. In the South African context, teachers are required to use the tools provided in their training and regulate their lessons according to various South African educational policies such as the South African Schools Act (Republic of South Africa, 1996) and Code of Professional Ethics (South African Council for Educators). In addition to these technicalities, society assumes that teaching is a ‘caring occupation’ and that an element of care, conducted through emotional labour (Hochschild 1983), is present in the teacher-learner relationship. This thesis explores the ways in which teachers understand and reflect on how they interact and develop ‘bonds’ with their high-school learners. The social constructivist approach of this thesis draws on in-depth interviews and over 55 hours of direct observations in classroom and leisure spaces of teachers at the high-school. The findings indicate that teachers adopt three additional roles which they deem necessary for the fulfilment of successful relationships with learners. The relationships that develop between teachers and learners make teaching a rewarding experience and stimulate professional satisfaction. The roles that foster these relationships are that of coach, counsellor, and parental figure. Adopting these roles have contradictory outcomes, as teachers simultaneously experience a sense of well-being and professional satisfaction when teaching, yet frustration, sadness, irritation, and anger at both the Western Cape Education Department and school management. The outcome of the daily tensions experienced by teachers is feeling over-worked and stressed, for which remuneration is perceived as not adequate compensation. AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die verhoudings tussen onderwysers en hul leerders by ’n openbare hoërskool in die Wes-Kaap, Suid-Afrika. ’n Onderwyser is ’n aktiewe agent in ’n sisteem wat verantwoordelik is om die nodige taalkundige en kulturele vaardighede te verskaf wat nodig is om te werk en te lewe in ’n moderne samelewing. In die Suid-Afrikaanse konteks word daar van onderwysers verwag om van die gereedskap gebruik te maak wat verskaf word tydens hulle opleiding asook om hulle lesse te reguleer volgens die verskeie Suid-Afrikaanse opvoedkundige beleide soos die Suid-Afrikaanse skolewet (Republic of South Africa, 1996) en Kode van Professionele etiek (South African Council for Educators). Boonop hierdie tegniese besonderhede, aanvaar die samelewing dat onderrig ’n ‘omgee beroep’ is en dat ’n element van sorg, aangevoer deur emosionele arbeid (Hochschild 1983), teenwoordig is in die verhouding tussen onderwyser en leerder. Hierdie tesis ondersoek die maniere hoe onderwysers hulle interaksies en ontwikkelde ‘bande’ met hulle hoërskoolleerlinge verstaan en daaroor nadink. Die tesis se sosiaal-konstruktivistiese benadering maak gebruik van in-diepte onderhoude en meer as 55 ure se direk waarnemings in klaskamer- en ontspanningsruimtes van onderwysers by die hoërskool. Die bevindings dui aan dat onderwysers drie addisionele rolle aanneem wat hulle nodig ag om suksesvolle verhoudings met leerders te verwesenlik. Die verhoudings wat tussen onderwysers en leerders ontwikkel maak onderrig ’n belonende ervaring en stimuleer professionele bevrediging. Die rolle wat hierdie verhoudings aanmoedig is die van afrigter, berader en ouer figuur. Om hierdie rolle aan te neem het ’n teenstrydige uitkomste aangesien onderwysers terselfdetyd ’n gevoel van welsyn en professionele bevrediging ondervind wanneer hulle onderrig, maar ook frustrasie, hartseer, irritasie en woede vir beide die Wes-Kaapse Onderwysdepartement en die skoolbestuur. Die uitkoms van die onderwysers se daaglikse druk is ’n gevoel van oorwerk en spanning, waarvoor betaling as onvoldoende vergoeding geag word. Masters 2018-02-22T09:25:32Z 2018-04-09T11:46:51Z 2018-08-22T03:00:05Z 2018-03 Thesis http://hdl.handle.net/10019.1/103889 en_ZA Stellenbosch University 158 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Educational psychology Teachers -- Attitudes Teacher-student relationships Effective teaching Classroom management Pupil-teacher relationships UCTD Soldaat, Leza Julia The caring teacher: A case study of how teachers perceive their relationships with learners |
| title | The caring teacher: A case study of how teachers perceive their relationships with learners |
| title_full | The caring teacher: A case study of how teachers perceive their relationships with learners |
| title_fullStr | The caring teacher: A case study of how teachers perceive their relationships with learners |
| title_full_unstemmed | The caring teacher: A case study of how teachers perceive their relationships with learners |
| title_short | The caring teacher: A case study of how teachers perceive their relationships with learners |
| title_sort | caring teacher a case study of how teachers perceive their relationships with learners |
| topic | Educational psychology Teachers -- Attitudes Teacher-student relationships Effective teaching Classroom management Pupil-teacher relationships UCTD |
| url | http://hdl.handle.net/10019.1/103889 |
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