Theses and Dissertations
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Browsing Theses and Dissertations by Subject "371.150968257"
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Item Open Access Challenges facing educators with regards to the Annual National Assessment (ANA) of Thohoyandou Cluster in Vhembe District(2015-05) Neluvhalani, Mbudziseni Olga; Kutame, A. P.The aim of this study was to investigate challenges faced by educators as far as Ana is concerned. The research used quantitative research designs in which questionnaires were used for data collection processes. The sample consisted of 80 educators (CS1 and HODs) both male and female who were randomly selected from primary schools falling under Mvudi Circuit area. The findings reveal that educators felt that ANA is impacting negatively to their day today teaching. Furthermore, educators were not provided with work-shops on ANA and would indicate that teachers know very little about this the ANAs. The study recommends that all the stakeholders especially educators, should be involved in the effective implementation of ANA in Primary schools. Professional Development workshops on ANA should be provided to all the educators to enable them opportunities to understand how such assessments work. Further studies should be undertaken in other parts of the Vhembe District as well as Limpopo Province in South Africa.Item Open Access Examining challenges in the implementation of performance appraisal on educators in Shiluvana Circuit, Mopani District, South Africa(2018-09-21) Masetla, Modjadji Amanda; Runhare, T.; Muthambi, S. K.The study examined challenges in the implementation of performance appraisal on educators in Shiluvana Circuit in Mopani District, Limpopo Province. The study focused on 5 principals, 5 deputy principals, 18 teachers, 1 IQMS circuit coordinator and 1 IQMS District coordinator who were selected purposively, as they were directly involved in teacher appraisal. The study is qualitative which used interpretive paradigm research and case study research design. Qualitative data was generated through face–to-face interviews, with the 5 principals, 5 deputy principals, 1 IQMS circuit coordinator and 1 IQMS district coordinator, focus group interviews with 18 teachers and documentary analysis. Thematic analysis was employed to analyse narrative data for the study. It was established that principals, deputy principals, teachers, IQMS circuit coordinator and IQMS district coordinator experienced challenges with teacher appraisal, challenges like inadequate commitment by teachers, inadequate trained principals, inadequate monitoring, lack of interest and backlog in teachers’ remuneration. The study recommends that principals, deputy principals and teachers be trained thoroughly for the effective implementation of the programme at schools, an expect official in IQMS to be permanently employed at circuit office for the successful implementation of the programme. Finally, informed by the conceptual framework of the study, it is recommended that the Accountability and Professional Development models for teacher appraisal be implemented in the circuit in order for all stakeholders to understand and effectively play their roles on teacher appraisal. To improve the current situation, cyclical stakeholders teacher appraisal model is suggested which suggests that IQMS structures to be set at national, provincial, district, circuit and school levels as substantive offices. IQMS structures to be trained by circuit on IQMS policy and implementation strategies using cascading approach.