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dc.contributor.advisorChikoko, Vitallis.
dc.creatorMfeka, Angeline Fikile.
dc.date.accessioned2018-08-14T11:55:26Z
dc.date.available2018-08-14T11:55:26Z
dc.date.created2016
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/10413/15402
dc.descriptionMaster of Education in Education, Development, Leadership Management. University of KwaZulu-Natal, Durban 2016.en_US
dc.description.abstractThe deterioration of learner performance in basic education has fuelled the drawing up of professional standards of teachers. The literature has revealed that South Africa is experiencing a decline in the standards of teaching and learning due to major changes that have taken place in the country’s education system. The Department of Education’s endeavours to improve curriculum and assessment have caused distraction for teachers, as they spend more time doing paper work and less time on teaching. This study explored the views and experiences of teachers about their (in) competence in three primary schools in Zululand District, in the Province of Kwa-Zulu Natal in South Africa. A qualitative research approach was adopted and data were generated by means of semi structured interviews, observations and document analysis. Data were then presented and discussed through constant comparative method. The results of the study are as follows: Participants revealed that teaching is not just knowing ones subject or having correct competencies but is also charged with emotions as they connect with their learners and fill their teaching and learning with creativity, enthusiasm, risk and a challenge. Challenged emotional state of a teacher results in a teacher being incompetent. They expressed their views that to a large extent, their competencies were negatively influenced by various factors in the school environment. The empirical findings revealed that Principals as instructional leaders, can give rise to learning schools. In-service training and staff developments are crucial in keeping teachers up to date with the current approaches and strategies pertaining to teaching and learning. Based on these findings, it was therefore recommended that teachers, more importantly HODs and Principals, should engage in Professional Learning Communities (PLCs) in order to share challenges and experiences and find informed solutions.en_US
dc.language.isoen_ZAen_US
dc.subjectTeachers - Training.en_US
dc.subjectCompetency - Based education - South Africa.en_US
dc.subjectPrimary school teachers - KZN - Attitudes.en_US
dc.subjectTheses - Education.en_US
dc.subject.otherCompetence.en_US
dc.subject.otherSchool Management Team.en_US
dc.subject.otherPersonal mastery.en_US
dc.subject.otherInternal accountability.en_US
dc.titlePerspectives on teacher (IN) competence : primary school teachers' voices.en_US
dc.typeThesisen_US


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