Management of effective teaching and learning in three multi-grade primary schools : principals' experiences.

dc.contributor.advisor	Bhengu, Thamsanqa Thulani.
dc.contributor.author	Zuma, Phindile Nokuthula Pearl.
dc.date.accessioned	2016-10-03T09:08:45Z
dc.date.available	2016-10-03T09:08:45Z
dc.date.created	2015
dc.date.issued	2015
dc.description	Master of Education in Education.	en_US
dc.description.abstract	Rural multi-grade schools are mostly characterised by poor socio-economic background and cul-tural context. Teaching all seven learning areas to three or four grades in a single classroom sim-ultaneously influence teaching skills and expertise of the principal and school management. The study sought to identify all barriers experienced by principals in managing and developing skills in rural multi-grade schools classrooms. The principal is also an educator in a two to three teach-er school. The study sought to bring understanding in the management of such schools and the implementation of curriculum policy. Principals of rural multi-grade schools seem to be different in the manner they manage effective teaching.	en_US
dc.identifier.uri	http://hdl.handle.net/10413/13443
dc.language.iso	en_ZA	en_US
dc.subject	Teacher effectiveness--South Africa.	en_US
dc.subject	Teacher-principal relationships--South Africa.	en_US
dc.subject	School management and organization--South Africa.	en_US
dc.subject	Double shifts (Public schools)--South Africa.	en_US
dc.subject	Theses--Education.	en_US
dc.title	Management of effective teaching and learning in three multi-grade primary schools : principals' experiences.	en_US
dc.type	Thesis	en_US

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