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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