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Page 1

EDUCATORS’ EXPERIENCE OF TRANSFORMATION AND CHANGE IN A FULL

SERVICE PRIMARY SCHOOL



by





BEVERLEY ANTOINETTE FELDMAN





submitted in accordance with the requirements
for the degree of



MASTER OF EDUCATION - WITH SPECIALISATION IN GUIDANCE AND

COUNSELLING



at the



UNIVERSITY OF SOUTH AFRICA





SUPERVISOR: PROF M A VENTER





JUNE 2014

Page 2

ii


TABLE OF CONTENTS

Declaration viii

Acknowledgements ix

Abstract x

List of tables and figures xi



CHAPTER 1: INTRODUCTORY ORIENTATION



1.1 BACKGROUND TO THE STUDY 1

1.2 AWARENESS OF THE PROBLEM 2

(i) Curriculum change 2

(ii) Transition from mainstream to full service school 3

(iii) Focus on inclusion of learners who experience barriers to learning 3

(iv) Migration of learners across language barriers 4

(v) Changes in management and governance 4

1.3 PRELIMINARY LITERATURE STUDY 5

1.4 RESEARCH QUESTION 7

1.5 RESEARCH AIMS 8

1.6 MOTIVATION FOR THE STUDY 9

1.7 RESEARCH DESIGN 10

1.7.1 Research paradigm 10

1.7.2 Data collection 11

1.7.2.1 Sampling 11

1.7.2.2 Interviews 11

1.7.2.3 Focus groups 12

1.7.2.4 Narrative accounts 13

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changes
more
effectively



4.3.1 Theme 1: Changes that have impacted on educators

As discussed in Chapter 2, many of the changes involved in the process of

transformation and change in the South African education system have had direct

bearing on educators who ultimately are responsible for implementing the policies.

Some of the changes were easier for educators to manage and adapt to, and others

were more difficult, as described in the first identified theme. The changes that have

impacted on educators most significantly, according to the research, were assigned

to eight categories, as follows:

1. Curriculum change, which continues to be challenging for the majority of

respondents.

2. The increasing administrative demands and workload on educators.

3. Official demands made on educators by district, provincial and national

education departments.

4. Information relating to issues of diversity, both conscious and inadvertent, as

revealed by respondents. Some of these issues appear to reflect a certain

discourse among South Africans relating to transformation and the

perceptions of people from different racial or cultural groups, including

educators who were previously part of the disparate education departments of

old.

5. The fifth category relates to how assessment practices have changed and the

demands of a new approach to assessment and a loaded assessment

programme with insufficient guidance.

6. The challenges of societal change, including issues of learner discipline.

There appears to be a perception among educators that learners’ rights have

taken precedence over the authority and power of educators, and that respect

for educators has diminished.

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http://www.infed.org/thinkers/et-lewin.htm
http://www.infed.org/thinkers/et-lewin.htm

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