Reculturing of teachers in the restructuring of a democratic educational system in South Africa

King, Irene (2003-03)

Thesis (MEd)--Stellenbosch University, 2003.

Thesis

ENGLISH ABSTRACT: In 1999 the Minister of Education, Professor Asmal, while praising the policy achievements of the first five years of government, described the education conditions of the majority of South Africans as a national emergency. In his assessment large parts of the system were seriously dysfunctional, characterised by rampant inequality, low teacher morale, failure of governance and management and poor learning. In this study I will argue that a legal framework and idealist policies for change are important, but they will not adequately change schools and their cultures. A democratic culture can only be successfully established in a new democracy on the preconditions that the hearts, minds and attitudes of educators and learners are changed. I also argue that the rationale behind restructuring is school improvement and the improvement of the quality of education, but that unless the reculturing of teachers as well as learners enters into the equation, the objectives of restructuring will never be achieved. This study analyses the restructuring that has taken place since 1994, considers possible ways of reculturing teachers and discusses the role of developmental appraisal in the process of reculturing. The research document consists of five chapters. The introductory chapter provides the orientation for the study. This is followed by a chapter dealing with a theoretical perspective on reculturing teachers in the restructuring of schools in a democratic South Africa. Chapter Three focuses on the different policies and legislative frameworks of restructuring of schools that have been introduced since 1994; it also examines the processes of reculturing by means of professional development and in particular developmental appraisal and the instilling of morals and values as points of departure. Chapter Four reports on a questionnaire conducted in the Paarl, Wellington, Malmesbury and Franschhoek areas in the Western Cape. The study concludes with a comparison of the findings in the empirical study and those of the South African Education for All (EFA) 2000 Report. When educators reculture themselves and their schools, they need to change the conditions of their work and make a paradigm shift. Recommendations are made on how to bring about these changes.

AFRIKAANSE OPSOMMING: In 1999 het die Minister van Onderwys, Professor Asmal, hoewel hy die beleidsprestasies van die eerste vyf jaar van die regering besing het, die opvoedingsituasie van die oorgrote meerderheid van Suid-Afrikaners as 'n nationale krisis beskryf. Volgens sy bevindinge tydens 'n oudit wat gedoen was, was groot dele van die stelsel erg disfunksioneel, en gekenmerk deur groot-skaalse ongelykhede, lae onderwysermoraal, 'n onvermoë ten opsigte van bestuur en beheer en gebrek aan 'n leer-en onderwyskultuur. Die doel van hierdie studie is om aan te toon dat beleidsraamwerke en idealistiese herstrukturering belangrik is, maar nie genoegsaam is om skole in hul geheel te verander nie. 'n Demokratiese kultuur kan slegs met sukses in 'n nuwe demokrasie gevestig word indien beide leerders en opvoeders se houding ten opsigte van waardes verander. Ek sal verder betoog dat die rasionaal betreffende herstrukturering verbetering van skole is en die kwalitiet van onderwys in besonder, maar tensy die kultuur van sowel onderwysers en leerders in berekening gebring word, sal die ideale van herstrukturering nooit verwesenlik word nie. Hierdie studie analiseer die herstrukturering vanaf 1994 en ondersoek moontlike maniere van herkulturering van leerkragte en die rol van ontwikkelingstaksering in die herkultureringsproses. Hierdie navorsingstuk bestaan uit vyf hoofstukke. Die inleidingshoofstuk behels die inleidende oriëntasie van die studie. Dit word gevolg deur 'n teoretiese perspektief betreffende herkulturering van die opvoeders en herstrukturering van die onderwys in 'n demokratiese Suid-Afrika. Hoofstuk drie fokus op professionele ontwikkeling, met besondere klem op ontwikkelingstaksering en die vestiging van morele waardes as vertrekpunt. Hoofstuk vier bied 'n respons op die vraelys wat die empiriese studie vorm. Hierdie navorsing is in die Wes-Kaap gedoen en spesifiek in Paarl-, Wellington-, Malmesbury-, en Franschhoekgebied. Die navorsingstuk sluit af met 'n vergelyking tussen die bevindinge van die empiriese studie en die "South African Education for All (EFA)" 2000 verslag. Indien opvoeders hulself en hul skole wil herkultureer, moet hulle desnoods hul werksbenadering verander en 'n paradigma-skuif maak. Aanbevelings word gemaak rakende hoe sodanige veranderings bewerkstellig kan word.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/53568
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