Faculty of Education

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The vision of the Faculty of Education is to be "acknowledged and respected unequivocally as a leading and engaged research-driven education faculty". In line with this, we pride ourselves on playing a leading role in education, both locally and globally. Central to our vision is a commitment to engage with educational challenges, particularly in South Africa.

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Die effek van onderwystransformasie op die motivering en beroepsbelewing van onderwysers in die Wes-Kaapse Onderwysdepartement
(Stellenbosch : Stellenbosch University, 2002-03) Galant, Fernholdt Henry Michael; Ackermann, C. J.; Van Kradenburg, L. P.; Stellenbosch University. Faculty of Education . Dept. of Educational Psychology.
ENGLISH ABSTRACT: The passing of the South African Schools Act in 1996 marked the beginning of the formal process of transformation in education in South Africa. The application of a new national education policy based on the principle of equity gave rise to a process of rationalization and re-deployment - a process guided by financial constraints. Many educators and principals took voluntary severance packages, resulting in the abolition of thousands of teaching posts. Hundreds of newly appointed principals were left in 1997 with the daunting task of running their schools efficiently and effectively with a reduced staff. In addition to the much less favourable educator-learner ratios the process of transformation is characterised by inter alia the abolition of corporal punishment, the institution of a new qualifications framework, the introduction of Curriculum 2005 and an inclusive education policy. The whole of this process implies a drastic and pervasive change in thinking and conduct, leaving many educators in a state of uncertainty. Transformation and paradigm shifts brought about changed and changing values, convictions, interests, needs and new role players. All these changes together with new and greater demands on educators, and employment uncertainty, raise the issue of their effect on the motivation and occupational experience of educators. Thus the aim of the present research was to examme the effect of the process of transformation on the motivation and occupational experience of educators. Educator motivation is dealt with in the literature study in terms of specific motivational and personality theories. It also focuses on the nature of transformation and change in education in South Africa, especially in the Western Cape. A mainly quantitative approach has been adopted in the present research. It was designed as an exploratory and descriptive study. The target population consisted of educators in the service of the Western Cape Education Department. The accessible population was confined to a selection from two of the nine areas in the Western Cape, namely Athlone and Worcester. For the purpose ot proportional representation of educators a stratified sampling of educators from: primary and secondary schools, from larger and smaller schools and from former education departments was used. Of the grand total of6186 educators 20% (1258) were selected. A questionnaire survey was done to examine the effect of a wide range of applicable aspects of education transformation on the motivation and occupational experience of educators. More than one-third of the respondents indicated that the process of transformation in education was negatively influencing their motivation and occupational experience. Educators in non-promotion posts reported a more negative influence than educators in promotion posts. Respondents from the former Department of Education and Training reflected a more positive perception in respect of the effect of transformation on their motivation and occupational experience than did respondents from the two other ex-departments. In both cases the most negative influences were reported by educators from the former Cape Education Department. Regarding educators' expenence of contentment approximately 30% of respondents indicated that they were not happy in their profession. The reasons for educators' desire to leave their posts revolved largely around the management of change. The vast majority of educators were also very unhappy at the prospect of having to contend with learners with special educational needs in their ordinary classes. It would appear that educators experience frustration and feelings of uncertainty as a result of inadequate preparation and training for the drastic change of approach to their task. Consequently serious attention will have to be devoted to the training of principals and circuit managers in the management of change. It was found that educators were very happy with various aspects of democratisation in education. The new structure of governing bodies (on which learners and educators may also serve), the application of the principle of gender equity, and multicultural education are but a few examples. The majority of respondents were satisfied with policy matters like that on admission of learners and school attendance by all races - an indication that most educators were in favour of multi-cultural education. Transformation bears important implications for education management, in-service and pre-service training. Since many educators do not enjoy financial and job security, their need for security is not satisfied. As a result their self-actualisation can be jeopardised. Their motivation and occupational experience is further hampered by a lack of a sense of physical safety and the presence of an unpleasant physical work environment. Because these basic and social needs are not met, self-actualisation cannot be realised. The majority of educators felt that at the time of the study (April 2000) they had less control over their own responsibilities than five years earlier. This finding holds serious implications for principals as managers and for education authorities. Management structures and systems should be designed in such a way as to pose ambitious, though attainable targets and challenges to enable educators to develop and assume responsibilities. One of the key reasons why educators experienced their profession as unpleasant and wanted to quit their profession is the state of discipline in schools. Although the vast majority of respondents are satisfied with the code of conduct for learners most educators were unhappy with the abolition of corporal punishment. The negative tendencies regarding educators' occupational experience were illustrated further by the disparity between their current perceptions (April 2000) and those of five years before. In the estimation of the vast majority of educators their job was no longer pleasant or meaningful. Transformation in education had a negative impact on the motivation and occupational experiences of a large percentage of educators. Education authorities will have to reflect carefully on those aspects of policy that make educators unhappy and lower their morale. Factors that demotivate educators or have no motivational value, will have to be eliminated or changed. However, change and innovation will always happen in education. Perspectives emanating from this research can be utilised for a better undersstanding and implementation of change and innovation.
Die funksionering van die vakkundige werkgroep in 'n kinderhuisskool
(Stellenbosch : Stellenbosch University, 1996-12) De Jager, Leon Jordaan; Ackermann, C. J.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH SUMMARY: The functioning of the. professional work group at a children's home-school is examined in this study. The therapeutic care of the destitute child at the child care school is very important. Assistance to these children can only be effective within a team approach who develop and maintain a multi-disciplinary service between the children's home and the school. At Children's home X, on which this study is aimed, the professional work group endeavours exactly to render such a multi-disciplinary service to the children. It is very important that the members of the professional work group know how assistance within a multi-disciplinary team approach works. In the literature study the child is described within the unique social context of the children's home, as. well as the influences of the different subsystems, namely the home, school and church. A summary is also given of existing research findings about assistance within a multi-disciplinary .. team relationship as well as the role of subject teams and w9rk groups. The empirical examination is aimed to investigate the effectiveness of the professional work group with relevant examination methods, and to determine which factors. impede upon the effective functioning of the work group. . Two objective questionnaires were used in the study: Questionnaire A to determine the staffs perceptions and experience of the group, and Questionnaire B to examine the internal functioning of the group. Three research groups were used, namely: - All the members of the professional work group (N=14) A random sample consisting of - Twenty members of the teaching staff - Twenty house parents The most important findings include the following: VB - The professional work group has the potential to develop into a very good team, and most of the respondents feel positive towards it. - There is a degree of confusion amongst the house parents and teachers as to what the precise function of the work group is. - The children's home and the school do not always function sufficiently as a unit. - The house parents and teachers feel that they should .be more involved in the activities of the professional work group. - There is a lack of communication between the staff and the professional work group as well as amongst the members of the professional work group. - The staff and the members of the professional work group have a need for in-service training concerning working with the destitute child. - The disposition of the professional work group towards the rest of the staff and amongst each. other is not as desired.
Identity-related decisionmaking among Xhosa-speaking adolescents
(Stellenbosch : Stellenbosch University, 2000-03) Mdikana, Andile Alfred; Ackermann, C. J.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: Identity-related decisionmaking by Xhosa speaking adolescents was investigated in this study. Adolescence is an exceptionally challenging developmental phase in the human life cycle, and the development of identity is regarded as a central developmental task during this developmental phase. The managing and solving of the identity crisis influences the whole psychosocial development of the individual, and effective personal development is largely dependent on the aquisition of a personal identity. The process of identity development holds further important implications for education and guidance, because a knowledge and understanding of this process can be regarded as a condition for effective educational and psychological intervention. There is a real need for research in the field of identity development, especially in the multicultural context. This study focused on the decision-making of Xhosa speaking adolescents in the Cape Metropolitan area concerning matters that can play an important role in their identity development. From the research literature it appeared that in the past certain differences in the patterns of identity development were found among different cultural groups. Possible explanations for these differences are offered. The empirical investigation, which was conducted by means of interviews, focused firstly on aspects such as the following: • the most important factors that played a role in the participants' lives • important decisions that they have made, the factors and considerations that played a role and their commitment to these decisions. • their plans and goals for the future, important factors that play a role and their commitment to these plans and goals. Apart from the above mentioned aspects, the Identity Status Interview (Grotevant and Cooper, 1981) was used to investigate identity development in four specific areas, namely, occupation, religion, dating and gender role. For the purpose of the investigation a sample of convenience was constituted of grade 12 learners who attended a voluntary Enrichment Programme under the auspices of the South African Institute of Race Relations in Cape Town on Saturdays. The research group consisted of 40 (20 male and 20 female) grade 12 learners. The following were the most important findings: • The parents (in particular the mother) constitute the most important factor in the most participants' lives, but it appears that the parents playa progressively less important role when it comes to the making of specific decisions. • The most important decisions that the participants made in the past are dominated by decisions regarding their future occupations, and almost all the participants are considering tertiary education. • The traditionally strong collectivist approach is apparently on the decline, and a more individualistic orientation is becoming evident with regard to , among other things, matters such as future marriage. • With regard to occupational identity, the male participants displayed significantly higher levels of identity development than the female participants. In spite of the fact that about 75% of the male participants were classified in the occupation achievement status, as against 35% of the female participants, a qualitative analysis of the interviews indicated that the breadth of exploration of both groups was fairly limited. • The religious domain displayed largely the same identity status pattern as the occupational domain, with significant differences between the two sexes. • Of the four areas of identity development, gender role is the one in which the largest percentage of participants were classified as being in the achievement status. • Age displays a significant correlation with exploration in the occupational domain and with the level of commitment in the religious domain. • In the case of female participants, three independent variables (age, family size and the educational level of the mother) displayed a relationship with the participants' decisionmaking in identity-related areas. Important implications of the findings, recommendations derived from these, limitations and recommendations for further research are indicated.
Die ontwikkeling van morele besluitnemingsvaardighede deur buitelugopvoeding by leerders in die Intermediere fase vanuit 'n Christelike benadering
(Stellenbosch : Stellenbosch University, 2002-12) Botha, Sarah; Ackermann, C. J.; Brink, P. J. L.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: Moral development demands a process of individual acceptance or rejection of values and the integration of accepted values in a personal value system. However, for the development of a personal value system, it is not sufficient - particularly in a post-modem era - merely to moralise and set an example. Children therefore have to be guided to internalise positive values and to demonstrate these values in their behaviour. In this process decision-making plays an important role. The moral decision-making model that became more popular than character building in the nineteen-sixties, does not equip learners sufficiently for moral decision-making. In order to attend to this research problem, a qualitative investigation was done, comprising a literature study and field work. The purpose ofthe investigation was to determine the indicators that playa role in compiling a programme for out-door education for learners of the Intermediary Phase, with special reference to decision-making skills. The following important aspects came to the fore from the literature study: It is becoming increasingly difficult for learners to choose between right and wrong. They are surrounded by deviating moral values. Therefore learners should be assisted in making important choices of life, based on a healthy value system. The Intermediary Phase, also known as the mid childhood period, serves as preparation for the adjustments that take place during the adolescent years. The development of moral values, therefore, is an important development task during this phase of life. For children to be able to make ajudicial decision about what is "right" and what is "wrong", they have to be knowledgeable about what is "right" and what is "wrong". There ought to be a specific criterion for making such a decision. The debate whether something such as life orientation as learning area in schools can be or cannot be approached from a particular religious conviction, is currently in progress. Values can not be instructed in a neutral way. Religion is a determining factor from a Christian frame of reference in learning values and norms, as it has moral implications. This study has been approached from a Christian frame of reference. The premises of the humanistic movement, in which the classic moral decision-making approach finds its grounding, is irreconcilable with the Christian religion. Should the moral decision-making model be accepted without protest as a final decision in the complex values debate, it could result in moral selfdestruction. There are, however, aspects of the moral decision-making model that could be integrated meaningfully with character building with a view to guiding the learner to moral development. This integrated approach is a focal point in this study. Based on the literature study as well as the field work, which comprised an indaba (ideas conference), study visits abroad, and interviews, the researcher arrived at the conclusion that an integration of an institution for out-door education and an activity circuit with well-trained instructors and facilitators may provide the answer to the research problem. It is problematic to pull together an integrated approach in a simple framework; however, this study offers an intellectual framework in which twenty indicators are highlighted. These indicators can make a contribution in compiling a programme for out-door education for learners in the Intermediary Phase, with a view to teaching decision-making skills, based on character building and aspects of the moral decisionmaking model.
Die psigososiale ontwikkeling van graad 8-seuns volgens Erikson se psigososiale ontwikkelingsmodel
(Stellenbosch : Stellenbosch University, 2002-12) Viljoen, Johannes Jacobus; Ackermann, C. J.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology .
ENGLISH ABSTRACT: The primary goal with this research project was to investigate the psychosocial development of a group grade 8 boys before adolescence in terms of the four developmental crisis according to Eriksson's' theory. The study proceeded through two phases. A questionnaire investigation with a larger study group (N=221) was done in phase 1, and this (quantitative) data was analysed. Phase 2 comprised a further investigation, which took place 2 years later. Based on the results of the questionnaire investigation, a small group (N=ll) experiencing a potencial low self-consciousness was identified and focus group interviews were conducted with them. The researcher made the assumption that individuals' experiences of the first four stages of Erikson's psychosocial developmental model form the basis for later identity development during adolescence, as well as continuing personality development. Current research indicates that the total scale and two of the sub-scales ('Industry vs Inferiority' and 'Autonomy vs Shame') show sufficient reliability (Alpha-coefficients are greater than 0.70). The distributions of the sub-scales were in all cases skew to the left, which indicate that most of the scores for each sub-scale are closer to the maximum value than the minimum value. A negative measure of skewness is reported. All the sub-scales relate significantly to each other (p < 0.01). Therefore, one can conclude with relative certainty that this scale is valid. Age does not correlate significantly with any of the sub-scales (p > 0.05 in all cases), but a significant correlation was not expected given the small age variance. From the qualitative responses of phase 2 it appeared that the present level of expectations, which learners experience, is not appropriate. They would benefit from more positive feedback on their successes. The responses reflect that feedback is not always constructive, nor given in a positive, non-judgemental spirit.
Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool
(Stellenbosch : Stellenbosch University, 2001-12) Vorster, Hein; Ackermann, C. J.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: In this study an investigation was conducted to determine whether the education in ACE-schools(within the South African context) provides in the development needs of learners. Political changes in South Africa have, on the one hand, led to the perception amongst especially Christian parents, that, due to a strong humanist tendency in state schools, their children experience a lack of adequate Christian education. On the other hand, the education system in South Africa has enabled the establishment of a wide range of different educational institutions from which parents can choose the one that provides in their unique needs. Accelerated Christian Education (ACE) is a Christian education system that originated in the USAbut is now implemented world-wide. The uniqueness of this system lies in the fact that education is mostly provided via written material which every learner can master individually and on his/her own time (within the classroom setting). The advantages are in the individualizing of learning, but a question arises as to the desirability of the lack of interpersonal communication in the learning activities. A literature study was undertaken to establish the psychosocial development needs that have to be provided in to ensure that learners are guided towards effective and balanced adulthood. An overview was also obtained on Christian education in general and on the ACEsystemin particular. To evaluate the ACE-system in practice, the views (and especially criticism) of theorists and authors are supplemented by information gathered from parents, learners and teachers from three ACE schools. This information was gathered by means of individual informal discussions. The research groups consisted of five representatives from each of the sub-groups from each of the three schools (N=45). The most important findings are the following: The ACE school system offers an acceptable alternative to parents who wish to ensure that their children receive education of a more Christian nature, or at least education in a Christian setting. Other benefits include individualizing and the fact that learners set their own learning objectives daily, which simplifiesmotivation and discipline. From an educational psychological perspective, the ACE schoolsystem does, however, have important deficiencies: • Firstly,the nature of education in an ACE school does not make adequate provision for interpersonal communication. The importance of interpersonal communication for effective learning, whether it be in the form of content being mediated to the learner via the teacher, or through classroom discussions (peergroup interaction) iswidely accepted. • Secondly, the exclusive nature of the ACE school leads to the isolation of learners from the wide variety of people, views and religious beliefs that are present in society. • Thirdly, in the ACE school little, if any, provision is made for physical activities, which are important for balanced development of learners. • Lastly, the ability of ACE schools to make provision for learners with special education needs, islimited. Following from these findings, a few recommendations are made.
The relationship between moral reasoning and perceptions of family functioning during adolescence
(Stellenbosch : Stellenbosch University, 2003-03) Moodley, Trevor; Ackermann, C. J.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: This study focused on the moral development of adolescents, their perceptions of their families' functioning in terms of various dimensions and the relationship between these perceptions and adolescents' levels of moral development. The research group comprised of 268 learners attending an Afrikaans secondary school. All the participants had Afrikaans as their first language and they were catergorised into two age cohorts; namely the 13/14-yearolds and the 17/18-year-olds. Gender was also represented in the study. The participants' levels of moral reasoning were measured by the Menings oor Sosiale Optrede Vraelys (MOSOV), an unstandardised instrument that was formulated in terms of Kohlberg's cognitive-developmental theory of moral development. This instrument consisted of six moral dilemmas. According to Kohlberg's theory moral development is culturally universal and follows an invariant sequence of stages. Furthermore, moral judgment takes place on three levels, the pre-conventional, conventional and post-conventional levels. The pre-conventional level usually develops during childhood, most adolescents and adults will only reach the conventional level and only a small percentage of adults will reach the postconventional level of moral reasoning. Participants' perceptions of family functioning were measured by the Family Functioning in Adolescence Questionnaire (FFAQ). This standardized instrument measures family functioning in terms of six dimensions, namely: structure, affect, communication, behaviour control, value transmission and external systems. The results for moral reasoning levels indicated that the post-conventional level was the most common level of moral reasoning used by participants (at least 56% of the time). This tendency was represented for both age and gender variables within the research group. The second most common level of moral reasoning was the conventional level. Only a small representation of the pre-conventional level occurred. The results were inconsistent with Kohlberg's theory in terms of the proportional representation of the three levels. The results for participants' perceptions of their families' functioning indicated that their perceptions of family functioning for each of the dimensions, was mainly average (mean stanine scores of 4-6 were obtained). Significant mean differences between the various research groupings were also found for some of the dimensions. The results indicated that only two of the MOSOV's moral dilemmas correlated significantly with some of the family functioning dimension mean scores. One was a positive correlation whilst the other was a negative correlation. The general absence of significant relationships and the presence of a significantly negative correlation between moral reasoning levels and perceptions of family functioning was inconsistent with the literature that generally supports the view that a positive relationship exists between family functioning and moral development of the adolescent. A secondary focus was to measure the construct validity and reliability of the MOSOV instrument for this study, since this was an unstandardised instrument. The results showed that construct validity was present but reliability was not high enough. The results of the study therefore need to be treated with circumspect.
Die rol en persoon van die fasiliteerder van 'n christelike tienergespreksgroep
(Stellenbosch : Stellenbosch University, 2001) Van der Merwe, Elizabeth; Van der Merwe, Lize; Ackermann, C. J.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: This study addresses the role and person of the facilitator of a Christian teen discussion group. From the literature study it is evident that there are specific requirements concerning the role and person of the facilitator of a teen discussion group. These requirements and definitions should only serve as guidelines for the success of a teen discussion group The empirical study investigated the role and person of the facilitator of a teen discussion group. According to the results it seems that the most important characteristics of a facilitator, according to the teen discussion groups, are that of warmth as a person, caring and insight and that he must be a role model. The study also showed that the role and person of a facilitator of a teen discussion group to a great extent contributes to the success of these groups.
Sexual attitudes and behavioural patterns of adolescents in an urban area in the Western Cape
(Stellenbosch : Stellenbosch University, 2003-03) Enfield, Leon Charles; Ackermann, C. J.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology .
ENGLISH ABSTRACT: Internationally there is concern about the reproductive health of adolescents. In South Africa a growing concern is the rampant sexual activity of underage learners. This study seeks to explore the knowledge, attitudes and behaviours of a group of adolescents with regard to their psycho-sexual development. A qualitative study was conducted, with data being collected by using semistructured interviews, which were subsequently analysed thematically. The data was analysed and five themes emerged from the three categories (knowledge, attitudes and behaviour). The five themes that emerged were knowledge about HIV/AIDS and venereal diseases, where participants received their knowledge about sexual issues, knowledge about conception and pregnancy, attitudes about sexuality and sexual behaviours. The study found a disparity between participants' knowledge, attitudes and sexual behaviour. Many participants have not developed a healthy sexual identity because of many factors that has contributed to this development. Some of these factors were social, parental, emotional, socio-economic, lack of appropriate knowledge, media and attitudinal influences. The findings indicated that the majority of the participants had a fairly good knowledge about HIV/AIDS but were less knowledgeable about other venereal diseases. It appeared that many of the participants did not have reliable sources to furnish them adequate answers to sexuality questions. This lack of information had a direct bearing on the formation of their sexual attitudes and behaviours. There was a marked difference between the sexual practices reported by the male and female participants. More of the male participants reported that they engaged in sexual activity as compared to the female participants. The study also highlighted the interrelatedness between knowledge, attitudes and behaviour.
Die verband tussen adolessente se persepsies van gesinsfunksionering en hulle identiteitsontwikkeling
(Stellenbosch : Stellenbosch University, 2002-12) Adams, Quinton N. P.; Ackermann, C. J.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: The adolescent's efforts to discover and create an identity are the most important task of this period of life. Identity formation can be regarded as a central developmental task during adolescence. For Erikson (1968) adolescence is marked by the need to resolve the crises of identity vs role confusion. The child cannot be seen in isolation from his system, especially the family in which he/she functions. The adolescent's identity and how he/she respond to the teenage years and development to adulthood is influenced by what happens in the family. The aim of the study is to investigate the relationship between the adolescent's perception of family functioning and identity development. The target group was Grade 12 (163) pupils from 3 secondary schools within Circuit 1 in the Bellville region in Cape Town. Two instruments were used, The Extended Objective Measure óf Ego Identity Status (EOM-EIS-2) (Adams,1999; Bennion and Adams,1986) and the Family Functioning in Adolescence Questionnaire (FFAQ) (Langey,1994). The EOMEIS- 2 is a self administered questionnaire. The 64-item instrument is an extension of Marcia's identity status paradigm and assesses psychosocial maturity with regard to oocupational, religious, political, and social dimensions of identity development. The FFAQ is developed to provide an instrument for assessing the psychosocial health of the family during the stage of having adolescent children, as perceived by the adolescent. It examines six dimensions of family functioning: structure, affect, communication, behaviour control, value transmission and external systems. In view of the results reported the most important findings can be summarized as follows: Identity diffusion shows a significant negative correlation with various dimensions of family functioning, including affective interaction in the family, communication, behavior control, the transmission of values, and the role of external systems in family life. This finding partly applies to three of the four subgroups, with the Afrikaans-speaking males the only exception. Among the English-speaking subgroup (males and females) the identity achievement status shows a significant positive correlation with communication and with the transmission of values in the family. Among the Afrikaans-speaking subgroup (males and females) the identity foreclosure status shows a significant positive correlation with communication, behavior control, the transmission of values, and the role of external systems in family life. Various important implications for education were pointed out.
Die verband tussen identiteitsontwikkeling en persoonlikheidstipevoorkeure by adolessente in die Wes-Kaap
(Stellenbosch : Stellenbosch University, 2002-03) De Wet, Bernita; Ackermann, C. J.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: The primary aim of the study was to investigate the relationship between identity development and personality type preference during the adolescent developmental phase. The Extended Objective Measure of Ego Identity status (EOM-EIS-2) and the Myers-Briggs Type Indicator (MBTI) were used as research instruments. School, gender and language were considered as the demographic variables. Personality type preferences and the demographic variables indicated six significant interactions. The Thinking-Feeling (T-J) scale was related significantly to the gender variable. Sensing-Intuition (S-N), Thinking-Feeling (T-J) and Judging-Perception (J-P) were related significantly to language. Sensing-Intuition (S-N) and Judging-Perception (J-P) have indicated significant interactions with the school variable. Identity status and the demographic variables also indicated significant interactions. Gender was related significantly to the interpersonal moratorium status. The school and language variables interacted with the identity diffusion, foreclosure and moratorium statuses in the ideological and in the interpersonal domains.. Significant interactions were indicated among identity status and two of the dimensions of personality type preference, that is Sensing-Intuition (S-N) and Judgement-Perception (JP). Significant preferences for Intuition (N) in relation to the ideological, as well as the interpersonal foraetosure statuses were indicated. Intuition (N) was also related to the. interpersonal diffusion and moratorium statuses. Preferences for Perception (P) were also related significantly to ideological and interpersonal foreclosure, as well as to interpersonal diffusion and moratorium statuses. Neither Thinking-Feeling (T-J) nor Extroversion- Introversion (E-I) dimensions demonstrated any significant interaction with the identity statuses. Educational implications and recommendations are suggested in terms of the indicated personality types and preferences among adolescents, identity formation, as well as the demographic variables related to personality type preferences and identity formation. Recommendations are also suggested with regard to the relationship between identity status and personality type preferences. The researcher would like to emphasise individual differences and diversity (in terms of identity development and personality type preferences) which link up with an inclusive educational approach.

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