Browsing by Author "Terhoven, Rene B."

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    An exploration of leadership practices in enacted a curriculum policy platform in working class secondary schools
    (Stellenbosch : Stellenbosch University, 2016-12) Terhoven, Rene B.; Fataar, Aslam; Stellenbosch University. Faculty of Education. Dept. Education Policy Studies
    ENGLISH ABSTRACT : It can be argued that South African schools, particularly those in working class contexts, are struggling to contend with the challenges of curriculum reform. These curriculum reforms, which were introduced in an attempt to alleviate past injustices, are arguably not providing equal educational opportunities for all. Based primarily on their students’ poor results on tests and examinations, schools in working class contexts are labeled as underperforming or dysfunctional schools by the Department of Education (DoE). Consequently, this negative positioning of many working class schools places huge pressure on the principals and School Management Teams (SMTs) of these schools. Based on qualitative research in three selected working class schools, the thesis explores how curriculum policy plays out in working class secondary schools by focusing on the leadership practices enacted by their School Management Teams. The research concentrates on how these SMTs develop and implement a range of leadership practices within their schools in order to enact a curriculum policy platform for optimal teaching and learning. Employing Stephen Ball’s theory of policy enactment, the study is an illustration of how the contexts of working class schools impact on the type of leadership practices that are enacted, which, in turn, impact the type of curriculum policy platform that is constructed. A key conceptual assumption of the study is the view that policy enactment is regarded as a process of ‘becoming’ and not as something fixed or with predetermined outcomes within a school. This thesis elucidates how curriculum policy is received by the formal leadership structure of the school, and shaped and implemented in the ‘messy’ reality of selected working class schools in the process of enacting a curriculum policy platform. The thesis focuses on the processes, mediations and meanings of curriculum policy in selected working class secondary schools. I present the argument that the enactment of leadership practices by the selected schools’ SMTs are fundamentally impacted and determined by the schools’ ‘materiality’ and discursive constructions. Their leadership practices, based on narrow and one-dimensional enactment of the curriculum policy, have negative and uneven consequences for these schools’ curriculum and teaching and learning offerings.
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    Motivation as a catalyst for staff development in underperforming secondary schools in South Africa
    (Stellenbosch : Stellenbosch University, 2012-12) Terhoven, Rene B.; Heystek, Jan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: With the aim of promoting learner achievement, development is regarded as indispensable for the teaching and learning process. Many schools however, face the challenge of teachers who are not willing to participate in development activities. Motivation is viewed as a catalyst that may aid in teachers‟ participation in development activities, as motivation provides a reason to display certain behaviour. In the case of this research behaviour refers to the behaviour to participate in development activities. Participation in development activities refers to teachers‟ inclination to submit to self-development, engage in daily development activities of the school or engaging in formal development activities arranged by the school or Department of Education. This research addressed some of the factors that motivate staff in underperforming secondary schools to participate in staff development activities. Schools are categorised as underperforming if they do not obtain a pass rate of at least 60% in the National Senior Certificate examinations. Underperforming schools are mainly townships schools with peculiar contexts. This study focuses on the particular context of underperforming schools and the role of the principal in staff‟s motivation to participate in development activities as these are important aspects in the development of a school from an underperforming to a performing categorisation. The literature was reviewed on aspects of activities of staff development, the motivation theories and adult learning principles. Teachers are adults and therefore the factors that motivate adults to participate in development activities are important as they require a different approach than children‟s learning. Qualitative research was conducted with the principal and four teachers from each of two township schools located in the same education district, but two different circuits. Both schools were categorised as underperforming two years ago, but have developed to performing schools. The data were gathered through semi-structured interviews. The findings indicated that teachers in this study are intrinsically motivated to participate in development activities. Factors such as passion, empowerment, collaboration and the child‟s wellbeing are mentioned as factors that motivate these teachers to participate in development activities. Despite these intrinsic factors, teachers mentioned extrinsic factors that impact on their inclination to participate in development activities. These factors include contextual and organisational factors. The role of the principal is emphasised as the principal is accountable for the development of staff. Furthermore, the principal, having the highest authority at a school has an influence on the factors that motivate staff as well as those factors that may deter staff from participating in development activities. Recommendations for the motivation of staff and staff development activities are made, as well as recommendations for further studies. This research is significant as it indicates factors that motivate staff and factors which impact on their motivation to participate in development activities. These factors are important in the pursuit of development from an underperforming to a performing school.