Onderwysers se ervaring van die doel en die implementering van Geïntegreerde Gehaltebestuurstelsel (GGBS)
| dc.contributor.advisor | Heystek, Jan | |
| dc.contributor.author | Sass, Jan Johannes | |
| dc.contributor.other | University of Stellenbosch. Faculty of Education. Department of Education Policy Studies. | |
| dc.date.accessioned | 2010-11-19T17:08:59Z | en_ZA |
| dc.date.accessioned | 2010-12-15T10:29:04Z | |
| dc.date.available | 2010-11-19T17:08:59Z | en_ZA |
| dc.date.available | 2010-12-15T10:29:04Z | |
| dc.date.issued | 2010-12 | |
| dc.description | Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2010. | |
| dc.description | Bibliography | |
| dc.description.abstract | ENGLISH ABSTRACT: Evaluation is seen as one of the key elements to enhance the teaching skills and subject knowledge of teachers, thereby facilitating effective and quality teaching and learning. One way of ensuring that this becomes a reality at South African schools is the introduction of an evaluation policy, namely the Integrated Quality Management System, as contained in the document Integrated Quality Management System (IQMS), Collective Agreement Number 8 of 2003 of the Education Labour Relations Council. This research was conducted against the backdrop of IQMS implementation in South African schools since 2005, and explored answers to the following questions: How do teachers experience the implementation of the IQMS (a form of evaluation)? To what extent does the IQMS contribute to the support, development and growth of teachers? Has the implementation of the IQMS had any positive impact on the quality of teaching and learning in schools? The data for the research were collected in 39 schools in Paarl and surrounding areas. The findings of the research study are based on a quantitative (questionnaire) investigation in the framework of an interpretive and positivistic paradigm. The results of the research showed that a significant number of teachers experience the goal and implementation of the IQMS as problematic. This leads to the conclusion that the implementation of the policy has not necessarily contributed to a fundamental improvement in the quality of teaching and learning in the participating schools. This conclusion is also based on the lack of meaningful and ongoing support and assistance that respondents receive before and after the evaluation process. The findings of this study correspond with those of international studies on the same topic, and indicate that teachers face universal problems, particularly with regard to the implementation of evaluation policies. This study could contribute to further research on the topic. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Evaluering word as een van die kernelemente beskou om onderwysers se onderrigvaardighede en vakkennis te verbeter, en sodoende doeltreffende en goeie onderrig en leer in die hand te werk. Een manier om toe te sien dat dít in Suid- Afrikaanse skole werklikheid word, is die instelling van evalueringsbeleid, oftewel die Geïntegreerde Gehaltebestuurstelsel (GGBS), soos dit in die dokument Integrated Quality Management System (IQMS), Collective Agreement Number 8 of 2003 van die Raad op Arbeidsverhoudinge in die Onderwys vervat word. Hierdie studie is teen die agtergrond van GGBS-inwerkingstelling in Suid-Afrikaanse skole sedert 2005 onderneem, en soek na antwoorde op die volgende vrae: Hoe ervaar onderwysers die inwerkingstelling van die GGBS ( vorm van evaluering)? In watter mate dra die GGBS by tot die ondersteuning, ontwikkeling en groei van onderwysers? Het die inwerkingstelling van die GGBS enige positiewe invloed op die gehalte van onderrig en leer in skole? Die data vir die navorsing is in 39 skole in die Paarl en omgewing ingesamel. Die bevindings van die navorsingstudie is gegrond op kwantitatiewe (vraelys-) ondersoek in vertolkende en positivistiese paradigma. Die navorsingsresultate toon dat beduidende aantal onderwysers die doel en inwerkingstelling van die GGBS as problematies ervaar. Dít lei tot die gevolgtrekking dat die inwerkingstelling van die beleid nie noodwendig tot grondliggende verbetering in die gehalte van onderrig en leer in die deelnemerskole gelei het nie. Dié gevolgtrekking berus ook op die gebrek aan sinvolle en deurlopende ondersteuning en hulp wat die respondente voor en ná die evalueringsproses ontvang. Die bevindings van hierdie studie stem ooreen met dié van internasionale studies oor dieselfde onderwerp, en toon dat onderwysers, bepaald wat die inwerkingstelling van evalueringsbeleid betref, met universele probleme te kampe het. Hierdie studie kan tot verdere navorsing oor die onderwerp bydra. | af_ZA |
| dc.format.extent | xi, 148 p. : ill. | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/5278 | |
| dc.language.iso | af | af_ZA |
| dc.publisher | Stellenbosch : University of Stellenbosch | |
| dc.rights.holder | University of Stellenbosch | |
| dc.subject | Theses -- Education | en_ZA |
| dc.subject | Dissertations -- Education | en_ZA |
| dc.subject.lcsh | Quality assurance -- Standards | en_ZA |
| dc.subject.lcsh | Teachers -- Rating of -- South Africa -- Paarl | en_ZA |
| dc.subject.lcsh | Teachers -- South Afica -- Paarl -- Attitudes | en_ZA |
| dc.subject.lcsh | Teacher effectiveness -- Evaluation | en_ZA |
| dc.subject.other | Opvoedingsbeleidstudies | af_ZA |
| dc.title | Onderwysers se ervaring van die doel en die implementering van Geïntegreerde Gehaltebestuurstelsel (GGBS) | en_ZA |
| dc.type | Thesis |