The role of the teacher support team in preventing early school dropout in a high school

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dc.contributor.advisorCollair, Lynetteen_ZA
dc.contributor.authorTerhoeven, Liezlen_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.
dc.date.accessioned2009-11-25T07:18:56Zen_ZA
dc.date.accessioned2010-06-01T09:05:00Z
dc.date.available2009-11-25T07:18:56Zen_ZA
dc.date.available2010-06-01T09:05:00Z
dc.date.issued2009
dc.descriptionThesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.
dc.description.abstractENGLISH ABSTRACT: This study aims to establish whether the support of the Teacher Support Team (TST) might have an impact on High School learners to stay in school. My specific focus was on how the TST members experienced the support that was given to learners and how learners experienced the support given to them. I used a basic interpretive design. I used focus group discussions and semi-structured interviews. My study shows that the TST of a High School needs to have a proper structure to function in building resilience in learners. A proper structure will enable them to develop a healthy support system that could address the various barriers in learning that learners may encounter. All the role players, who were involved in the research, knew their rights and responsibilities towards this process. I conclude by acknowledging the limitations of this study and recommending further research.en_ZA
dc.description.abstractAFRIKAANS OPSOMMING: Hierdie ondersoek is daarop gemik om vas te stel in watter mate die ondersteuning van die Onderwys Ondersteunings Span (OOS) ‘n invloed het op Hoërskool leerders om op skool te bly. My spesifieke fokus was op hoe die lede van die OOS die ondersteuning, wat hulle vir die leerders gebied het, ondervind het en hoe die leerders die ondersteuning, wat hulle by die OOS ontvang het, ondervind het. Ek het van fokusgroepe en semi-gestruktureerde onderhoude gebruik gemaak. My ondersoek toon dat die OOS van Hoërskole ‘n meer gestruktureerde stelsel nodig het waarbinne hulle kan funksioneer. ‘n Gestruktureerde stelsel sal verseker dat daar ‘n gesonde ondersteunings sisteem gebou word. Dit sal ook verseker dat leerders met leerstoornisse se behoeftes aangespreek kan word. Alle rolspelers was ten volle bewus van hul verantwoordelikheid in die navoringsproses. Ten slotte wil ek, in die lig van sekere tekortkominge wat by hierdie studie ervaar is, verdere navorsing op hierdie terrein aanbeveel.en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/3051en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/3051
dc.publisherStellenbosch : University of Stellenbosch
dc.rights.holderUniversity of Stellenbosch
dc.subjectTeacher support teamen_ZA
dc.subjectPreventionen_ZA
dc.subjectHigh schoolsen_ZA
dc.subjectSchool dropouten_ZA
dc.subjectTheses -- Educational psychologyen_ZA
dc.subject.lcshDropout behavior -- Prediction ofen_ZA
dc.subject.lcshDropouts -- Preventionen_ZA
dc.subject.lcshMotivation in educationen_ZA
dc.subject.lcshCommunity and schoolen_ZA
dc.subject.otherEducational Psychologyen_ZA
dc.titleThe role of the teacher support team in preventing early school dropout in a high schoolen_ZA
dc.typeThesisen_ZA
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