Doctoral Degrees (Educational Psychology)

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Browsing Doctoral Degrees (Educational Psychology) by Author "Galant, Fernholdt Henry Michael"

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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.