Exploring the role of employment status on learning support facilitators’ work experiences in a private school

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dc.contributor.advisorDaniels, Doriaen_ZA
dc.contributor.authorPorter, Gabien_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Educational Psychology.en_ZA
dc.date.accessioned2024-03-04T09:33:15Z
dc.date.accessioned2024-04-26T14:40:00Z
dc.date.available2024-03-04T09:33:15Z
dc.date.available2024-04-26T14:40:00Z
dc.date.issued2024-03
dc.descriptionThesis (MEdPsych)--Stellenbosch University, 2024.en_ZA
dc.description.abstractENGLISH ABSTRACT: The educational landscape in South Africa has changed over the years, in line with international trends. The move away from a medical deficit model of approaching education has meant changes in the ways in which schools approach learners with diverse educational needs. A more inclusive educational environment is the goal for all schools, although how they reach this goal may vary. One such method of providing additional support to learners facing barriers to learning is the use of learning support facilitators. These paraprofessionals assist the learners in their academic classes by helping them to maintain focus on the tasks, as well as to scaffold tasks when necessary, or allow for additional explanations to take place. The professional role of the learning support facilitator is not one that is currently accredited or monitored, as it is not a common position in many South African schools. The use of a learning support facilitator comes at an additional cost to the parents of the learner, or to the school itself. Hence, this type of support is most often found in private schools in the county. Learning support facilitators are most often found to be employed directly by the parents, yet they work closely in the school environment with the teachers and management. This type of employment status could lead to possible dissatisfaction and confusion in the workplace surrounding issues of confidentiality and inclusion in the staff activities. This study researched the stories of learning support facilitators who were employed directly by the school itself, and how this employment status affected their workplace experiences positively. The data was collected through semi-structured interviews and a focus group. The analysis process revealed four themes that their school-employee status had on their workplace experiences: access to professional development opportunities, institutional challenges and advantages, power dynamics among the staff, and support structures offered by the school. The findings suggested that being school employees had a positive effect overall on workplace experience for all the participants, both socially and professionally.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die opvoedkundige landskap in Suid-Afrika het oor die jare verander, in lyn met internasionale tendense. Die beweging weg van 'n mediese tekortbenadering tot opvoeding het veranderinge meegebring in die maniere waarop skole leerders met uiteenlopende opvoedkundige behoeftes benader. 'n Meer inklusiewe opvoedkundige omgewing is die doel vir alle skole, alhoewel die manier waarop hulle hierdie doel bereik, mag verskil. Een metode om addisionele ondersteuning aan leerders wat struikelblokke in hulle leer ondervind, te bied, is deur die gebruik van leerondersteuningsfasiliteerders. Hierdie paraprofessionals help die leerders in hul akademiese klasse deur hulle te help om op die take te fokus, sowel as om take te steun waar nodig, of ekstra verduidelikings toe te laat. Die professionele rol van die leerondersteuningsfasiliteerder is nie tans geakkrediteer of gemonitor nie, omdat dit nie 'n algemene posisie is in baie Suid-Afrikaanse skole nie. Die gebruik van 'n leerondersteuningsfasiliteerder bring 'n addisionele koste mee vir die ouers van die leerder, of vir die skool self. Hierdie tipe ondersteuning kom dus meestal voor in private skole in die land. Leerondersteuningsfasiliteerders word meestal direk deur die ouers aangestel, maar hulle werk naby saam met die onderwysers en bestuur in die skoolomgewing. Hierdie tipe indiensnemingsstatus kan moontlike ontevredenheid en verwarring in die werksplek veroorsaak aangaande kwessies van vertroulikheid en insluiting in personeelaktiwiteite. Hierdie studie het die ervarings van leerondersteuningsfasiliteerders ondersoek wat direk deur die skool self aangestel is, en hoe hierdie indiensnemingsstatus positief hul werkservaring beïnvloed het. Die data is deur semi-gestruktureerde onderhoude en 'n fokusgroep ingesamel en die analiseproses het vier temas aan die lig gebring wat hul skoolwerknemerstatus op hul werkservarings gehad het: toegang tot professionele ontwikkelingsgeleenthede; institusionele uitdagings en voordele; magdinamika onder personeel en ondersteuningsstrukture wat deur die skool aangebied word. Die bevindinge het gesuggereer dat om skoolwerknemers te wees 'n oorwegend positiewe uitwerking op die werkservaring van alle deelnemers gehad het, beide sosiaal en professioneel.af_ZA
dc.description.versionMastersen_ZA
dc.format.extent95 pages : illustrations
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/130357
dc.language.isoen
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshPrivate schoolsen_ZA
dc.subject.lcshOccupational prestigeen_ZA
dc.subject.lcshInclusive educationen_ZA
dc.subject.lcshSchool support teamsen_ZA
dc.subject.lcshAbilityen_ZA
dc.subject.nameUCTD
dc.titleExploring the role of employment status on learning support facilitators’ work experiences in a private schoolen_ZA
dc.typeThesisen_ZA
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Doctoral Degrees (Educational Psychology)