Educators' Views on the Provision of Quality Education at Selected Public Schools in Limpopo Province

Autor/in	Ndou, Nndwamato
Titel	Educators' Views on the Provision of Quality Education at Selected Public Schools in Limpopo Province
Quelle	In: Africa Education Review, 17 (2020) 4, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ndou, Nndwamato)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2020.1868067
Schlagwörter	Teacher Attitudes; Negative Attitudes; Elementary School Teachers; Secondary School Teachers; Public Schools; Educational Policy; Educational Resources; Inservice Teacher Education; Beginning Teacher Induction; Teacher Competencies; Educational Quality; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Lehrerverhalten; Negative Fixierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Bildungsmittel; Lehrerfortbildung; Lehrkunst; Quality of education; Bildungsqualität; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article focuses on the assessment of the progress made on the provisioning of quality education at selected public schools in Limpopo province. Qualitative research methodology was used as the author was interested in collecting data on the experiences, perceptions, and views of the research participants. Three research instruments for data collection were employed, namely participant observation, document analysis, and interviews. Purposive sampling was used to select participants who were likely to be knowledgeable and experienced on the phenomenon under study. Ten educators were sampled from public primary and secondary schools. The findings revealed that after the 1994 democratic elections in South Africa, few changes on the provisioning of quality education in Limpopo Province happened. The negative attitudes of the educators towards transformational policies, lack of competency of the educators in teaching reading and numeracy, lack of equitable distribution of resources to public schools, and lack of induction and in-service training of educators were amongst the contributing factors hampering effective provisioning of quality education. The author recommends recruitment of highly qualified and experienced educators, induction of newly appointed educators, continuous in-service training and mentoring, and development of guidelines or prescripts on the implementation of education policies as the tools that can enhance the provisioning of quality education at public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01