Bongani D. Bantwini

South African Teachers Caught between Nation Building and Global Demands: Is There a Way Out/Forward?.

In this article, we explore the impact of the nation-building and global demands on teachers’ work and how they survive the pressure of, and reconcile, these various demands that impact their work. We draw on two separate data sets that emerged from studies undertaken in the Eastern Cape Province (EC), South Africa. Findings reveal a rift between the nation-building and global mandates. Most intended changes assumed that teachers are ready and prepared for whatever changes that are introduced. Consequently, teachers are in a constant struggle to come to terms with them, thus resulting in slow implementation or the nonimplementation of reforms in classrooms. We argue that recognition and acknowledgment of existing realities, classroom cultures, and implementation requirements or support should be the first step in improving education. Also, a strong visionary leadership becomes pivotal to achieve the desired reform success. Additionally, policy development and programs need to recognize the countrys history and the murky terrain that still has to be navigated to ensure successful curriculum reform implementation.

Do teachers' learning styles influence their classroom practices? A case of primary school natural sciences teachers from South Africa

Abstract This paper examines the influence of teachers’ learning styles on their classroom teaching and learning practices. The reported mixed method study was conducted in various school districts in a large province in South Africa. The data was collected with the use of questionnaires administered to primary school natural science teachers and classroom observations made during a science lesson. The study examined the preferred learning styles of primary school science teachers. It then investigated how they taught natural science and attempted to establish if their learning styles influenced teaching and learning in their classrooms. Findings from the questionnaires showed that most teachers preferred or learned better partly through visual, active, sequential and intuitive learning styles. However, analyses of classroom observations revealed a contradiction as the teachers’ proclaimed learning styles were not emulated, translated into or visible in their classroom teaching practices. The researcher argues and concludes that the teachers’ learning styles do not necessary shape or influence their classroom teaching practices.

District officials’ perspectives regarding factors that impede the attainment of quality basic education in a province in South Africa

ABSTRACT The provision of quality basic education is essential as it can ensure that all learners have an equal opportunity to succeed in life. This paper discusses district officials’ perspectives regarding some factors that impede the achievement of quality basic education in schools under their jurisdiction. Data were collected through semi-structured interviews conducted with district officials in eight districts in one province of South Africa. Data analysis followed the iterative approach. Findings reveal that district officials viewed the state of education in their districts and circuit as unsatisfactory due to: low teacher morale, schools’ lack of confidence in their districts and the perceived neglect of the General Education and Training Band. It is argued that improved teacher working conditions, use of better service delivery model by the districts and education department, and full prioritisation of the GET Band are needed in these districts. In conclusion, to achieve social justice in education, corrective measures should be premised upon the understanding of the social and contextual issues as these represent the crippling factors in the province.

School district support to schools: voices and perspectives of school principals in a province in South Africa*

Abstract The role of education districts is central to the success of schools as they are mandated to work collaboratively with school principals, giving guidance and professional support. In this paper, we investigate school principals’ perspectives regarding the nature of support provided by their districts to effectively conduct their work and how that support can be enhanced. Using semi-structured interviews, 18 principals from five districts were interviewed. Findings show school principals’ dissatisfaction with their districts’ low levels of support caused by the lack of district support on provision of resources, lack of consultation in key decisions involving their schools; district officials’ lack of visibility in schools and responsiveness to change. We conclude that the success of principals and their schools partly depends on the nature of support received from their districts, and argue for improved collaboration between schools and the districts.

Left behind in a democratic society: a case of some farm school primary schoolteachers of natural science in South Africa

Abstract This case study explores the plight of some farm schoolteachers in a school district in the Eastern Cape province, South Africa and their feelings of neglect in the new democratic society. Through interviews and a teaching observation analysis, this article focuses on five teachers and discusses resource and infrastructure challenges, lack of vision and educational value, lack of parental involvement and role models. It is concluded that farm schools are still neglected, and it is thus imperative that the new educational policies should be implemented fairly across the various types of schools existing in South Africa.