Ntombozuko Duku

Participation Politics: African Parents' Negotiation of Social Identities in School Governance and Its Policy Implications.

Although there is evidence of parental participation in school governance in South Africa, the question of how these parents manage their participation in these affairs is largely unanswered. This question represents one of the major exclusions in the existing reflections on the school governance debate in the country. Using a qualitative approach, this study investigated the underlying dynamics of social identity as a factor in parents’ engagement in school governance in 10 schools in the Eastern Cape. It provides evidence of the fragmented and dynamic nature of social identity and how it shaped behaviours among the parents. While challenging many contemporary social theories, the paper suggests several implications for policy re‐formulation.

Correlating Demographic Variables with Occupational Stress and Coping Strategies of Pre-School Educators: A Literature Review

Abstract The present study draws from an on-going study on the effects of demographic variables on work stimulated stressors and coping strategies among pre-school educators. The initial findings suggested that no study was found to have jointly taken-up the relationship between the demographic variables and work-related stressors. Findings also suggested that no attention is being given to the events of stress among pre-school educators in South Africa. The researchers contend that without jointly investigating the association between stress and teachers’ race, age, marital status, gender, qualifications and location of school, discussions on how these variables impact the psychosocial wellbeing of teachers would remain speculative. The current research expected to obtain empirical evidences relevant to impact policies on the psychosocial wellbeing of preschool educators in South Africa.

Parents’ Perceptions of their Involvement in their Children’s Literacy Development in the Foundation Phase in King Williams Town

ABSTRACT The perspectives of eight parents and four educators on parental involvement in literacy development in the early childhood were explored through a qualitative interpretive case study. Data which were collected through semi-structured interviews, document analysis and observations were thematically analysed. Results of the study indicate that parents in King William’s Town, South Africa are not effectively involved in their children’s acquisition of literacy because the parents do not feel appropriately empowered to influence the development of their children’s literacy. The paper also found that shortage of literacy material like newspapers, magazines, story books, and computers militated against parental involvement. The findings reveal a need for parental empowerment in terms of knowledge and skills, understanding and allocation of resources. It also recommended a collaborated effort between schools and parents in the formulation of parental involvement policies and programs. Educators’ workshops on parental involvement were deemed necessary for continuing teachers’ professional development skills.

Causes of Work Related Teacher Stress in Early Childhood Development: A Qualitative Analysis

Abstract The study employed a multiple a case study design to establish the causes of work-related stress in the East London education District of the Eastern Cape Province, South Africa. Eighteen participants were purposively selected from East London centres. Interviews were used to collect data. Findings revealed that teachers were stressed due to lack of parental involvement; lack of safety and security for children, teachers and property; and mistrust by parents and lack of resources. The researchers also conclude that there is a training need for stakeholders in order to reduce these sources of stress. Thus, the study recommends that all stakeholders receive training on their roles in early childhood development (ECD) provisioning to avoid conflicts. Clear policies on the running of ECD centres should also be put in place so that issues, such as funding of centres, payment of fees, material resource provisioning and safety and security of learners would be resolved.

Teachers at Crossroads: Teacher Professional Development through the Performance Appraisal System at Primary School Level in the Bulawayo Metropolitan Province: An Assessment

Abstract Worldwide education systems have adopted performance appraisal systems as a crucial mechanism to induce desirable behaviors among teachers and as initiatives for accountability, quality assurance and professional development. A mixed methods design, located in the post-positivist paradigm was utilized to solicit information from a sample of 60 teachers, 18 school heads, three education officers and six Public Service Inspectorate Officers. The collection of data was completed through, interviews, questionnaires and focus group discussions. Data was analyzed by means of tables and themes, and these revealed that teachers were resistant to performance appraisal, as they viewed it as an imported system, which lacks universally set standards of assessment. The study found no evidence to support the existence of professional growth that was envisaged by the implementation of performance appraisal. The study therefore recommends teacher evaluation practices, that are rooted in professional development frameworks, be used to enhance quality education in primary schools.

Linking youth development, community development and social change: Experiences from a rural Eastern Cape village

Abstract The Millennium Development Goal (MDG) 2, which is “Achieve Universal Education”, puts emphasis on increasing enrolments and keeping children at school until they complete primary education. But the question continues to arise of the kind of education to which children are being given access: Is access commensurate with quality? This article seeks to argue that for MDG2 to be realized, there is a need for sustainable reforms that ensure that access to education commensurate with quality. One of the key conditions adopted at the Dakar meeting in ensuring that children acquire quality education was ‘respect for and engagement with local communities and cultures’ that is the localizing of ownership and responsibility for education. This article explores a particular effective rural community organizing initiative through review of organizational documents and collection and analysis of qualitative data. The study finds this approach for community organizing being effective at producing impacts at multiple levels because it weaves together youth development, community development and social development and changes them into a unified organizing cycle. The interplay between community development, youth development, social development and social change is discussed in relation to the growing field of efforts to engage parents and communities as owners and guarantors of education.