Browsing by Author "Maphalala, Mncedisi Christian"
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- ItemEducators' experiences in implementing the revised national curriculum statement in the Get Band(2006) Maphalala, Mncedisi Christian; Ngidi, D.P.The present study examines educators' experiences in implementing the Revised National Curriculum Statement in the GET Band. The first aim of the study was to ascertain the nature of educators' experiences in implementing the Revised National Curriculum Statement. The second aim was to determine whether educators' biographical factors such as gender, age, teaching experience, qualification and rank have any influence on the nature of their experiences in implementing the Revised Curriculum Statement. The third aim was to ascertain the extent to which educators generally find implementing the Revised National Curriculum Statement to be stressful. The last aim was to determine whether educators' biographical factors (gender, age, teaching experience, qualification and rank) have any influence on the extent to which they generally find implementing the Revised National Curriculum Statement to be stressful. To this end, a questionnaire was administered to a randomly selected sample of three hundred and eight educators. The findings reveal that educators differ in terms of the nature of their experiences in implementing the Revised Curriculum Statement. A high percentage (61.04%) of educators reports a positive experience about implementing the Revised National Curriculum Statement. The findings also show that age, teaching experience and qualification have an influence on the nature of educators' experiences in implementing the Revised National Curriculum Statement. The findings further reveal that educators differ in the extent to which they generally find implementing the Revised National Curriculum Statement to be stressful. A relatively higher percentage (38.31%) report above average level of stress, 28.90% report below average level and 32.79% report an average level The last finding shows that educators' gender, age, teaching experience, qualification and rank have no influence on the extent to which educators generally find implementing the Revised National Curriculum Statement to be stressful. On the basis of the findings of this study, a model on curriculum implementation process was proposed and recommended.
- ItemTeacher stress in primary schools at eNsingweni circuit(University of Zululand, 2002) Maphalala, Mncedisi Christian; Gabela, R.V.; Legotlo, M.W.The object of this study was to determine teacher stress in primary schools at Ensingweni Circuit. The first aim was to determine through literature the characteristics of stress, its causes and effects. The second aim was to conduct an empirical investigation into stress among educators at Ensingweni Circuit. The last aim was to present finds, and recommendations, which emanate from the study. A questionnaire was developed by the investigators, which measured the extent to which educators experienced stress in their working environment. By using the questionnaire the investigator was interested in determining which teaching stressors educators found most stressful. Some 71% females and 29% males educators of primary schools at Ensingweni Circuit filled out questionnaires. The teaching stressors which this sample of educators found stressful, in order of most to least stressful, were curriculum changes, work load pressures, job insecurity, poor relationship with colleagues, reward and recognition, learners discipline problems, poor rapport with management and role ambiguity. In terms of factors associated with teacher stress, the results showed that a combination of outside and inside were associated with teacher stress. In terms of inside factors, organisational stressors and classroom stressors were associated with teacher stress. In terms of outside stressors minimal general life stressors were also found to be associated with teacher stress. The problems educators viewed as most stressful are consistent with other studies on teacher stress, namely policy changes. time-workload pressures and classroom discipline. These studies were conducted by Bernard (1989) Gold & Roth (1993) and Cole & Walker (1989). The last chapter of this study recommends a variety of strategies that could be employed by educators to alleviate stress in teaching.