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An analysis of the educator's authority in Black Secondary Schools

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dc.contributor.advisor Luthuli, P.C.
dc.contributor.author Mlondo, Nomusa Mavis
dc.date.accessioned 2011-05-09T09:46:13Z
dc.date.available 2011-05-09T09:46:13Z
dc.date.issued 1990
dc.identifier.other 210652
dc.identifier.uri http://hdl.handle.net/10530/518
dc.description Submitted in fulfilment or partial fulfilment of the requirements for the Degree of Doctor of Education in the Department of Philosophy of Education of th University of Zululand, 1990. en_US
dc.description.abstract The aim of this study was to investigate how educators exercise their authority over Black Secondary school pupils. A teacher is an authority by virtue of his being a source of knowledge and his expertise in communicating this knowledge to the pupils. It is on the basis of this knowledgeability that he takes charge of the experiences of the pupil. He becomes morally obligated to control pupils' expenditure of energy. The depth of the teachers knowledgeability of the learning content was tested by variables like academic qualifications, supplementary reading, frequency and encouragement of pupil questions, and extent of use of short answer items. All these variables yielded negative responses. The epistemic stand of most teachers' authority appeared not to be firmly grounded. Successful dissemination of knowledge was tested by, among other variables, quality of feedback, rate of pupil absenteeism and testing techniques. Responses showed a lack of follow-up to measure the grasp of the learning content. Execution of moral authority was measured by inter alia, probing the application and enforcement of school rules, forms of punishment, attitude towards establishing a rationale for values behind rules and punishment. Findings showed a trend of authoritarianism. en_US
dc.language.iso en en_US
dc.subject Authority en_US
dc.title An analysis of the educator's authority in Black Secondary Schools en_US
dc.type Thesis en_US


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