Management challenges experienced by female educators in King Cetshwayo District secondary schools

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dc.contributor.authorSibiya, Nondumiso Iris
dc.date.accessioned2018-10-05T10:39:23Z
dc.date.available2018-10-05T10:39:23Z
dc.date.issued2017
dc.descriptionA dissertation submitted to the Faculty Of Education in fulfillment of the requirements for the Degree Of Master Of Education (Social Science Education) in the Department Of Comparative and Science Education at the University Of Zululand, 2017en_US
dc.description.abstractThe study focused on classroom management challenges experienced by female educators in King Cetshwayo District secondary schools. The aim of the study was to explore classroom management challenges faced by female educators in secondary schools and find establish the behaviour of learners towards female educators. Quantitative and qualitative research approaches were used. A structured questionnaire with close and open-ended questions was used to collect data from participants. The sample consisted of 280 female educators from 20 secondary schools in King Cetshwayo District. The demographic variables of the study show that there are higher numbers of female educators than males, the age of respondents reveal a youthful population of educators, teaching experience of educator’s average at 51% and shows a relatively experienced population, the majority of educators prefer teaching Grade 10 and below. Educators in secondary schools are mostly female (61%). The findings of the study show that educators were of the opinion that youthful exuberance and lack of positive role models are responsible for the unruly behaviour of the learners, female educators respond well to the needs of individuals and groups, educators are overburdened with overload and limited resources, also, learners misbehave towards female educators because they know that corporal punishment is prohibited by the schools and government as well. In view of the outcome of the research, it was recommended that workshops should be organised to address and empower educators on the appropriate teaching techniques to empower them cope with contemporary teaching challenges. It is also recommended that massive employment of educators be embarked upon in order to reduce the workload of educators and reduce work related stress. Appropriate funding should be made available to encourage educators to upgrade their knowledge in a manner that will support their career progression. Personnel like Psychologists, Nurses and Social Workers should be employed to serve as Educator supporting structures to help reduce workloads in the school environment. en_US
dc.identifier.urihttps://hdl.handle.net/10530/1727
dc.publisherUniversity of Zululanden_US
dc.subjectclassroom management --challenges --female educators --South Africaen_US
dc.titleManagement challenges experienced by female educators in King Cetshwayo District secondary schoolsen_US
dc.typeThesisen_US
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