The experiences of primary school educators with the national reading strategy in Mbabane Circuit, iNgwavuma.

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dc.contributor.advisorSibaya, P.T
dc.contributor.advisorPillay, P.
dc.contributor.authorMensah, Frank Joseph
dc.date.accessioned2017-07-06T12:17:14Z
dc.date.available2017-07-06T12:17:14Z
dc.date.issued2017
dc.descriptionA dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education (Research Methodology) in the Department of Educational Psychology at the University of Zululand, 2017en_US
dc.description.abstractGiven the need to employ effective reading strategies in the primary school, this article sets out to address the question of primary school educators’ experiences with the National Reading Strategy (NRS). The study focuses on six (6) primary schools in the Mbabane Circuit at Ingwavuma in UMkhanyakude District of South Africa. Forty (40) primary school educators from the selected schools within the circuit took part in a quantitative survey. Pearson’s chisquare was employed to explore the relative effects of teachers’ biographical data and their experiences with the NRS. The findings suggest that teachers’ gender, job title, teaching phase, experience in years and qualifications had an influence on their experiences with the NRS. On the other hand, teachers’ age was shown to have no relationship with their experiences with the NRS. The study confirms the appropriateness of understanding how teachers’ biographical data relate to and impact on reading intervention strategies.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1578
dc.publisherUniversity of Zululanden_US
dc.subjectnational reading strategy --primary school --educators' experiences --demographic characteristicsen_US
dc.titleThe experiences of primary school educators with the national reading strategy in Mbabane Circuit, iNgwavuma.en_US
dc.typeThesisen_US
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