CHAPTER 4: SCHOOL PROFILING DATA
4.3 TEACHERS PROFILING
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Having discussed the nature of secondary schools sampled in this study, it was appropriate that teacher’s profiles be unveiled. This means the gathering of teachers’ profiles. Creswell
& Plano Clerk (2010) highlighted that profiling is more of a trend in qualitative research than in quantitative ones.
A teacher's profile is a profile that provides details of the teacher to promote teaching and knowledge in a particular field. In this study, the teachers’ profiles provided the researcher with information regarding gender, age, job description and qualifications. The profiles of the four sampled secondary schools helped in providing demographic information that afforded understanding of circumstances surrounding the case schools and the teachers better. The following are included in my discussions: Gender, age band of participants in four schools, job description of participants and the highest qualification of participants.
4.3.1 Gender
UNESCO (2003) defined gender as the roles and responsibilities of women and men created in our families, our cultures and our societies. Gender is important in this study as both female teachers and male teachers should receive fair treatment according to their respective needs. What is included in my discussions are the frequency and percentage of female and male participants. The findings revealed that in four participating secondary school’s female teachers and male teachers received equal treatment and enjoyed the same rights, resources, opportunities and protection in their schools. Both teachers are treated equally and participate as equals through legislative forms. Pilcher & Whelehan 2004) stated that gender perspective gave women the opportunity to have the rights and privileges that men have through legal reforms. Lorber (2012) argued that gender equity has provided women to occupations and professions dominated by men and promoted them to positions of authority.
Gender of participants is shown below:
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Table 4.5: Gender
Gender Frequency Percent
Male 26 49.1
Female 27 50.9
Total 53 100
Table 4.4 depicts the gender of research participants who completed questionnaires. The distribution of gender revealed that female participants who participated in the research were 27 with 50. 9% and male participants were 26 with 49.1%. The above table indicated that female participants were more than male participants in four secondary schools.
4.3.2 Age band of participants in four schools
The following shows age band of participants who participated in the research questionnaires. This is important in this study because it shows the age of teachers who participated in this study. Years of participants included in this study are from 21- 30 years, 31- 40 years, 41- 50 years and 51- 60 years. The findings revealed that in terms of age majority (37, 7%) respondents were between 51- 60 years old, those between 41-50 years constituted 34% while those in the age of 31-40 constituted 15, 1%. The youngest participants were between 21- 30 years old and constituted 13, 2 %. The findings had revealed that majority of teachers are above 50 years. Age could affect negatively the ability to use technology. Naseri & Elliot (2011) stated that young people use Internet more than older people. The study revealed that many teachers between the age of 51- 60 would leave the Department of Education and young teachers will enter the teaching profession and the low rate of technology in this district would change. Mpinganjira & Mbango (2013) argued that young people of today are growing up in a technological environment and they need teachers with CT knowledge. Punamaki et al. (2007) stated that young people of today use technology such as tablets, smartphones for studying, playing games communication and seeking information. Information on age band of participants follows:
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Figure 4.1: Age band of participants
Table 4.1 reflects the age band of teachers in four selected schools. The table revealed that most teachers are between the ages of 51- 60 years. Most teachers in this age are old and do not use technology in their daily lives. Dikba, Ilgaza & Usluel (2006) stated that older teachers without computer skills might have more difficulties in using digital classroom technology than younger colleagues in schools. The other majority of teachers are between the age of 41- 50 years meaning that in these four schools there are many teachers who are about to leave the education system due to retirement. Minority of teachers are between the age of 31- 40 and 21-30. This generation uses technology in their everyday activities.
Apay & Ozbasi (2008) argued that computer usage is low with older teachers, and an increase of new generation of teachers with higher computer competency skills enters into the education system.
Figure 4.2: Highest qualification of participants
years
21-30 31-40 years 41-50 years 51-60 years
Frequency 7 8 18 20
Percent 13,2 15,1 34 37,7
05 1015 2025 3035 40
Masters
9%
Honours 30%
Bachelor degree/PGCE
42% Diploma
19%
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Figure 4.3 reflects on the highest qualification of participants. In summary 61% of participants possess junior degrees and diplomas, whereas those with post-graduate qualification were 39%.
4.3.3 Job description of participants
The table below describes job description of teachers in four selected schools. Job description describes the type of job the teacher is doing in the school. In this study, the following job description is included: principal, deputy principal, HOD, senior teacher and teacher. Data on job description of participants is exhibited below:
Figure 4.3: Job description of participants
Figure 4.2 reflects on job participation of the participants. In summary, data reflects that 69.8% of the research participants were teachers, whereas, 20.2% of participants were members of the SMTs.
4.3.4 Highest qualification of participants
0 10 20 30 40 50
Senior
teacher Teacher HoD Deputy
principal Principal
Senior teacher Teacher HoD Deputy principal Principal
Frequency 14 23 8 6 2
Percent 26.4 43.4 15.1 11.3 3.8
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The term highest qualification is important in this study because it shows the qualifications of the respondents and the highest qualifications of teachers in four selected secondary schools in the Capricorn district. In my discussion the following is included: Diploma with 19%, Bachelor degree\PGEC with 42%, and honour’s degree with 30% and Master’s degree with 9%. As far as qualifications of the respondents were concerned at least 19%
of the respondents had acquired a post- matriculation qualification with three year diplomas in teaching and 42% of the respondents had obtained a Bachelor's degree\ PGCE.
Teachers with Bachelor's degrees had this degree on top of their teacher’s qualifications.
The qualifications obtained included exposure to educational technology because all teachers were furthering their studies online through different universities. Teachers in the four selected schools had improved their teaching using online education.