How teachers and school leaders cope with quality teaching and learning in three primary schools in the countryside. School principals in rural areas are perceived to be ineffective in managing teaching and learning in their schools.
WHY SHOULD WE STUDY QUALITY TEACHING AND LEARNING IN RURAL SCHOOLS?
This study emphasizes the previous educational experiences of students, especially at the intermediate level. This study tries to understand the choices and decisions leaders and teachers make to create a better climate for teaching and learning.
Pupi'ls'le'arn under trees
DEFINITION OF TERMS
Rural schools tend to be characterized by poverty and geographic isolation, where facilities and essential services are usually nonexistent or in poor condition, population density is high, and there is a limited range of employment opportunities (Hartshorne, 1985). Therefore, this study attempts to explore how teachers and leaders in rural schools manage quality teaching and learning.
STAFF DEVELOPMENT
All these characteristics were mentioned by the researchers as the most suitable for quality teaching and learning. These characteristics are appropriate or appropriate for support by school principals and can make schools conducive to teaching and learning if adhered to.
SCHOOL ETHOS
CRITICAL QUESTIONS
What leadership choices do school leaders make to support quality teaching and learning in rural primary schools. What instructional decisions do teachers make to improve the quality of teaching and learning in rural elementary schools.
WHY THE NEED FOR UNDERSTANDING TEACHING AND LEARNING IN RURAL SCHOOLS?
Black education in this study refers to the type of education offered to the indigenous Africans of South Africa during a white minority rule. According to Hartshorne, (1992) and Kallaway, (1985), black education in the country has been inferior compared to other racial groups.
POLICIES IMPLEMENTED TO IMPROVE EDUCATION IN SOUTH AFRICA
There was a culture of underqualified and unqualified teachers in many rural schools, which contributed to poor teaching and management of education in rural schools. Space has become a major hurdle in rural schools that hinders the effective implementation of the OBE system (Gay, 1998).
OUTLINE OF CHAPTERS
What choices do managers make in these schools to ensure that better quality teaching and learning takes place. What decisions do teachers make in terms of improving quality teaching and learning in their classrooms.
ORIENTATION
I find this approach relevant to this study because it suggests that any process of understanding must begin by accepting the two parties as they are, not as they think they should be, so that their action will be mutual communication helped both to reinterpret and re-understand themselves and their worlds.
UNDERSTANDING QUALITY TEACHING AND LEARNING IN RURAL SCHOOLS
- THE RESEARCH LANDSCAPE
He argues that political issues influence school improvement initiatives by playing a crucial role in decision-making processes. Both Hawes and Stephens (2001) suggest that this should not be the end of the road for school leaders and that something more should also be done to improve the quality of teaching and learning in schools.
MANAGEMENT ISSUES! LEADERSHIP .1 INSTRUCTIONAL LEADERHIP ROLE
- THE PRINCIPAL AS A SERVICE PROVIDER
- RELATIONSHIP WITH COMMUNITY
- STAFF DEVELOPMENT PROGRAMMES
This is the management's responsibility in relation to supporting teaching and learning in rural schools. Their energy is directed toward improving the school climate and the quality of the educational program (Dwyer, 1984).
KEY ASPECTS PERTAINING TO TEACHERS
- DECISIONS IN TERMS OF EFFECTIVE INSTRUCTION
- CLASSROOM MANAGERS
The use of the term "effective" in this study is utilized on the basis of student performance. This section seeks to explain that good teacher behavior contributes to improving student achievement.
MOVING BEYOND ACCOUNTABILITY AND SUPPORT
This study shows how teachers and school leaders in some schools work collectively to enable sustained engagement in teaching and learning. In this regard, both school leaders and teachers occupy key positions in the creation of a quality educational climate that enables or stimulates quality teaching and learning (Pillay, 2003). To understand how leaders and teachers engage in continuous improvement and quality teaching and learning, aspects of a case study were used as a philosophical understanding for the research design.
The question is also trying to find out the choices that school managers make for effective teaching and learning.
DATA PRODUCTION PROCESS
- ZWELIHLE SENIOR PRIMARY SCHOOL
- NQOBILE COMMUNITY SCHOOL
- BONGINKOSI JUNIOR PRIMARY SCHOOL
The school is essentially a primary school and has learners from grade one to grade seven. The school is 'u-shaped' and in the middle of the school there are parking facilities for the teachers' vehicles. The bell rings and all learners gather in the assembly area in the middle of the school for prayer and announcements.
The first bell rings and all students gather in the meeting rooms in the center of the school for prayers and announcements.
INITIAL COMMUNICATION
In the administration building, there can only be the principal's office, which is shared by two other employees, the deputy and the secretary. The school building is about 27 years old, the foundation phase building is the only one that is built with sheet metal. The description of intake management and sample selection so far serves to present my case study approach and the many sources of data I accessed to (enable) an understanding of the day-to-day choices and decisions made by managers and teachers in rural primary schools in KwaZulu Natal.
RESEARCH INSTRUMENTS
- OBSERVATION SCHEDULE
- QUESTIONNAIRE
- INTERVIEWS
- DOCUMENT ANALYSIS
- DATA ANALYSIS
This observation also helped me identify the types of resources available in the school and how teachers use the resources. I limited the questionnaires to a total number of 70 teachers in these three rural primary schools because teachers are the people directly involved in the teaching and learning culture from which we can evaluate the effectiveness of the school. These specific issues that underlie the critical questions are the support of school leaders and accountability of teachers.
Support questions will address the decisions made by school leaders to support teaching and learning in their schools by providing learning resources to teachers.
INTRODUCTION
Section C: Collective Community: this section will also explore the shared practices, ideas and interests of all three schools that make these schools succeed in maintaining quality teaching and learning.
SECTION A: ANALYSIS OF SPECIFIC LEADERSHIP PRACTICES AT THREE PRIMARY SCHOOLS IN KWAZULU NATAL
- Professional Development
The study found that teaching and learning improve when the principal involves parents and the wider community in decision-making. The presence of teachers at school meetings helps in choosing the agenda and making decisions. Without supporting measures, the culture of teaching and learning in rural schools is doomed to collapse.
The head teacher of Nqobile Secondary Primary School was asked what support she provides to her staff and.
MOTIVATION: INCENTIVISATION
It became clear from the study that the primary responsibility of principals is to raise funds and make them available to teachers. Principals should strive to collect and make available more relevant resources in their schools to increase its effectiveness. In each class, we select one teacher who has performed well against our criteria, which include performance in the class, the school as a whole, and in terms of behavior and other things related to the whole school assessment.
Mr Zungu from Bonginkosi Senior Primary School claimed that the only way to motivate teachers is to encourage them to study further.
CONCLUSION
SECTION B: SHARED PRACTICES WHICH ENABLE QUALITY TEACHING AND LEARNING
- RESOURCES
- Language of the community
In the three schools surveyed, 62% of the teachers who responded to the questionnaires said that the medium of instruction in their classroom is English and Zulu, while 38% said it is English. 30% of the teachers in Zwelihle Senior Primary School indicated that English is the medium of instruction while 70%. 45% of teachers in Nqobile Senior Primary School also indicated that English is the medium of instruction and 55%.
In Nqobile Upper Primary School only 40% of teachers use this method and in Bonginkosi Upper Primary School only 30%.
SECTION C: MOVING BEYOND SUPPORT AND ACCOUNTABILITY
- CULTURAL ETHOS
The relationship with the school has made the school succeed in achieving its roles to provide quality teaching and learning to the community. I began this study by trying to understand how school managers and teachers are able to sustain a commitment to quality teaching and learning in three rural primary schools. Teachers and principals were able to go beyond their respective personal, professional and communal responsibilities to improve the quality of teaching and learning in their schools.
Using various research instruments, I investigated how teachers and principals of three rural elementary schools take care of quality teaching and learning in a rural environment.
LEADERSHIP SUPPORT AS A SPACE FOR PERSONAL SUPPORT
- PROFESSIONAL DEVELOPMENT (PERSONAL AND PROFESSIONAL)
It is interesting to note that there were many factors that affected the quality of teaching and learning in these schools. In these three schools that teachers attend with their principals, this shows that better relationships have been established in these schools that will lead to a healthy environment and improve teaching and learning in schools. This enabled support and accountability to work in a way that enabled quality teaching and learning in these schools.
All schools maintained that these programs helped them achieve quality teaching and learning in their schools.
COMMUNAL RELATIONS
- COLLECTIVE PARTNERSIDP BEYOND ACCOUNTABILITY AND SUPPORT
The principal of Zwelihle primary school emphasized the importance of involving the local community in the schools activities and stated that it increases the morale of the school members or staff. Involving parents in the governance of the school itself creates a supportive environment. The school relationship has made these schools achieve their role in developing the community and providing them with high quality teaching and learning.
Teachers must have an interpersonal relationship with the parents so that they can actively participate in the school to support teachers and principal.
RECOMMENDATIONS
I suggest that the nature of the teaching profession takes some changes in terms of policy implementation as the general policies adopted and implemented by the state do not have any useful impact on rural schools. Rural schools are still not successful due to lack of qualified teachers, non-cooperative parent community. This process would cultivate a healthy relationship that will enable a gradual healthy relationship in rural schools.
Rural schools should be entitled to a larger budget than urban schools, and teachers teaching in rural schools should receive a special allowance on top of their normal pay.
CONCLUSION
1996: Learning and Teaching Culture in Gauteng Schools: Report of the Committee on Learning and Teaching Culture, Education Policy Unit. The art and practice of teaching for the new millennium: Report of the nationwide conference on continuous improvement in teacher education. Rural Partnership: Working Together- Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES).
TOS0202
BIOGRAPHICAL DETAILS OF THE INTERVIEWEE
- TEACHING EXPERIENCE
TEACHERS CONCEPTIONS ABOUT DEVELOPMENTAL PROGRAMMES IN RURAL SCHOOLS?
- TEACHING RESOURCES
PRINCIPALS CONCEPTIONS ON STAFF DEVLOPMENT PROGRAMME
ADMINISTRATION AND SUPPORT
- RESOURCES
- SCHOOL POLICY
This schedule must be completed by the field worker before, during and after observing the lesson. Describe the sequence of learning activities and estimate the number of minutes spent on each activity. If so for 9/10, were you able to get a photocopy of the relevant pages from the teacher to attach to this schedule.
