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Analysis of management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa : a case study of senior secondary schools in the Mpumalanga Province

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dc.contributor.advisor Kaino, Luckson M.
dc.contributor.author Thwala, Sipho Moses
dc.date.accessioned 2015-05-13T12:43:10Z
dc.date.available 2015-05-13T12:43:10Z
dc.date.issued 2014-10
dc.identifier.citation Thwala, Sipho Moses (2014) Analysis of management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa : a case study of senior secondary schools in the Mpumalanga Province, University of South Africa, Pretoria, <http://hdl.handle.net/10500/18606> en
dc.identifier.uri http://hdl.handle.net/10500/18606
dc.description.abstract The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. en
dc.format.extent 1 online resource (xiii, 241 leaves) : color illustrations
dc.language.iso en en
dc.subject Management constraints en
dc.subject Change management en
dc.subject Redeployment en
dc.subject School governing body en
dc.subject Mathematics and science en
dc.subject Foreign teachers en
dc.subject Funza Lushaka en
dc.subject Teacher unions en
dc.subject Senior secondary schools en
dc.subject Post establishment en
dc.subject.ddc 373.11412096827
dc.subject.lcsh Mathematics teachers -- Recruiting -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh Science teachers -- Recruiting -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh High school teachers -- Recruiting -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh Mathematics teachers -- Supply and demand -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh Science teachers -- Supply and demand -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh High school teachers -- Supply and demand -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh Teacher mobility -- South Africa -- Mpumalanga -- Case studies
dc.subject.lcsh High schools -- South Africa -- Mpumalanga – Administration -- Case studies
dc.title Analysis of management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa : a case study of senior secondary schools in the Mpumalanga Province en
dc.type Thesis en
dc.description.department Educational Leadership and Management en
dc.description.degree D. Ed. (Education Management)


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