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Rightsizing in public schools : the experiences of educators and stakeholders of rationalisation and redeployment as policy

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dc.contributor.advisor Smit, B.
dc.contributor.author Rapeta, Seshoka Joseph
dc.date.accessioned 2020-01-17T10:54:51Z
dc.date.available 2020-01-17T10:54:51Z
dc.date.issued 2019-06
dc.identifier.uri http://hdl.handle.net/10500/26238
dc.description.abstract Rationalisation and redeployment of educators in South Africa negatively affects teaching and learning in schools. The purpose of this study was to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. The study was conducted in schools of the Mopani district in Limpopo Province. Limpopo schools experience redeployment every year as the learner enrolment fluctuates. This increase or decrease of learner enrolment causes compulsory transfer of educators from the school with low enrolment to the school with greater enrolment. A legal framework, social justice and transformational leadership theory underpinned this study. The study used a qualitative research framework and methodology located within the constructivist paradigm to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. This qualitative study employed a case study design, the case being redeployment of educators. Principals, educators, secretaries of school governing bodies, union members and circuit managers were selected as stakeholders to participate in the study. Semi-structured, face-to-face interviews were conducted with principals, secretaries of governing bodies, union members and circuit managers. Two focus groups with educators, who were once redeployed, were used, one from a primary school and the other from a secondary school. Observations and document analysis were also used in this study for triangulation. Data were coded and analysed through qualitative content analysis. The study found that rationalisation and redeployment affect the morale of educators It was also revealed that principals use the process for their personal advancement. Again, rationalisation and redeployment hinder the school performance as it takes place in the middle of the year. This study recommended that rationalisation and redeployment be done once within a three-year cycle. It was also recommended that redeployed educators should be counselled to boost their low morale. en
dc.format.extent 1 online resource (xvii, 330 leaves) : color illustrations
dc.language.iso en en
dc.subject Additional educators en
dc.subject Collective Agreement en
dc.subject Curriculum changes en
dc.subject Learner enrolment en
dc.subject Low morale en
dc.subject Nepotism en
dc.subject Poor quality educators en
dc.subject Rationalisation and redeployment en
dc.subject School performance en
dc.subject Stakeholders en
dc.subject.ddc 371.14120968259
dc.subject.lcsh Teachers -- Selection and appointment -- South Africa -- Mopani District Municipality -- Case studies en
dc.subject.lcsh Teacher transfer -- South Africa -- Mopani District Municipality -- Case studies en
dc.subject.lcsh Teachers -- South Africa -- Mopani District Municipality -- Attitudes -- Case studies en
dc.subject.lcsh Education and state -- South Africa -- Mopani District Municipality -- Case studies en
dc.subject.lcsh School management and organization -- South Africa -- Mopani District Municipality -- Case studies en
dc.subject.lcsh Collective bargaining -- Teachers -- South Africa -- Mopani District Municipality -- Case studies en
dc.subject.lcsh Public schools -- South Africa -- Mopani District Municipality -- Case studies en
dc.title Rightsizing in public schools : the experiences of educators and stakeholders of rationalisation and redeployment as policy en
dc.type Thesis en
dc.description.department Educational Management and Leadership en
dc.description.degree Ph. D. (Education Leadership and Management)


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