SELECTED SCHOOL-RELATED REASONS WHY TEACHERS ABANDON THE TEACHING PROFESSION: AN EDUCATIONAL MANAGEMENT PERSPECTIVE

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TABLE OF CONTENTS

CHAPTER 1: INTRODUCTORY ORIENTATION AND STATEMENT OF THE PROBLEM

  1. INTRODUCTION AND RATIONALE OF THIS STUDY……………………………………. 01Poor discipline and corporal punishment……………………………………………………. 03Poor salaries and benefits…………………………………………………………………………. 04Persistent overcrowding and lack of resources…………………………………………….. 06Corruption………………………………………………………………………………………………. 06Learners and gangsters assaulting teachers…………………………………………………… 07Sexual abuse of learners by teachers………………………………………………………….. 07Severe inroads made by HIV/Aids on numerical strength of teaching staff and learners populations…………………………………………………………………………………………………………….. 08Teachers’ own shortcomings (eg lack of professionalism)……………………………… 09Researcher’s personal observation………………………………………………………………. 12Lack of parental involvement……………………………………………………………………. 12High pupil-teacher ratio…………………………………………………………………………….. 12Poverty and high illiteracy………………………………………………………………………… 13
    1. PROBLEM STATEMENT………………………………………………………………………. 13
    1. MOTIVATION FOR THIS RESEARCH STUDY……………………………………… 14
    1. AIMS OF THIS STUDY………………………………………………………………………….. 15
    1. PARADIGM PERSPECTIVE………………………………………………………………….. 16
      1. Metatheoretical perspective/statements………………………………………………………. 16
      1. Assumptions about human nature……………………………………………………………… 17
      1. Theoretical assumptions………………………………………………………………………….. 17
      1. Methodological assumptions…………………………………………………………………….. 18
    1. DEFINITION OF CONCEPTS……………………………………………………………….. 18
      1. Defection………………………………………………………………………………………………. 18
      1. Teacher…………………………………………………………………………………………………. 18
      1. School…………………………………………………………………………………………………… 19
      1. School governing body……………………………………………………………………………. 19
      1. School management team (SMT)……………………………………………………………….. 19
      1. Stakeholders…………………………………………………………………………………………… 19
      1. Education management……………………………………………………………………………. 20
      1. Learner………………………………………………………………………………………………….. 20
      1. Parent……………………………………………………………………………………………………. 20
      1. Industry…………………………………………………………………………………………………. 21
    1. RESEARCH DESIGN AND METHOD……………………………………………………. 21
      1. Ethical requirements……………………………………………………………………………….. 21
      1. Requirements to ensure reliability…………………………………………………………….. 22
      1. Method 22
        1. Sampling……………………………………………………………………………………………….. 23
        1. Data collection……………………………………………………………………………………….. 23
        1. Literature study………………………………………………………………………………………. 24
        1. Interviews………………………………………………………………………………………………. 24
          1. Focus-group interviews…………………………………………………………………………….. 25
          1. Phenomenological interviews…………………………………………………………………… 25
          1. Unstructured (in -depth) interviews……………………………………………………………. 26
        1. Data processing………………………………………………………………………………………. 26
    1. CONSTRAINTS AND LOCALISATION/SETTING OF THIS STUDY………… 27
      1. Constraints that limit this study…………………………………………………………………… 27
      1. Setting of this study…………………………………………………………………………………. 27
    1. CHAPTER DIVISION…………………………………………………………………………….. 28
    1. SUMMARY……………………………………………………………………………………………. 29

CHAPTER 2: INTENSIVE LITERATURE REVIEW

  1. INTRODUCTION…………………………………………………………………………………………….. 30
    1. POOR DISCIPLINE AND CORPORAL PUNISHMENT……………………………………… 32
      1. Poor  discipline…………………………………………………………………………………….. 32
      1. Corporal punishment…………………………………………………………………………….. 34
    1. POOR  SALARIES AND BENEFITS…………………………………………………………………. 35
      1. Poor salaries…………………………………………………………………………………………. 35
      1. Poor benefits………………………………………………………………………………………… 37
    1. PERSISTENT OVERCROWDING IN CLASSROOMS AND LACK OF RESOURCES         42
      1. Persistent overcrowding of classrooms……………………………………………………… 42
      1. Lack of resources………………………………………………………………………………….. 43
    1. CORRUPTION………………………………………………………………………………………………… 44
    1. SEXUAL ABUSE OF LEARNERS BY TEACHERS……………………………………………. 45
    1. LEARNERS AND GANGSTERS ASSAULTING TEACHERS…………………………….. 46
      1. Learners assaulting teachers……………………………………………………………………. 46
      1. Members of public/gangsters assaulting teachers……………………………………….. 47
    1. SEVERE INROADS MADE BY HIV/AIDS ON NUMERICAL STRENGTH OF TEACHING STAFF AND LEARNER POPULATIONS……………………………………………….. 48
    1. TEACHERS’ OWN SHORTCOMINGS (eg. LACK OF PROFESSIONALISM)

………………………………………………………………………………………………….………….50

CHAPTER 3: RESEARCH DESIGN AND METHODS……………………………………….. 55

  1. INTRODUCTION…………………………………………………………………………………………….. 55
    1. AIMS OF THIS RESEARCH STUDY………………………………………………………………… 55
    1. RESEARCH DESIGN……………………………………………………………………………………….. 56
      1. Qualitative………………………………………………………………………………………………………… 56
      1. Exploratory………………………………………………………………………………………………………. 58
      1. Descriptive……………………………………………………………………………………………………….. 58
    1. RESEARCH METHODS………………………………………………………………………………….. 59
      1. Ethical measures……………………………………………………………………………………………… 59
        1. Researcher’s competency………………………………………………………………………. 59
        1. Relationship with participants………………………………………………………………… 60
        1. Informed consent………………………………………………………………………………….. 60
        1. Protection from harm……………………………………………………………………………… 60
        1. Anonymity and confidentiality……………………………………………………………….. 61
        1. Deception of participants……………………………………………………………………….. 61
        1. Debriefing……………………………………………………………………………………………. 61
        1. Recognition of the limitation of the researcher’s competence……………………… 62
        1. Influence exerted by sponsor…………………………………………………………………. 62
        1. Acknowledgement of financial support…………………………………………………… 62
        1. Acceptance of favours, grants, etc…………………………………………………………… 62
        1. Restoration of respondents…………………………………………………………………….. 63
        1. Maintenance of objectivity……………………………………………………………………… 63
        1. Permission to conduct research at an institution…………………………………………. 63
        1. Informing subjects about the findings……………………………………………………….. 63
        1. Final written report………………………………………………………………………………… 64
      1. Measures to ensure trustworthiness………………………………………………………… 64
        1. Truth valued ensured by the strategy of credibility……………………………………… 64
        1. Applicability ensured by the strategy of transferability………………………………… 65
        1. Consistency ensured by the strategy of dependability………………………………….. 66
        1. Neutrality ensured by the strategy of  conformability………………………………….. 66
      1. Data collection……………………………………………………………………………………… 66
        1. Sampling……………………………………………………………………………………………….. 67
        1. The researcher as an instrument………………………………………………………………… 69
        1. Data collection methods………………………………………………………………………….. 69
  2. Focus-group interviews……………………………………………………………………………. 70
  3. Phenomenological interviews………………………………………………………………….. 72
  4. Unstructured (in-depth) interviews…………………………………………………………….
    1. Data processing………………………………………………………………………………………………… 76
      1. Method of data processing………………………………………………………………………. 76
      1. Literature consulted………………………………………………………………………………… 78
    73
    1. SUMMARY………………………………………………………………………………………….. 78

CHAPTER  4: ANALYSIS  OF DATA AND  DISCUSSION   OF THE      RESEARCH

RESULTS…………………………………………………………………………………. 79

  1. INTRODUCTION…………………………………………………………………………………………….. 79
    1. RESULTS ANALYSIS……………………………………………………………………………………….. 79
      1. Focus-group    interviews    on     poor     discipline     and     corporal punishment…… 79
        1. Focus-group interviews on poor discipline………………………………………………….. 79
        1. Focus-group interviews on corporal punishment………………………………………….. 84
      1. Phenomenological interviews……………………………………………………………………. 87
        1. Phenomenological interviews on poor salaries……………………………………………… 87
        1. Phenomenological interviews on poor benefits…………………………………………… 89
        1. Phenomenological interviews on persistent overcrowding  in classroom………….. 91
        1. Phenomenological interviews on lack of resources………………………………………. 92
        1. Phenomenological interviews on researcher’s personal motives…………………….. 93
          1. Lack of parental involvement…………………………………………………………………. 93
          1. High pupil-teacher ratio………………………………………………………………………….. 94
          1. Poverty and high illiteracy………………………………………………………………………. 95
      1. Unstructured (in-depth) interviews…………………………………………………………… 96
        1. In-depth interviews on corruption,……………………………………………………………… 96
        1. In-depth interviews on sexual abuse of learners by teachers…………………………… 98
        1. In-depth interviews on learners assaulting teachers…………………………………….. 99
        1. In-depth interviews on community members/gangsters assaulting teachers…… 102
        1. In-depth interviews on severe inroads made by HIV/Aids  on numerical strength  of teaching staff and learners populations……………………………………………………………………… 103
        1.   In-depth     interviews on teachers’ own shortcomings eg. (lack of professionalism)…   105
    1. FIED NOTES………………………………………………………………………………………. 116
    1. APPOINTMENTS………………………………………………………………………………… 106
    1. INTERVIEWS…………………………………………………………………………………….. 107
    1. TRANSCRIPTIONS……………………………………………………………………………… 107
    1. CONCLUSION……………………………………………………………………………………. 107

CHAPTER 5: RECOMMENDATIONS, LIMITATIONS AND CONCLUSIONS…. 108

  1. INTRODUCTION…………………………………………………………………………………………… 108
    1. RECOMMENDATIONS…………………………………………………………………………. 108
      1. Dealing with poor discipline and corporal punishment……………………………………….. 109
        1. Dealing with poor discipline…………………………………………………………………. 109
        1. Dealing with corporal punishment…………………………………………………………. 112
      1. Paying teachers attractive salaries and improving their benefits………………. 113
        1. Paying teachers attractive salaries………………………………………………………….. 113
        1. Improving teachers’ benefits………………………………………………………………… 114
      1. Addressing persistent overcrowding in classroom and lack  of resources….. 115
        1. Addressing persistent overcrowding in classroom……………………………………… 115
        1. Dealing with lack of resources………………………………………………………………… 116
      1. Tackling researcher’s personal observation (lack of parental involvement, high teacher pupil ratio, poverty and high illiteracy)…………………………………………………………………… 117
        1. Lack of parental involvement………………………………………………………………….. 117
        1. High teacher-pupil ratio………………………………………………………………………….. 117
        1. Poverty and high illiteracy………………………………………………………………………. 118
      1. Tackling corruption in schools……………………………………………………………… 118
      1. Curbing the problem of  learners and gangsters  assaulting teachers………. 119
      1. Curbing sexual abuse of learners by teachers…………………………………………. 122
      1. Tackling severe inroads made by HIV/Aids on numerical strength of teaching staff and learners’ population…………………………………………………………………………………………….. 123
      1. Dealing with teachers’ own shortcomings (eg. lack of professionalism)……… 126
    1. LIMITATIONS……………………………………………………………………………………………….. 127
    1. CONCLUSIONS……………………………………………………………………………………………… 128
    1. REFERENCES………………………………………………………………………………………………… 131
  1. APPENDICES AND TABLES…………………………………………………………………. 141
    1. Appendix A: Observational schedule…………………………………………………………………… 141
    1. Appendix B: Biographical questionnaires and focus-group interviews…………………….. 142
    1. Appendix   C:   Biographical   questionnaires   and   phenomenological   interviews….. 144
    1. Appendix D: Biographical questionnaires and unstructured interviews……………………. 147

SELECTED SCHOOLRELATED FACTORS INFLUENCING THE MIGRATION OF TEACHERS FROM THE TEACHING PROFESSION: AN EDUCATIONAL MANAGEMENT PERSPECTIVE

CHAPTER 1: INTRODUCTORY ORIENTATION AND STATEMENT OF THE PROBLEM

  • INTRODUCTION AND RATIONALE FOR THIS STUDY

The rate at which teachers abandon the teaching profession is shocking, and it is  accelerating all the time. Schools in South Africa are characterised by a severely inhibited and inhibiting culture that offers their teachers little or no  professional  satisfaction  (SADTU 2003: 3), with the natural result that teachers begin to look further afield for    better opportunities. The problem has now reached epidemic proportions in that a mass migration is in progress from the teaching profession to industry and other sectors. The government and other stakeholders urgently need to address this wholesale migratory movement. The researcher believes implicitly that school management has a responsibility  to be positive, optimistic and loyal to the cause of education by doing their utmost to  address this problem.

Teachers’ widespread demonstrations, picketing and strikes have been the order of the day  in South Africa. Haffajee and Bisseker (2002: 31) reports teachers’ picket and stay away in protest against poor working conditions and low salaries. Furthermore, these teachers’ protests and picketing are mostly held against their fringe benefits such as housing allowances and medical aid.

The government and the teachers’ unions are ever at loggerheads over various issues  relating to education, with the result that many competent and experienced teachers feel constrained to abandon the teaching profession and join other public and private sectors (Haffajee and Bisseker. 2002: 31).

Instead of attracting energetic, bright young minds, various problems in the teaching profession seem to be a stumbling block which repels them. Poor salaries are a major   reason why the Department of Education has failed to attract bright young minds and to  keep competent and experienced teachers in the teaching profession. Mona (2004:  3)  reports that the National Education Statistics survey found that teachers are leaving the profession in thousands (7 % yearly), and they leave due to reasons such as poor student discipline and poor salaries.

The above-mentioned defection has left many schools derelict because they have lost their most important asset, the hard-working and motivated teachers. As noted by  SADTU  (2003: 3), this is not a new problem. Many good teachers left the profession before 1994,    so the reasons why teachers abandon the teaching profession should be investigated. The present study is an attempt at such an investigation.

The onus is on school management to deal effectively with the factors or reasons why teachers abandon the teaching profession. According to Zulu et al. (2004: 174) school management must manage and motivate all concerned pupils, teaching staff, associates et cetera. It entails making sure that the school as a whole is functioning effectively and achieving its vision. The South African Schools Act (Act 84 of 1996) requires that the professional management of a public school be undertaken by the principal under the authority of the Head of the Department of Education, namely the Superintendent General  of the Provincial Department of Education, (see Van Niekerk et al. 2003: 72 and Calitz   [ed.] 2002: 77). The authority of school management to make decisions in  this regard  should be urgently extended to the professional school management team (SMT) formed by the principal as head in assembly with the school governing bodies (SGB).

The quest for quality and relevant education in post-apartheid South Africa has led to substantial changes in education policies, but among other things these changes created conditions that were not conducive to attracting and retaining the services of people of professional integrity and competence. The conditions referred to include the following:

  • Poor learner discipline and corporal punishment
  • Poor salaries and benefits
  • Persistent overcrowding and lack of resources
  • Corruption
  • Learners and gangsters assaulting teachers
  • Sexual abuse of learners by teachers
  • Severe inroads made by HIV/Aids on numerical strength of teaching staff and learner populations
  • Teachers own shortcomings (eg. lack of professionalism)
  • Researcher’s personal observation