Classroom management behaviour as an aspect of order and ...

CLASSROOM MANAGEMENT BEHAVIOUR AS AN ASPECT OF ORDER AND

DISCIPLINE : IMPLICATION FOR THE MANAGEMENT OF TEACHER

COMPETENCE

by

KASAVA REDDY

Research Essay

Submitted in partial fulfilment of the

requirements for the degree

MAGISTER EDUCATIONIS

in

EDUCATIONAL MANAGEMENT

in the

FACULTY OF EDUCATION AND NURSING

at' the

RAND AFRIKAANS UNIVERSITY

SUPERVISOR: DR B R GROBLER

NOVEMBER 1996

ACKNOWLEDGEMENTS

I wish to express my sincere thanks and gratitude to:

The Almighty God, for granting me the strength, courage and perseverance to complete this dissertation.

My supervisor, Dr B R Grobler. My sincere thanks, gratitude and special tribute to his patience, encouragement, constructive criticism and invaluable assistance and guidance throughout this study. His faith and confidence in me never wavered and to my mentor I say " May God bless you".

My wife Venilla for her love, patience, understanding, encouragement and inspiration while I was immersed in my study for many, many hours. To my beloved children Kuvashan and Gitavia for their interest, consideration and sacrifice so that I could complete my dissertation.

My mother for her guiding light and inspiration through my years of study.

Daya Moodley for book binding; Danny Govender for transport assistance and Veno Pillay for photocopying.

My colleagues Mr A Khan and Mrs L Masher for proof reading of the dissertation and Ms D E Naidoo for her translation of the summary into Afrikaans.

My wife Venilla for the typing.

SINOPSIS

In Hoofstuf een het die fokus meestal op die definiaring van die probleem, die uiteensetting van algemene en spesifieke doelwille met die narvorsing sowel as die metodiek wat geimplementeer moet word, geval.

In hoofstuk twee word gelet op die bydrae wat die bestuur van klaskamergedrag tot die handhawing van orde en dissipline lewer. Voorts word ook gelet op hoe die aanwending van effektiewe klaskamerbestuurstrategieg leerlinge se gedrag beinvloed en terselfdertyd onderwyserbevoegdheid verhoog. Hierdie strategieg behels onder meer die volgende:

die ontwikkeling en toevoeging van voldoende vaardighede, kennis, toepaslike houdings en ervarings tot onderwysers se verwysingsraamwerke sodat suksesvolle onderrig-leer prestasies kan plaasvind.

Die volgende aspekte is noodsaaklik vir die suksesvolle bestuur van onderwyserbevoegdheid:

die handhawing van dissipline as 'n noodsaaklikheid om 'n doeltreffende en geskikte leeromgewing te skep en te handhaaf;

leerlinge moet met respek behandel word;

meesterskap van die vakinhoud wat onderrig word moet demonstreer word; en

die skep van 'n gesonde klimaat sodat leeringe goeie prestasies kan behaal.

Onderwysers wat bevoegd is met betrekking tot die handhawing van dissipline , is die met 'n demokratiese onderrig - benadering . Dissipline vereis onder andere 'n vryheid van keuse en 'n begrip van die moontlike gevolge. Dissipline word nie deur persone in gesagsposisies afgedwing nie maar is iets wat vrywillig•deur die individd self - aanvaar word. Goeie gedrag is. 'n noodsaaklike voor-vereiste vir die totstandkoming van doeltreffende onderwys en leer . Dit is dus noodsaaklik om geskikte strategiee te implementeer vir die bestuur van onderwyser bevoegdheid wat betrekking het op :

Die skep en handhawing van 'n uitnodigende klimaat, aanvaarding , respek vir goeie prestasie en 'n gevoeligheid vir individuele behoeftes;

Die skep van 'n omgewing waar die uitleg en die voorkoms van die klaskamer wisselwerking tussen onderwyser en leerling stimuleer;

Die voorsiening vir maklike toegang tot veelvuldige hulpmiddels wat aantreklik, beskikbaar en bruikbaar is;

Die beplannning van werk wat gebaseer is op toepaslike riglyne en wat sal verseker dat die werk georganiseerd is met 'n duidelike doel, teiken wat bereik moet word en uitkomstes;

Die duidelike bewys van sekere persoonlike eienskappe,tegniese vaardighede en vakkennis wat studente in 'n atmosfeer van orde, respek en selfvertroue sal aanmoedig om te leer; en

Die daarstel van 'n doeltreffende bestuurstelsel om beheer te bewerkstellig wat op 'n demokratiese ooreenkoms en geskikte prosedure berus sodat die leerlinge nie net op die onderwyser se rigting en toesig sal staat maak nie.

Die navorsingsontwerp word in hoofstuk drie uiteengesit tesame met 'n bespreking en motivering van die drie vrae wat op klaskamerbestuursgedrag as een aspek van orde en dissipline van toepassing is: Alle vrae het hoe gemiddelde tellings behaal wat aandui dat die respondente hierdie aspekte as belangrik beskou het ten opsigte van onderwyserbevoegdheid. Die analise en vertolking van die empiriese data word in hoofstuk vier bespreek. Uit die navorsing kan afgelei word dat onderwyserbevoegdheid rondom die konstrukte van opvoedingsbevoegdheid en samewerkingsbevoegdheid wentel. Albei hierdie konstrukte het konstrukgeldigheid en hoe betroubaarheid getoon en kan dus as 'n basis vir die ontwerp van 'n onderwyserevalueringstelsel dien.

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TABLE OF CONTENTS

CHAPTER ONE PAGE

1.1 INTRODUCTION 1

1.2 MOTIVATION AND BACKGROUND TO THE PROBLEM 1

1.3 PROBLEM STATEMENT 3

1.4 AIMS OF THE RESEARCH 4

1.5 RESEARCH METHODOLGY 4

1.6 CONCEPT CLARIFICATION 5

1.6.1 Competence 5

1.6.2 Order and Discipline 5

1.7 EXPOSITION 6

1.8 SUMMARY 6

CHAPTER TWO : CLASSROOM MANAGEMENT BEHAVIOUR AS AN ASPECT OF ORDER AND DISCIPLINE

2.1 INTRODUCTION 7

2.2 COMPETENCE AND PERFORMANCE 7

2.2.1 Teacher competence 7

2.2.2 Factors influencing performance 9

2,2,3 Teacher incompetence 10

2.3 DISCIPLINE 11

2.3.1 Introduction 11

2.3.2 Discipline defined 11

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Page

2.3.3 Philosophy of discipline 12

2.3.4 Nature of discipline 13

2.4 CLASSROOM BEHAVIOUR MANAGEMENT STRATEGIES 14

2.4.1 Introduction 14

2.4.2 How to manage classroom behaviour to facilitate learning 15

2.4.3 How to keep pupils on task and engaged in learning 16

2.4.3.1 Differences among students 16

2.4.3.2 Interest in learning 16

2.4.3.3 Self-confidence 16

2.4.4 How to manage discipline problems 17

2.4.5 How to maintain an orderly yet relaxed classroom climate 18

2.4.6 How to ensure the classroom environment is well-organised so that effective learning can occur 19

2.4.7 How to use positive rewards as an educational aid 20

2.4.8 Preventive strategies 22

2.4.9 Implementation of models in disciplinary action 23

2.4.10 Summary of classroom management behaviour strategies 24

2.6 SUMMARY 25

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Page CHAPTER 3 : DESIGN OF THE RESEARCH INSTURMENT

AND EMPIRICAL INVESTIGATION

3.1 INTRODUCTION 27

3.2 THE INSTRUMENT OF RESEARCH 27

3.2.1 The design of the questionnaire 27

3.2.2 Discussion of classroom management behaviour as an aspect of order and discipline 30

3.3 THE EMPIRICAL INVESTIGATION 33

3.3.1 Respondents 33

3.3.2 Biographical Details 33

3.3.3 The research group 33

3.3.4 Return of questionnaires 34

3.4 SUMMARY 34

CHAPTER 4 : THE ANALYSIS AND INTERPRETATION OF A SELECTED SAMPLE OF THE EMPIRCAL DATA

4.1 INTRODUCTION 35

4.2 RELIABILITY AND VALIDITY 35

4.3 HYPOTHESES 36

4.3.1 Comparison of two independent groups 36

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Page

4.3.1.1 Differences between male and female principals relative to educative and collaborative competence 37

4.3.2 Comparison of three or more independent groups 39

4.3.2.1 Differences between the various religious groups in respect of educative and collaborative competence 39

4.4 BRIEF DISCUSSION OF THE DIFFERENCES BETWEEN THE FACTOR MEAN SCORES IN TABLE 4.5 44

4.4.1 Educative competence 44 '

4.4.2 Collaborative competence 46

4.5 SUMMARY 49

CHAPTER 5 : SUMMARY, FINDINGS AND RECOMMENDATIONS

5.1 INTRODUCTION 50

5.2 SUMMARY 51

5.3 IMPORTANT FINDINGS 53

5.3.1 Findings from the literature in respect of classroom management behaviour as an aspect of order and discipline and implication for the management of teacher competence 53

5.3.2 Important empirical findings in respect of teacher competence 54

5.4 RECOMMENDATIONS

55

5.4.1 Competent teachers should use appropriate classroom management behaviour strategies ... 55

Page

5.4.2 Educative competence is an important aspect of teacher competence and it should be included in any future teacher appraisal system 56

5.4.3 Collaborative competence should be a part of the educational framework of any competent teacher 57

5.4.4 Topics for further research 57

5.5 CONCLUSION 58

BIBLIOGRAPHY 59

APPENDIX A : QUESTIONNAIRE 62

LIST OF TABLES

TABLE 3.1: ITEMS ASSOCIATED WITH ORDER AND PAGE

DISCIPLINE 29

TABLE 4.1: COMPOSITE HYPOTHESES WITH MALE AND FEMALE PRINCIPALS AS THE INDEPENDENT VARIABLE 37

TABLE 4.2: SIGNIFICANCE OF DIFFERENCES BETWEEN MALE FEMALE PRINCIPALS REGARDING THE FOLLOWING FACTORS 38

TABLE 4.3: COMPOSITE HYPOTHESES WITH GROUPS REFLECTING THE TEACHERS' PERCEPTIONS OF THE IMAGE OF THEIR SCHOOL AS INDEPENDENT VARIABLE 40

TABLE 4.4: SIGNIFICANCE OF DIFFERENCES BETWEEN THE GROUPS REFLECTING THE IMAGE OF THE SCHOOL IN RESPECT OF THE FOLLOWING FACTORS 41

TABLE 4.5: MEAN SCORES OF SOME OF THE INDEPENDENT GROUPS IN RESPECT OF EDUCATIVE AND COLLABORATIVE COMPETENCE 43

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CHAPTER ONE

1.1 INTRODUCTION

This study forms part of a greater ongoing research project concerning teacher competence and its assesment. The project focuses on researching teacher opinion on teacher competences identified by the initial research.

The following areas of teacher competence are being researched :

The learning environment Professional commitment Order and discipline Educational foundation Teacher reflection Co-operative ability Effectiveness Leadership

This dissertation is part of the research undertaken regarding order and discipline and its role in teacher competence. An intensive research of the literature has given rise to a conceptualisation that consists of the following five aspects, namely :

values; rules; human relationships; management of classroom behaviour; and teaching practices.

This research essay focuses on classroom management behaviour as an aspect of order and discipline : implication for the management of teacher competence. Having orientated the reader to the particular field of research, the motivation and background of the problem will now be discussed.

1.2 MOTIVATION AND BACKGROUND TO THE PROBLEM

According to Oosthuizen (1994: 91) stakeholders in education are becoming increasingly aware of the teachers responsibility to provide correct and competent teaching. This has become an issue of the utmost importance in the changing South African context for the following reasons:

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Although the country have a number of effective schools within the state education system, the culture of teaching and learning is collapsing in many other public schools ;

There is currently a serious and widespread discipline problem in schools. Insubordination, drugs, alcoholism, corruption, bribery, vandalism, violence, and gangsterism is becoming difficult to control. The Gauteng Education Matric Examination for 1996 has been reduced to a farce as pupils paid up to R2000 per examination paper (Anon, 1996(c):1).

Poorly qualified and incompetent teachers, "work-to-rule" attitudes of several teachers and teachers adopting attitudes of mistrust and disrespect for the professionality of management and departmental subject advisors ( Swartz, 1994 : 55 ).

The matric results of 1995 are worse than ever (Rees, 1996:3).

Externally imposed syllabuses pose problems for those managing the school and its discipline.

Lack of public support for teachers to restore a sense of professional pride and responsibility to all teachers.

According to the draft White Paper on Education and Training (RSA, 1994:3) the state has the central responsibility in the provision of education and training.

Further, the provincialisation of education in South Africa has introduced far reaching changes which is aimed at improving the quality of education. In view of public concern about violence and indiscipline in schools and problems faced by the teaching profession today, it is necessary to consider what action can be taken by government, provincial and local authorities, governing bodies, non-goverment organisations, principals, teachers and parents to secure the orderly atmosphere necessary in schools for effective teaching and learning to take place. (Varma, 1993 : 187).

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The aim of a positive discipline policy is to have a fair and consistent way in which to deal with all pupils who misbehave, thereby creating an atmoshpere conducive to teaching and learning. A relevant curriculum taught by the teachers with a sense of commitment to the school and its pupils affords the best basis for managing the discipline of a secondary school (Varma, 1993:198).

The need for a more contextual view of what exactly constitutes - teacher competence' as an aspect of order and discipline in the South African situation has become acute. The high failure rate of South African students in the 1995 metric examinations as reported in the Star reflects the need to critically examine teacher competence (Anon, 1995:30).

Having introduced and motivated the topic, the problem of this research will now be discussed.

1.3 PROBLEM STATEMENT

In view of the preceding information it appears as if the problem of this research can be summarised by means of the following questions:

What is teacher competence and how is it constructed?

What is the nature and factors of order and discipline and how can it be used to enhance teacher competence?

To what extent does the management of classroom behaviour as an aspect of order and discipline affect teacher competence and what is the opinion of teachers regarding this?

Is it possible to formulate a strategy regarding the management of classroom behaviour to enhance teacher competence and improve teacher effectiveness?

Having demarcated the research problem it is now necessary to state the aim of this research project.

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1.4 AIMS OF THE RESEARCH

In view of the problem formulated above, the general aim of this research project is to :

investigate the components of teacher competence and how these aspects can enhance teaching effectiveness.

In order to achieve the general aim of this project the group dealing with order and discipline will :

investigate the composition of order and discipline and how this can enhance teacher competence.

As a member of the group dealing with order and discipline, it is the specific aim of this research paper:

to determine the contribution of the management of classroom behaviour towards maintaining order and discipline;

to obtain teacher opinion as to the extent which teachers exhibit certain classroom management behaviours; and

to devise a possible strategy whereby effective management of classroom behaviour can support order and discipline, enhance teacher competence and improve teaching effectiveness.

In view of the preceding problem and aim statement, the method envisaged in order to research the problem of teacher competence can now be discussed.

1.5 RESEARCH METHODOLGY

The aim of this research is descriptive, in other words to describe a phenomenon, in this case, teacher competence with specific reference to order and discipline. A literature survey will be used to elucidate teacher competence in an effort to clarify the aspects of this concept. Furthermore, literature about order and discipline as a contributory factor to teacher competence

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will be investigated. More specifically, this script will concentrate on effective classroom management behaviour as an aspect of order and discipline.

To supplement the preceding literature survey, an empirical study will be undertaken. A structured questionnaire will be compiled using the literature research as a basis in an effort to obtain teacher opinion regarding the use of certain behavioural aspects in relation to classroom management as an aspect of order and discipline. A clarification of some important concepts will now be given.

1.6 CONCEPT CLARIFICATION

1.6.1 Competence can be defined as:

* The ability or skill of a person in fulfilling the professional role effectively and / or expertly (Bartlett,1991:3); and

* The possession and development of sufficient skills, knowledge, appropriate attitudes and experience for successful performance (Hyland, 1994:22-23).

1.6.2 Order and Discipline

According to Hawes & Hawes (1982:67) discipline refers to methods used by teachers to bring about student conduct orderly enough for productive learning.

Jones (1989:6) defines discipline as the maintenance of an orderly system that creates the conditions in which learning takes place, and that allows the aims and objectives of the school to be achieved.

According to Cawood & Gibbon (1985:293) school discipline refers to learning; working groups of pupils who are occupied with purposeful, planned, systematic learning activities, in an ordered learning situation, which is created by the inspiring leadership and influence of a teacher.

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Order relates to the external circumstances of a learning situation, and therefore the teacher maintains order by virtue of the authority conferred on him. Cawood & Gibbon(1985:293) conclude that the starting point in maintaining order should be that order must gradually change to discipline, so that the pupil becomes self-disciplined and self-controlled.

1.7 EXPOSITION

The research will be done as follows:

- Chapter Two : a literature survey on teacher competence, order and discipline and classroom management behaviour.

Chapter Three : the research design, development of the research instrument and sampling will be discussed.

- Chapter Four : the findings will be tabulated, analysed and interpreted.

Chapter Five : a summary and conclusions on the findings, recommendations and reflections on the research will be done.

1.8 SUMMARY

In this chapter the importance of research on teacher competence was discussed. The necessity of research into teacher competence, as well as classroom management behaviour was postulated and the research problem stated. In Chapter two a literature review will now be undertaken to demarcate the research problem.

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CHAPTER TWO

CLASSROOM MANAGEMENT BEHAVIOUR AS AN ASPECT OF ORDER AND DISCIPLINE

2.1 INTRODUCTION

In this literature study the writer will attempt to determine the contribution of classroom management behaviour towards maintaining order and discipline and devise strategies whereby effective classroom management behaviour can support order and discipline, enhance teacher competence and improve teaching performance. A discussion of teacher competence and performance now follows.

2.2 COMPETENCE AND PERFORMANCE

2.2.1 Teacher competence

According to Hyland (1994 : 22-23) teacher competence :

is concerned with the teaching-learning performance;

is a performance capability needed by teachers;

entails the ability to perform teaching activities; and

embraces the possession and development of sufficient skills, knowledge, appropriate attitudes and experience for successful performance.

Assister & Shaw (1993 : 53) believe that if qualifications simply enabled teachers to receive credit for existing competence then such qualifications would have very limited value. Their real value is used as a tool for self development. Also, when teachers collect evidence for competence, then they will find one of the following categories:

they are competent and have the evidence available;

they are competent, but need to collect evidence to demonstrate it;

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* they are not yet competent but can improve their skills themselves now that they know what a competent teacher should do, and practise them at work, eventually generating evidence of competence;

* they are not yet competent and have no opportunity to learn how to become competent in their workplace. Eventually learning modules will be developed and offered to these teachers, which will create a learning situation outside the workplace where they can develop and demonstrate evidence of competence.

It is important to note that in all cases the end result is a portfolio containing evidence of competence. It is the third category which, according to Assister & Shaw (1993 : 53) reveals the value of the development process. Even those teachers who are already competent to the minimum standard required will try to achieve excellence in the teaching-learning performance .

At the local, provincial and national levels, movement for strict accountability systems, competency-based education and testing are clear and growing. Hargreaves & Pullen (1992 : 92) argue that while this may guarantee some form of quality control, one of the major effects of such intervention has been considerable pressure on teachers to teach simply for the tests and examinations conducted to measure pupil achievement.

Jarvis (1983 : 79 ).mentions that knowledge, skills and attitudes together form the essentials of professional practice. The teacher who is weak in one of these dimensions is incompetent because each, in its own way, is a vital constituent to teach. The training of teachers is incomplete unless the curriculum has provided the recruit with the opportunity to learn and acquire competency in all these spheres. In this regard Jarvis (1983 : 79) suggests that assessment of the recruit's competency should, in some way, include appraisal of these attributes.

The notion of a distinction between competence (the basic ability to perform) and performance (the demonstration of the competence on a particular occasion or under particular circumstances) has become increasingly important in examining the factors that influence

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performances. Factors that influence performance will now be given.

2.2.2 Factors influencing performance

Murphy & Broadfoot (1995 : 150) describe competence as what a person knows and can do under ideal circumstances, whereas performance refers to what is actually done under existing circumstances. Further, competence embraces the structure of knowledge and abilities, whereas performance utilises those structures and a host of affective, motivational, attentional and stylistic factors that influence the ultimate responses (Murphy & Broadfoot, 1995 : 150 - 151 ).

Murphy & Broadfoot (1995 : 152) mention the following interrelated factors that are particularly significant in affecting teaching-learning performances:

motivation to do the task and interest in it;

relationship between the teacher and pupil;

the way in which the task is presented, the language used to describe it and the degree to which it is within the personal experience of the pupil; and

the effective management of classroom deviant behaviour.

Many characteristics of the teacher such as ethnic origin, sex and status, can affect pupils' performance, as can the degree to which the teacher provides support, encouragement and help, and the quality of such support and feedback. A teacher known to the pupil can often elicit a higher level of performance provided that the relationship between them is good. Murphy and Broadfoot(1995 : 155) conclude that if the competent teacher needs, for example, mathematics skills , then the nature of the skills and the learning environment under which they have to be deployed need to be spelt out so that the appropiate tasks and the appropriate learning environment, free of disruptive behaviour can be devised.

Hitt (1988 : 150) suggests that performance can be measured by the following equation namely :

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Performance = f (Ability x Motivation x Environment)

where

f is a function of

ability of knowledge, skill, experience ;

motivation is the desire to perform well ; and

environment is the physical and social milieu in which the individual works.

To manage for excellence, Hitt (1988 : 150) recommends that the teacher pay due attention to all three factors mentioned in the performance equation.

The writer enhances the concept teacher competence with the meaning of teacher incompetence.

2.2.3 Teacher incompetence

Teacher incompetence, as researched by Bridges (1986 : 5 ) means persistent failure to:

maintain discipline;

treat students properly;

impart subject matter effectively;

demonstrate mastery of the subject matter being taught; and

produce the desired results in the classroom.

Bridges (1986 : 5) concludes that the most common type of failure is weakness in maintaining discipline.

As a point of departure, it is useful to introduce yet another meaning of the word 'competent' expressed by Sykes (1979 : 162) as '...sufficient in amount, quality, or degree.' According to circumstances this can have the positive meaning of 'getting the job done' or the negative meaning of 'adequate but less than excellent.'

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Thus one might be pleased to have any 'competent' teacher to teach a relatively easy subject, but be more discriminating for a particularly difficult subject.

The 'Peter Principle' stated that people were generally competent but then got promoted until they reached the level at which they became incompetent. Pearson(1984 : 32) expressed this meaning of competence very clearly when he stated that:

'If we can think of a continuum ranging from just knowing how to do something at the one end to knowing how to do something very well at the other, knowing how to do something competently would fall somewhere along this continuum.'

A discussion of the definition, philosophy and nature of discipline will now be given.

2.3 DISCIPLINE

2.3.1 Introduction

According to Jackson(1994:42) no matter how well we prepare our lessons or how motivated we are, our competence to maintain discipline will be tested by the pupils. It is therefore good to know not only that our method of discipline is theoretically accepted ,but also the way we execute discipline is pragmatic and achieves the goal of preventing and , if necessary, checking disruptive behaviour. The concept discipline is now defined.

2.3.2 Discipline defined

Jones (1989 : 6) describes discipline as the maintenance of an orderly system that creates the conditions in which' learning takes place, and that allows the aims and objectives of the school to be achieved.

Another acceptable definition of discipline is given by Smith & Rivera (1993 : 2) as "a system of rules and a mechanism for ensuring the disciplinary codes are followed".

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This research essay is built on the philosophy that behaviour or conduct can be managed while a positive atmosphere of growth and learning is maintained. It is thus necessary to establish a philosophy of discipline.

2.3.3 Philosophy of discipline

Smith and Rivera (1993 : 4) believe that disciplining pupils does not have to result in a repressive climate where pupils behave because they are afraid not to follow conduct codes. Further, the primary purpose of the educational system is to teach pupils those academic and social skills needed by productive members of society. The overriding goal of education is for students to gain the motivation and skills necessary to achieve their individual potential. Competent teachers pursue this goal by encouraging each pupil's mastery of the curriculum.

Given the educational changes in South Africa and the demands placed on educators - educators must assist all pupils in fulfilling their potential in classrooms that contain over 35 pupils, in schools that range in size from a few hundred to several thousands, and all of this on ever-shrinking budgets. It is thus imperative that a competent teacher define his/her philosophy of discipline which also reflects a philosophy of education.

According to Smith & Rivera (1993 : 5) educators, in establishing a philosophy of discipline must know the following, both as a school team and individually:

what expectations they have for pupils;

what type of learning environment they are willing to promote; and

how they will respond to appropriate and inappropriate behaviours.

Discipline is thus essential for the smooth functioning of schools. It is therefore necessary for teachers to understand the nature of discipline , a discussion of which now follows.

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2.3.4 The nature of discipline

According to Charles (1992:96) we all need discipline :

for psychological security;

as a liberating influence that allows us to build and expand our best traits and abilities; and

as a necessity to maintain an effective and efficient learning environment.

Further Charles (1992:63) claims that good discipline has little to do with punishment. Punishment could be seen as physical pain, humiliation, isolation, and revenge; it is a force imposed on one from an outside source. Charles (1992:63) also believes that teachers who are most effective in establishing discipline are those who teach democratically '. Discipline requires freedom of choice and the understanding of possible consequences. It is not imposed by authority figures, but rather on individuals by themselves. By choosing to behave in certain ways individuals learn to gain acceptance from others and, consequently, acceptance of themselves. Charles (1992:63) further asserts that teaching self-discipline requires a postive, accepting atmosphere.Discipline in the classroom means setting limits for students until they are able to set limits for themselves. It involves allowing students the freedom to choose their own behaviour. They can do this because they understand exactly what consequences will follow any behaviour chosen. Poor behaviour always brings undesired consequences. When teachers teach this concept to students, they are teaching students to behave in ways that are acceptable to society. This helps students promote their own welfare in all situations.

Jackson (1994 : 42) distinguishes four styles of discipline: namely, dictatorial, autocratic, democratic and laissez-faire. According to Jackson (1994:42) the dictatorial teacher reduces the pupils to tears, while the teacher who adopts the laissez-faire approach usually ends up being reduced to tears by the pupils. The democratic approach or style is the one recommended by most educationists, psychologists and parents and is also the most popular with the pupils .

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Jackson(1994:43) identifies three disciplinary models: namely, the assertive model, the behaviouristic model and the problem-solving model.The reason for outlining three distinct models is:

* Discipline is inextricably bound up with personality. Teachers should adopt the model which best suits their particular personality. The model with which a teacher feels most comfortable will probably be most successful for that teacher.

* Different situations call for different approaches. The assertive model may sometimes be most appropriate, while at other times, the behaviouristic or problem-solving models may prove more effective.

According to Jones (1989 : 7) good behaviour is a necessary condition for effective teaching and learning to take place, and an outcome of education which society rightly expects. Thus it is essential to implement appropriate strategies to bring about effective classroom behaviour management in order to improve learning and behaviour thus improving teaching competence. Behavior management strategies will now be discussed.

2.4 CLASSROOM BEHAVIOUR MANAGEMENT STRATEGIES

2.4.1 Introduction

The most commonly expressed concern of pupils, teachers, parents and other stakeholders regarding schools involves a lack of pupil discipline, poor classroom management and control, and disruptive student behaviour. A school principal stated emphatically : " The number one thing I look for when hiring a new teacher is the ability to maintain discipline and order. What good does it do a teacher to know all the subject matter and pedagogy in the world if he can't keep the kids in line." (Cangelosi, 1993 : XV)

The goal of this particular research essay is to assist the teacher to develop strategies to manage classroom behaviour to facilitate learning and thus improve teaching competence. A brief discussion on how to manage classroom behaviour to facilitate learning now follows.

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2.4.2 How to manage classroom behaviour to facilitate learning

Cangelosi(1993:4) describes classroom management as the steps and procedures necessary to establish and maintain an environment in which instruction and learning can occur. Effective classroom management is the ability to establish, maintain and restore the classroom as an effective environment for teaching and learning. Classroom management is enmeshed with effective teaching, teacher activities, and communication. Instruction cannot be effective if the students are not managed.

Before examining proven classroom management strategies for gaining and maintaining pupils' co-operation and for effectively confronting discipline problems, the role of the teacher is examined. In the design and conduct of every lesson unit (teaching unit) Cangelosi (1993:4) identifies the following steps to manage teacher competence :

determine the needs of the students ;

determine learning goals ;

design learning activities ;

prepare for the learning activities ;

conduct the learning activities ; and

evaluate student achievement of the goal.

Charles (1992:134) refers to classroom climate as the "feeling tone" that prevails in the classroom. This feeling tone is a composite of attitudes,emotions,values, and relationships. A good classroom climate is characterized as warm, supportive, pleasant, encouraging and low on threat. Such a climate encourages productive work and promotes a sense of enjoyment and accomplishment. To achieve such a climate it is important to keep pupils on task and engaged. The discussion of this now follows.

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2.4.3 How to keep pupils on task and engaged in learning

According to Charles(1992:80) incompetent teachers lose approximately 50 percent of their instructional time simply because pupils are off task or otherwise disturbing the teacher or other classmates. There are three aspects which need to be considered in order to keep pupils on task and involve them in learning. The first aspect is to do with differences among students.

2.4.3.1 Differences among students

The educators responsibility of keeping pupils on task and engaged in learning activities is compounded by the fact that each student is a unique individual. What motivates one student to be on task does not necessarily motivate another. According to Charles (1992:80) when teachers are able to provide efficient individual help to pupils quickly and effectively, the pupils behave better and complete more work. The next aspect to be considered involves interest in learning.

2.4.3.2 INTEREST IN LEARNING

Pupils' interests in learning range from obsessive avoidance to obsessive pursuit. Major challenges of managing teacher competence include :

* motivating otherwise uninterested students to learn;

* preserving and fostering the enthusiasm of those who are already motivated to learn.

According to Charles (1992:2) pupils who have good self-control will sometimes begin to misbehave when they lose interest in an assignment. Teachers can correct this by going to pupils and showing an interest in their work. The last aspect is to do with self-confidence.

2.4.3.3 SELF-CONFIDENCE

The amount of effort students are willing to invest in a learning task is not only dependent on the value they recognise in the task, but also on their level of confidence in successfully completing the task. Those who are not confident in their own abilities tend to

Page 17

stop working on the task as soon as they become perplexed; more confident pupils tolerate perplexity longer and are more likely to continue with the task. Charles (1992:80) believes that incentive systems such as having free time to pursue preferred educational activities can be employed to motivate students to remain on task, complete work, and behave properly and thus contribute strongly to good discipline.

According to Smith & Riveria (1984:3) the management of discipline problems is of utmost concern to educators and all those interested in school environments and student achievement. A discussion of how to manage discipline problems will now be given.

2.4.4 How to manage discipline problems

Phi Delta Kappa (1982:49) believe that if instructional practices are not related to curriculum goals or the existence of a strong authority or status differences or low pupil sense of belonging and poorly developed rules and enforcement procedures are not present, some pupils will become alienated from classroom activities and proceed to seek disruptive ways to gain attention. To manage these discipline problems Phi Delta Kappa (1982:49) suggest the following strategies need to be implemented to achieve competency :

The curriculum should provide choices that recognise both staff and the various individual styles of pupils.

The curriculum should relate to anything pupils or their families have experienced and value.

Instruction should begin at the pupil's level of ability.

Constructive feedback should be given.

Instructional methods should be interesting and inspiring.

Trust needs to be placed in pupils in problem-solving to make decisions to reduce school problems.

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Steps need to be taken to reduce sharp status differences among all persons in the school,that create tensions, negative attitudes, and frustrations that lead to undesirable behaviour.

Pupils' sense of belonging in the school needs to be increased and widened by allowing them to make decisions about the school and make them feel that they are valued in the school and that the school is theirs.

Rules and disciplinary procedures that will promote self-discipline need to be developed. Discipline procedures should be continuously scrutinised to determine whether they are achieving the desired results or whether they are causing some undesirable side effects. The ultimate goal of disciplinary procedures is to teach desirable behaviour.

Good discipline is fostered by creating an environment that is conducive to good discipline rather than adopting isolated practices to deal with discipline problems. A discussion on how to maintain a well- disciplined classroom now follows.

2.4.5 How to maintain an orderly yet relaxed classroom climate

Certain patterns emerge from the review of surveys conducted in schools reputed to have good discipline. The members of the Phi Delta Kappa Commission on discipline (Phi Delta Kappa : 1982 : 10 - 28 ) mention, among others, the following strategies :

Competent teachers respond to discipline problems with a set of mutually supportive actions. They examine those elements of the classroom environment over which they have some control and then devise responses that make an orderly yet relaxed environment in which to teach and learn.

Competent teachers view their school as a place where staff and pupils come to work and to experience the success of doing something well. These educators speak often and specifically about curriculum goals, working co-operatively, and achievements accomplished.

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Good schools are student-orientated. Competent teachers do what seem necessary for the growth of their pupils and for the positive image of the school.

Better schools focus on causes of discipline problems rather than symptoms. They improve discipline in their schools by taking steps to remove those causes and by establishing activities that would result in good behaviour such as organisational factors, staff attitudes, parent attitudes, curriculum, or interpersonal relationships.

Programmes in well-disciplined schools emphasise positive behaviour and use preventive measures rather than punitive actions to improve discipline.

Competent teachers stress high expectations and offer positive reinforcement for individual achievement.

Competent teachers handle all or most of the routine discipline problems themselves.

Good schools develop stronger than average ties with parents and with community agencies.

Teachers rated as most effective have implemented classroom routines that minimise disruption while maximising productive work time. Routine procedures to ensure a well-organised classroom environment so that effective learning can occur will now be discussed.

2.4.6 How to ensure the classroom environment is well-organised so that effective learning can occur

Charles (1992:139) maintains that well-managed routines permit pupils to know exactly what they are supposed to do, thus reducing wasted time that fosters misbehaviour. Competent teachers establish routines for opening and ending class activities, use of materials, disposition of completed work, the duties of student helpers, and the procedures in assisting students at work. Competent teachers seem to anticipate problems and take steps to prevent them. The well-liked teacher is sought out by students because of the classroom conditions they provide

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namely :

individual attention;

interesting activities;

relaxed atmosphere ;and

a prevalent sense of humour.

Competent teachers are efficient, yet flexible. They show that they care about their students. They do what they can to make learning interesting, exciting, and satisfying. Their students learn well, admire and respect them, and usually like them personally. Good behaviour occurs because of the teacher's reasonable standards and personal concern for the students, which makes students want to please them in return.

According to Smith & Riveria (1984:73) competent teachers encourage discipline and improved school performance through the careful use of various reinforcement procedures. A discussion on how to use positive rewards as an educational aid now follows.

2.4.7 How to use positive rewards as an educational aid

Charles (1992:101) insists that positive consequences are more important than negative consequences because they have the effect of increasing teacher influence over pupils, decreasing the amount of problem behaviour, and making the classroom climate more positive overall. Clarizo (1980:18) believes that the giving of rewards constitutes one of the most valuable tools teachers have at their disposable. Competent teachers recognise the importance of rewards and often use them to change behaviour by giving praise and attention to behaviours which facilitate learning.

Clarizo (1980:21) discusses the following factors that competent teachers consider in order to achieve positive reinforcement namely:

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frequency of rewards

The pupils' actions should be rewarded. as often as possible because according to Clarizo (1980:22) the greater the frequency and the amount of the reward, the faster the learning. A competent teacher will for example reward a habitually hostile child for every friendly cooperative or nonaggressive response towards a classmate.

Timing of reward

Timing is especially critical in giving rewards. The transition from immediate rewards to delayed ones must be gradual in nature. Varying the time interval helps to keep pupils working productively.

Type of reward to be used

Jackson (1994:35) believes that a balanced approach is probably the best to determine whether the reward should be intrinsic or extrinsic. Ideally a pupil should work because it gives him pleasure or a sense of achievement but in practice this is not always the case and some form of extrinsic reward is generally necessary to motivate pupils to achieve educational goals.

Clarizo (1980:25) divides rewards into four categories:

Tangible rewards;

Social rewards;

Activity rewards; and

Feedback and success experiences.

In the junior primary phase pupils respond enthusiastically to tangible rewards like stars, good-work stamps and other such tokens. For older pupils, academic rewards in the form of merit certificates and trophies do seem to prove effective. Social rewards by recognition, encouragement and approval also appear to be effective. In respect of feedback and success experiences, competent teachers always grade the pupils' work positively and fairly, since a negative, depressing

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grading system is very demotivating. Pupils who achieve poor results require encourgement and support from the teacher. Activities can also be used as rewards, for example, when a pupil who typically does not complete his mathematics assignment (low frequency activity) will on completion of the maths assignment be allowed to build electronic gadgets (a preferred high-frequency behaviour).

Charles (1992:160) claims that teachers have found that preventing misbehaviour is much better for all concerned than having to deal with trouble after it has occurred. A discussion on preventive strategies will now be be focussed on.

2.4.8 PREVENTIVE STRATEGIES

According to Mongon, Hart, Ace & Rawling (1989:171) preventive strategies will involve making some kind of adjustment to the learning context to accommodate the pupils'needs identified. What type of adjustment is used will depend partly upon what is judged appropriate and partly upon what appears to be feasible in the circumstances. There are two questions that need to be answered when making adjustments, namely :

Should the adjustment affect the individual or the whole class ?

making an adjustment which affects just that one child for example, changing the child's seat to join a more supportive group; or

making an adjustment which affects the entire class for example, creating mixed-ability groups instead of ability groupings; and

Should the adjustment be temporary or permanent?

making a temporary adjustment to alleviate an immediate problem for example, offering a child who is bored an alternative activity; or

making an adjustment that will become a permanent feature of the learning environment for example, offering a choice of modes of presenting work so that children with literary difficulties are not limited to writing alone.

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Mongon et. al., (1989:160) distinguish preventive strategies from other ways of responding to problem behaviour by means of the following characteristics:

They focus on the whole context in which problem behaviour occurs, not just upon the pupil or pupils.

They seek to make adjustments within the context which will help to prevent problem behaviour from occurring or recurring.

The adjustments are directed towards accommodating the needs believed to lie behind the behaviour, rather than simply trying to suppress or control it.

According to Charles (1992:164) competent teachers take the following steps to minimise the occurrence of behaviour problems in the classroom namely they:

Involve pupils in establishing class rules and assuming responsibility;

Make contact with parents such as sending notes about good work and behaviour;

Organise a classroom environment for best temperature, light, and comfort, with traffic patterns for efficient movement within the room;

Provide a varied, active curriculum with opportunities for physical movement and interaction; and

provide a sense of consistency and security through structure and routines.

The three disciplinary models namely the assertive model, the behavioristic model and the problem-solving model discussed in 2.4.3 are all equally important to take appropriate disciplinay action. Implementation of these models in disciplinary action will now be discussed.

2.4.9 Implementation of models in disciplinary action

According to Jackson (1994 : 44-47) the assertive disciplinary model is adopted when the teacher has the right and duty to assert oneself in the classroom, to take

. effective action, to use one's ldgitimate authority, to

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insist on one's right to be treated with respect by the pupils, and to take appropriate action when such action is necessary or conducive to furthering the goals of education.

The assertive teacher creates a sense of security, order and control and a relaxed atmoshere in the classroom and believes in rules and self discipline.

However Jackson (1994:53-55) believes that certain behaviour in the classroom is far more effectively handled by means of the behaviouristic, rather than the assertive method. One of the principal methods of behaviour modification is operant conditioning. Desirable behaviour is reinforced, while undesirable behaviour is ignored. Good behaviour is usually reinforced by some form of reward, for example good-work stamps or some form of approval.

In the problem-solving approach Jackson (1994:68-69) recognises the fact that when a child is continually disruptive, there must be some reason for this.It may be a learning or emotional problem which requires skilled intervention in the form of therapy. Recognising that a child has a problem does not mean that the child should be allowed to pass this problem on to the teacher or parents. Neither does it mean that the child is given licence to disrupt the rest of the class. By means of a team approach, the teacher, in cooperation with the parents, the school principal, other colleagues on the staff, the counsellor and, perhaps, the school psychologist, can help the child to accept his/her own problem and resolve it to his/her own benefit and that of the group as a whole.

A summary of classroom management behaviour strategies will now be given.

2.4.10 Summary of classroom management behaviour strategies

To achieve improvement in learning and teaching the classroom management behaviour strategies were mostly concerned with :

* creating or sustaining an atmosphere of encouragement, acceptance, respect for achievement and sensitivity to individual needs;

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creating an environment where the classroom layout and appearance stimulates student-teacher interaction ... flexible enough to allow adjustment to changing curricular needs. It is attractive and functional ;

providing easy access to resources which are varied, attractive, available and appropriate, and well used by students ;

planning work based on appropriate guidelines and ensuring that work is organised with a clear purpose, targets and outcomes ;

demonsrating personal attributes, technical competencies and subject knowledge that will promote student learning in an atmosphere of order, respect and confidence ;

operating an efficient system of management and control which rests on firm arrangements and appropriate procedures so that the student does not rely on teacher direction and supervision all the time.

ensuring that they are aware of the purpose of the lesson and the criteria for success, to take active part in the lessons at the planning, doing and reviewing stages, in order to demonstrate their developing sense of responsibility and independence; and to have the opportunity to work in small groups, as individuals and within the class as a whole.

The discussion of the classroom management behaviour strategies is now followed by a brief summary of the chapter.

2.6 SUMMARY

The most commonly expressed concern of pupils, teachers, parents and other stakeholders regarding schools involves a lack of pupil discipline, poor classroom management and control, and disruptive student behaviour. Teacher competence embraces the possession and development of sufficient skills, knowledge, appropriate attitudes and experience for successful teaching-learning performance. To manage teacher competence, the principal should encourage the teacher to follow the strategies outlined earlier, that will motivate the child to achieve the goals of education, without the teacher having to resort to

Page 26

punitive measures. The educator will have a clear idea or plan of how to implement these strategies.

In chapter 3 a discussion of the design of the research instrument and the empirical investigation will be given.

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CHAPTER 3

DESIGN OF THE RESEARCH INSTRUMENT AND EMPIRICAL INVESTIGATION

3.1 INTRODUCTION

The literature study in Chapter 2 formed the framework for the empirical study. The specific aim of this study was also highlighted in Chapter 2 as classroom management behaviour as an aspect of order and discipline and its implications for the management of teacher competence. A brief discussion of the design of the research instrument now follows.

3.2 THE INSTRUMENT OF RESEARCH

3.2.1 The design of the questionnaire

The design of the empirical investigation was a structured questionnaire consisting of 108 open ended items (see Appendix A). The items were based on research done by Van Der Merwe & Grobler (1995). This research indicated that teacher competence was designed around the theoretical constructs of:

The learning environment

Professional commitment

Order and discipline

Educational foundation

Teacher reflection

Cooperative ability

Effectiveness

Leadership.

Subsequently groups of students were assigned to investigate each of the above constructs of teacher competence in greater detail. This resulted in 108 questions designed to obtain the perceptions of members of the teaching profession as to how often they demonstrated

Page 28

certain behaviours. Although this particular research paper deals with classroom management behavior as an. aspect of order and discipline all the questions formulated by this group are represented in Table 3.1. The questions relevant to classroom management behaviour are indicated by means of an asterisk(*). Table 3.1 appears on on page 29.

TABLE 3.1: ITEMS ASSOCIATED WITH ORDER AND DISCIPLINE 1 1

Item Description Mean S.D Rank no. sc order

896 Choose specific teaching 4,41

0,92

1 methods that best achieve lesson objectives

B60* Ensure classroom

4,23

0,99

13 environment well organised so effective learning can occur

B48* Maintain an orderly yet

4,22 0,95 15 relaxed classroom climate

B104 Get pupils to understand

4,21 0,98 16 why they are expected to behave according to certain norms

B97 Help pupils in ways which

4,20 0,96 18, assist them to become independent learners

B96 Choose those specific 4,19 0,94 19 teaching methods that best achieve their lesson objectives

B85 Create interest in their 4,15 0,99 28 lessons by using stimulating and thoughtful lesson plans

B10 Attempt to make pupils 4,15 1,1 29

realise that education is something you acquire for yourself

B74 Make use of rules to 4,08 1,05 38

protect the majority of pupils against the behaviour of some fellow pupils

B59 Enforce rules in such a way 4,01 1,03 43 that the desired behaviour is obtained

B19 Demonstrate that discipline

3,99 1,01 46 is directed primarily at correction and not retribution

83

Ensure that respect for each 3,94 1,17 49 other is entrenched in disciplinary actions

886 Share the responsibility with 3,93 1,21 49 management of disciplining pupils

B75* Use positive rewards as an

3,90 1,13 59 educational aid

B47 Manage their learning 3,72 1,12 76

environment by using rules

Page 29

Page 30

Having displayed the various items involved in order and discipline only those items relevant to this research paper will now be discussed.

3.2.2 Discussion of classroom management behaviour as an aspect of order and discipline

Each question was formulated in such a way that the respondents could indicate how often they demonstrated a particular behaviour, for example:

In your opinion how often do you:

* B60 Ensure that the classroom environment is well organised so that effective learning can occur?

* B48 Maintain an orderly yet relaxed classroom climate?

* B75 Use positive rewards as an educational aid?

The above questions will now be motivated and discussed together with reference to the rank order of the questions and comments on their importance to the respondents will follow.

* Question B60 : Ensure that the classroom environment is well-organised so that effective learning can occur

Well-managed routines permit pupils to know exactly what they are supposed to do, thus reducing wasted time that fosters misbehaviour. Teachers rated as most effective have implemented classroom routines that minimise disruption while maximising productive work time. Competent teachers establish routines for opening and ending class activities, use of materials, disposition of completed work, the duties of student helpers, and the procedures in assisting students at work. Competent teachers seem to anticipate problems and take steps to prevent them. The well-liked teacher is sought out by students because of the classroom conditions they provide, namely, individual attention, interesting activities, relaxed atmosphere and prevalent sense of humour. Good behaviour occurs because of the teacher's reasonable standards and personal concern for the students (see 2.4.6 p.19).

Page 31

Referring to Table 3.1 the mean score of question B60 is 4,23 and the rank order is 13. This question showed a high mean score, which indicates that almost all of the educators considered this aspect to be very important in their discipline action. The writer concludes that competent teachers very often ensure that the classroom environment is well organised so that effective learning can occur free of disruptive behaviour. Response to this question ranked 13 out of 108 questions, which indicates that teachers consider this to be an important classroom management behaviour strategy to effect competent teaching and learning activities.

* Question B48 : Maintain an orderly yet relaxed classroom climate

Good discipline is fostered by creating an environment that is conducive to good discipline rather than adopting isolated practices to deal with discipline problems. Competent teachers respond to discipline problems with a set of mutually supportive actions. They examine those elements of the classroom environment over which they have some control and then devise responses that make orderly yet relaxed environments in which to teach and learn. Programmes in well-disciplined schools emphasise positive behaviour and use preventive measures rather than punitive actions to improve discipline. Competent teachers stress high expectations and offer positive reinforcement for individual achievement and handle all or most of the routine discipline problems themselves and develop stronger than average ties with parents (see 2.4.5 p.18).

Referring to Table 3.1 the mean score of question B48 is 4,22 and the rank order is 15. This question also showed a high mean score, which indicates that almost all of the educators considered this aspect as important in their discipline action. The writer deduces that competent teachers very often maintain an orderly yet relaxed classroom climate so that effective learning can occur free of disruptive behavior. Response to this question ranked 15 out of 108 questions which also indicates that teachers consider this to be an important classroom manageMent behaviour strategy to manage teacher competence and learning activities.

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* Question B75: Use positive rewards as an educational aid

Competent teachers encourage discipline and improved school performance through the careful use of various reinforcement procedures. Positive consequences are more important than negative consequences because they have the effect of increasing teacher influence over pupils, decreasing the amount of problem behaviour, and making the classroom climate more positive overall. The giving of rewards constitutes one of the most valuable tools teachers have at their disposable in order to manage teacher competence. Competent teachers recognise the importance of rewards and often use them to change behaviour by giving praise and attention to behaviours which facilitate learning. The pupils' actions should be rewarded as often as possible because the greater the frequency and the amount of the reward, the faster the learning. Timing is especially critical in giving rewards. The transition from immediate rewards to delayed ones must be gradual in nature. Varying the time interval helps to keep pupils working productively. A balanced approach is probably the best to determine whether the reward should be intrinsic or extrinsic (see 2.4.7 p.20).

Referring to Table 3.1 the mean score of question B75 is 3,90 and the rank order is 59. This question also showed a higher than average mean score, which indicates that the majority of the educators considered this aspect to be important in their discipline action. The writer infers that competent teachers often use positive rewards as an educational aid so that effective learning can occur free of ill-discipline. Response to this question ranked 59 out of 108 questions, which indicates that teachers consider this to be a successful classroom management behaviour strategy to manage teacher competence and learning activities.

Having discussed each of the above questions on classroom behaviour management as an aspect of order and discipline it is now necessary to describe the empirical investigation.

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3.3 THE EMPIRICAL INVESTIGATION

3.3.1 Respondents

Respondents were chosen from the various post levels of the teaching profession. It was felt that the perceptions of the teachers at the various post levels relative to teacher competence should vary and hence it was important to sample as wide a range of post levels as possible (see Section A question 2 of the questionnaire).

3.3.2 Biographical Details

The following biographical details were requested:

Gender, post level, age, teaching experience, highest educational qualification, province in which you are presently teaching, religion, primary or secondary school, mother tongue, gender of the principal of your school, attendance of pupils, attendance of teachers and image of your school.

It was reasoned that these aspects could be related to teaching competence and could influence teachers perceptions on how often they demonstrated such behaviours.

3.3.3 The research group

Questionsnaires were distributed to members of the teaching profession especially in Gauteng and KwaZulu Natal. However, teachers from the other Provinces were also involved. Schools were selected on the grounds of their accessibility to members of the research team and all Provinces except the Provinces from the Cape were represented in the sample.

Principals were approached in order to obtain their cooperation. The questionnaires were handed to principals by a member of the research team and personally collected again after completion. Cooperation in most instances was excellent and this enabled a good return of questionnaires to be obtained.

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3.3.4 Return of questionnaires

The following figures summarise the information relevant to the questionnaires on teacher competence:

I Handed out I Returned-useable I Percentage return' 1500 I 1112 I 74,13%

1

The questionnaires were now sent to the statistical consulting service of the Rand Afrikaans University where the data was transcribed and processed.

3.4 SUMMARY

In this chapter a description of the empirical investigation was provided. The questionnaire was discussed and the course of the research was briefly indicated. In Chapter 4 the following aspects will receive attention:

* reliabiltiy and validity of the instrument; and

* some aspects of the data flowing from the statistical analysis will be examined, tabulated and interpreted.

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CHAPTER 4

THE ANALYSIS AND INTERPRETATION OF A SELECTED SAMPLE OF THE EMPIRICAL DATA

4.1 INTRODUCTION

Due to the limit imposed on the length of a research essay a detailed discussion of the various statistical techniques is impossible. Hence the discussion will be limited to the following:

a discussion on the validity and reliability of the research instrument;

a comparison of one of the independent pairs by stating appropriate hypotheses and interpreting the statistical tests involved; and

a comparison of one of the independent groups containing three or more groups by stating the hypotheses and analysing the appropriate statistical data.

4.2 RELIABILITY AND VALIDITY

To ensure content validity the questions were designed within the framework of the relevant theory using the eight constructs described by Van Der Merwe and Grobler (1995). Several experts in the research field also reviewed the questionnaire to judge the relevancy of each item.

The construct validity of the instrument was investigated by means of successive first and second order factor analyses performed on the 108 items. The first order procedure involves a principal component analysis (PCA1) followed by a principal factor analysis (PFA1). These procedures were performed using the BMDP4M program (Dixon, Brown, Engelman, Frane, Jenrich & Toporek, 1985: 448-454) in order to identify a number of factors which may facilitate the processing of the statistics. The nine factors obtained from the first order factor analysis were now used as inputs for the second order

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procedure. This consisted of a PCA2 with varimax rotation and orthogonal axes followed by a PFA2 with doblomin rotation. These procedures resulted in the 108 items being reduced to two factors namely:

* Educative competence consisting of 81 items with a Cronbach-alpha-reliability coefficient of 0,978 with no items rejected. The 81 items can thus be regarded as one scale with a maximum value of 81 x 5 = 405 and a minimum scale value of 81 x 1 81 ; and

* Collaborative competence consisting of 27 items with a Cronbach-alpha-reliability coefficient of 0,918. The 27 items can thus be regarded as one scale with a maximum scale value of 27 x 5 = 135 and a minimum scale value of 27 x 1 = 27.

Both scales are thus valid with high reliability and could thus serve as a basis for evaluating teacher competence in the form of educative competence and collaborative competence.

Now that the validity and reliability of the instrument has been established the appropriate statistical analysis can be discussed.

4.3 HYPOTHESES

Hypotheses were formulated in respect of all the independent groups. The comparison of the two independent groups will now follow.

4.3.1 COMPARISON OF TWO INDEPENDENT GROUPS

At the multivariate level two groups can be compared for possible statistical differences by means of Hotelling's T2 test. This implies that the vectors of the mean scale scores of the two groups are compared in respect of the two factors taken together. Should a significant difference be found at this multivariate level then the Student t-test is used in respect of each of the variables taken separately.

Possible differences between the opinions of male. and feMalecprincipalsin respect of educative.and collaborative compentence Will now be disscussed.

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4.3.1.1 Differences between male and female principals relative to educative and colloborative competence

TABLE 4.1 COMPOSITE HYPOTHESES WITH MALE AND FEMALE PRINCIPALS AS

THE INDEPENDENT VARIABLE

Dimension Variable Symbol Description Test

Differences at multivariate level

Principal HoT

HaT

HoT

There is no statistical difference between the vector mean scale scores of male and female principals in respect of the two competence factors taken together There is statistical difference between the vector mean scale scores of male and female principals in respect of the two competence factors taken together There is no statistical difference between the vector mean scale scores of male and female principals in respect of each of the factors taken separate-ly namely:

Differences at univariate level

Hotel-ling T1

Student t-test

Dimension Variable Symbol Description Test

HoT 1 Educative competence

Hot 2 Collaborative competence

Hat There is statistical difference between the vector mean scale scores of male and female principals in respect of each of the factors taken separate-ly namely:

Hat 1 Educative competence

Hat 2 Collaborative competence

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TABLE 4.2

SIGNIFICANCE OF DIFFERENCES BETWEEN MALE AND FEMALE PRINCIPALS REGARDING THE FOLLOWING FACTORS

Factors Group Factor average

p-value: Hotelling

p-value: Student

Educative competence M 325,20 0,2888 F 320,95

0,0000** Collaborative M 86,28 competence F 90,50 0,0024**

1

N1 (Men) = 840 N2 (Female) = 272

: Significant at the 1% level : Significant at the 5% level

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Tables 4.1 and 4.2 indicate that there is a statistical significant difference (p = 0,0000) between the vector mean scale scores of male and female principals in respect of the two factors considered together. The null hypothesis HoT is thus rejected and the alternative hypothesis HaT is supported.

In respect of differences at the single variable level between the two groups the average scale score of the female principals is significantly higher than that of the males in respect of collaborative competence only (p 0,0024). Thus Hot 1 is accepted because there is no significant difference between the two groups relative to educative competence. However, Hot 2 is rejected in favour of Hat 2. Female principals are thus significantly more collaborative than their male counterparts - hardly an unexpected result!

4.3.2 Comparison of three or more independent groups

In respect of three or more independent groups multivariate differences are investigated by means of MANOVA (multivariate analysis of variance) in respect of educative and collaborative competence considered together. The vector mean scale scores are compared and should any differences be revealed at this level then ANOVA (analysis of variance) and the Scheffe test are used to investigate this difference at the single variable level. As an example of differences between three or more groups the various teacher perceptions of the image of their school groupings are considered.

4.3.2.1 Differences amongst teachers with regards to the perception of their school image in respect of educative and collaborative competence

Page

TABLE 4.3. COMPOSITF. HYPOTHESES WITH GROUPS REFLECTING 'HIE MA0E:RS PERCEPTIONS OF Tilli IMAGE OF THEIR SCHOOL AS

INDEPENDENT VARIABLE

Dimension Variable -, Symbol Description Test

Differences at the

multivariate

level

I /

Differences

at the single variable

level

Image of

the

school

HoM

HaM

HoA

HoA I

HoA 2

HaA -

HaA I

HaA 2 HoS

There is no statistical significant differeriee

between the vector mean scores for the four

groups reflecting teachers perceptions of the

image of their school taken together.

There is a statistical significant difference

between the vector mean scores for the four

groups reflecting teachers perceptions of the

image of their school taken together.

.- The average scale scores of the four groups

reflecting teacher perceptions of the image of

their school do not differ iff a statistical -significant way from one another in respect

of the following taken separately namely:

Educative competence .

Collaborative competence .• . .•

The average scale scores of the four groups

reflecting teacher perceptions of the image of

their school do differ in a statistical

significant way from one another in respect ._

of the following factors taken separately

namely: Educative competence Collaborative competence There are no statistical significant differences

between the average scale scores of the four

groups reflecting teachers perceptions of the

image of their school compared pair wise in

respect of the following factors namely:

Manova

Anova

,

FACTORS • PAIRS OF GROUPS

Ant/ BvsC CvsD AvsC AvsD B vs D Educative Competence HoS.ABI HoS.BCi_ HoS.CDI HoS.ACI HoS.ADI HoS.BDI Collaborative Competence HoS.AB2 HoS BC? HoS.CD2 HoS.AC2 HoS.AD2 HoS.BD2 Dill. at • . the " univariatc level

Image • of - " - school

WaS -

There are no statist i cal significant differences between the • 'average scale scores of the four degrees of the perception of school image groups when compared pair-wise in respect of the following facto s. namely .

FACTORS PAIRS OF GROUPS •

A vs B is vs C C vs D Avs C Ass D B vs D 1 (locative Coivetente i it!. Art) ii.is 'In 11:15 on) IIA AC1 11a5 All 11:1‘111/1 Collaborative Competence KIS Ali? 113SI1C1 11.1C CD? IlaS AC) flaS AD? HA DI)?

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TABLE 4.4

SIGNIFICANCE OF DIFFERENCES BETWEEN THE GROUPS REFLECTING THE IMAGE OF THE SCHOOL IN RESPECT OF THE FOLLOWING FACTORS:

Factors Group Factor p-value p -value Scheffe average (Manova) (Anova) ABCD

A 326,89 A Educative B 325,12 0,3837 B Competence C 320,06 C

D 318,27 D 0,0070**

Collaborativ A 86,83 A Competence B 89,10 0,0038** B

C 85,35 C * D 80,76 D *

I I I

A = 278 Excellent

** = Significant at the 1% level B = 548 Good

* = Significant at the 5% level C = 224 Average D = 62 Disturbing

Using Tables 4.3 and 4.4 it follows tha HoM is rejected at the 1% level of signficance. A statistical significant difference thus exists between the vector mean scores of the four groups of perceptions that teachers have of the school.

On the single variable level the deduction can be made that there is a statistical significant difference between the average scale scores of the four groups A, B, C and D reflecting the teachers' image of their school in respect of collaborative competence. The null hypothesis HoA 1 is thus accepted in favour of the alternative hypothesis HaA 1 in respect of educative competence. There is, however, a statistical significant difference between the scale scores of the four groups in respect of collaborative competence. HoA 2 is thus rejected and HaA 2 is accepted.

Regarding the pair-wise comparisons of the groups the following conclusion can be made:

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* there is a statistical significant difference at the 5% level between the average scale scores of group B (Good) and group D (Disturbing) in respect of collaborative competence. HoS.BD2 is thus rejected in favour of HaS.BD2. HoS.DC2, HoS.AB2, HoS.AC2, HoS.AD2 and HoS.BC2 can ,however, not be rejected. Thus teachers who perceive their school's image as disturbing perceive themselves as less collaboratively competent compared to teachers who perceive the image of their school as above average and excellent. This could be due to the fact that in schools where teachers have a good image their schools, there is a greater degree of consultation, collaboration and co-operation, compared to schools where teachers have a poor image of their schools. These schools are characterised by a lack of co-operation and teachers often work on their own with little or no assisstance. Significant statistical differences were also found between most of the other independent groups investigated. Due to the limits in length imposed by a research essay these differences are summarised in Table 4.5.

TABLE 4.5

MEAN SCORES OF SOME OF THE INDEPENDENT GROUPS IN RESPECT OF EDUCATIVE AND COLLABOSATI

COMPETENCE

NAME CATEGORY NAME

Men

MEAN SCORES

F I

325.73

F2

86.18

Gender Women

323.54 87.76

Primary 322,61 89.23"

School Type Secondary

Teachers

326,62

320.11 "

84.28"

Post Level

Teachers with merit awards 325,16

85.651

86.74

Heads of Departments 340,22** 91.62**

Higher Promotion posts 334,22 • 92.84 **

Lower Std.10:Std.10:Diploma 29/.93 ** - 89.17

Teachers Diploma 324.44 **- 87,55

Highest Qualification Diploma:Degree 331,36 " 89.28 *1

Degree plus 332,30 "-/ 83.AS*

Fluvince •

Guauteng 327,19 **: 8734

Kwazulu r* 312.44 tt* MOS

Other L 328.30 86.91

Hume Language

Afrikaans 336.97 **7 83.84*1

83.54 English

* 330.48

Sotho 320.52 * - [ -** 90.58*

Nguni * 316,72 " - - 1" 89.50*

Indian 335.70 88.46

Attendance of pupils

Good 323.96 87.17

Average 325,03 88.09*1

80.74 * Poor

317,06

Attendance of Teachers

Good 324.65

Average 324.66

88,07*]

87.26

80.29' Poor

314.13

!mate of School

Excellent -* • . 326.89 86.83

Good 325,12 89,10*

Average

Disturbint

320.06

31821

65.35

• h0.7t.•

Page 44

Fl = Educative competence F2 = Collaborative competence ** = Significant difference at the 1% level * = Significant difference at the 5% level

4.4 A brief discussion of the differences between the factor mean scores in table 4.5

It is necessary to briefly explain the differences in the factor mean scores obtained by the various independent groups as summarized in Table 4.5. In order to facilitate the discussion the factors are considered separately with educative competence being the first to be discussed.

4.4.1 Educative competence

Gender - according to the factor mean scores males perceive themselves to be slightly more educatively competent than do women.

School type - secondary school teachers have a slightly higher factor mean score than do primary school teachers. Secondary teachers tend to be subject specialists and are thus likely to be better qualified academically and to perceive themselves as being educatively more competent than primary school teachers.

Post level - heads of department have the higher factor average and differ statistically significantly at the 1% level in their factor mean scores from teachers. Heads of department are appointed to these posts because of subject expertise and one would expect them to be educatively more competent than teachers. It is interesting to note that heads of department even have higher factor mean than educators in promotion posts above that of head of department.

Educational qualifications - educators with an honours degree or higher qualification have the highest factor average and differ from the other three groups at the 1% level of statistical significance. Teachers perception of their educational competence is directly proportional to their educational qualifications. Hence teachers with the lowest educational qualifications perceive themselves to be educatively least competent. The higher the qualification the better the perception of educative competence.

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Province - educators from KwaZulu Natal have the lowest factor mean score and this scale score differs from Gauteng educators at the 1% level of statistical significance and from educators from the other provinces at the 5% level. Many of the schools in KwaZulu Natal are in rural areas and the teachers at these schools are often not well qualified and hence they perceive their educative competence to be lower than those from urban schools. Factors such as a lack of educational facilities and overcroded classrooms probably also play a role in these perceptions.

Home language - teachers with Afrikaans as home language have the highest factor mean score and they differ statistcally significantly at the 1% level from the Nguni speaking people and at the 5% level from Sotho speaking teachers. Afrikaans speaking people have always attached great value to educative competence and have also had the advantage of superior system of education relative to the Nguni and Sotho speaking teachers. It is also a advantage to receive an education in your mother tongue whereas Nguni and Sotho speaking teachers probably studied via their second language, namely English. Teachers with English as home language have the second highest factor mean score and differ from Nguni speaking people at the 5% percent level of statistical significance. The reason for this difference is probably similar to those for Afrikaans speaking teachers. Teachers who have Indian dialects such as Gujerati and Urdu as home language also have a higher factor mean and thus also believe that they are educatively competent relative to the other groups. The fact that there was no statistically significant differences between Indian-speakers and other groups was probably due to the small number of Indian-speakers sampled.

Attendance of pupils - teachers who perceive the attendance of pupils at their school to be average and good have the higher factor mean scores. Teachers who have the perception that pupil attendance at their school is poor also have the lowest mean score and hence the lowest perceived educative competence.

Attendance of teachers - teachers who perceive the attendance of teachers at their schools to be good and average have the highest factor mean scores. Teachers

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with the perception that teacher attendance at their schools is poor also perceive themselves to be educatively least competent.

Image of the school - the factor mean scores seem to indicate a direct link between teachers perception of the image of their school and their educative competence. The higher the factor mean score the better the teachers perception of the image of their school. Teachers with the perception that the image of their school is disturbing also perceive themselves to be the least educatively competent.

It is obvious from the above discussion that many of the independent groups differ statistically signficantly from one another in respect of educative competence. The fact that these groups were expected to differ from one another reinforces the constructive and predictive validity of education competence as an educational construct.

A discussion of the differences between the various independent groups in respect of collaborative competence now follows.

4.4.2 Collaborative competence

Gender - women perceive themselves to slightly more collaboratively competent than do men.

School type - teachers who have gained most of their teaching experience at primary schools differ statistically significantly at the 1% level from educators who have mostly taught at secondary schools. This significantly higher factor mean score indicates that primary school teachers believe themselves to be more collaborative than secondary school teachers. The fewer subject groupings in primary schools probably cause teachers to collaborate with one another to a greater extent than teachers in the secondary school who tend to be more individualistic because of subject specialisation.

Post level - educators in promotion posts higher than heads of department have the highest factor mean score and differ from teachers at the 1% level of statistical significance. Heads of department with the second highest factor mean score also differ statistically

Page 47 '

significantly from teachers at the 1% level. Thus there appears to be a direct link between the educators post level and collaborative competence. Educators in promotion posts can only achieve their objectives if they possess collaborative competence and it is thus hardly surprising to see that they have the higher factor mean scores when it comes to collaboration.

Highest qualification - educators with a degree and a teachers diploma differ in their factor mean scores at the 5% level of statistical significance from educators who have an honours degree and higher qualification. The higher the educational qualification the lower the collaborative competence. Teachers who are well qualified are usually innovative, autonomous and individualistic and probably do not need to be as participative as teachers with lower qualifications.

Province - educators from KwaZulu Natal are more collaborative than educators form Gauteng and other provinces.

Home language - Sotho and Nguni speaking teachers have the highest factor mean scores in collaborative competence and they differ from English and Afrikaans speaking teachers at the 1% level of statistical significance. Sotho and Nguni speakers also differ form Afrikaans speaking teachers at the 5% level of . statistical significance. English and Afrikaans speaking teachers have the lowest factor mean scores indicating that their collaborative competence is not as good as those teachers belonging to the black population groups. This difference is probably due to the perceptive characteristic known as collective consciousness which derives from common experience and contrasts with its opposite pole known as individualistic consciousness which is generally operative in the context of the white population groups. The Indian speaking people also have high factor mean score indicating that they also perceive themselves to be collaboratively competent relative to the other groups.

Attendance of pupils - educators with the perception that pupil attendance at their school is average have a higher factor mean score and differ at the 1% level of statistical significance from educators with the

Page 48

perception that pupil attendance at the school is poor. Teachers who perceive the pupil attendance to be good to be average thus believe themselves to be more competent in a collaborative sense that educators who perceive pupil attendance at their schools to be poor.

Attendance of teachers - teachers with the perception that teacher attendance at their schools is good have statistically significantly higher factor mean score at the 5% level than teachers who believe that teacher attendance at their schools is poor. It thus appears as if teacher attendance influences collaborative competence in a direct way and teachers who teach at schools who have good to average teacher attendance are collaboratively more competent than teachers who teach at schools where teacher attendance is poor.

Image of the school - teachers with the perception that the image of their schools is good differ from teachers who believe that their schools have a image which is disturbing. There thus appears to be a link between the teachers perception of the image of their school and their collaborative competence. It is also likely that the collaboration in schools with good images is better than in schools where the image of the school in the community is poor.

Collaborative competence manifests itself where there are high levels of collaboration among teachers and between teachers and principals and is characterised by mutual respect, shared work values, cooperation and specific conversations about teaching and learning (Sergiovanni & Starratt, 1993 : 103). It is also obvious from Table 4.5 that many of the independent groups differ statistically significantly from one another in respect of collaborative competence. As many of the groups discussed above are known to differ from one another in many of the aspects researched this reinforces the predictive and construct validity of collaborative competence as a construct. Collaborative competence is also an exciting construct as it is related to aspects such as open communication, trust, support, learning on the job, getting results and job satisfaction (Sergiovanni & Starratt, 1993 : 102). Collaborative competence thus seems to be essential in order to be classified as a competent teacher or manager of a school.

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The discussion of the differences between the factor mean scores of the various independent groups is now followed by a brief summary of the chapter.

4.5 SUMMARY

In this chapter an analysis and interpretation of some of the empirical data was undertaken. The construct validity of the research instrument was investigated by means of two successive factor analyses which reduced the 108 items to just two factors namely:

* Educative competence consisting of 81 items with a reliability coefficient of 0,978; and

* Collaborative competence consisting of 27 items with a reliability coefficient of 0,918.

The statistical analysis of the research was rationed to a comparison of one example of two independent groups and one example of three or more independent groups.

Hypotheses were set and multivariate statistics were used to analyze and interpret data.

An instrument which has construct validity should also be able to distinguish between groups which are known to differ from one another. It can be seen from the data in Table 4.5 that many of the groups which one expects to differ significantly from one another do indeed differ in their perceptions of educative and collaborative competence. These differences were discussed and possible reasons for the differences in factor mean scores were postulated.

From the research conducted it can be concluded that teacher competence revolves around the constructs of educative and collaborative competence. Both of these constructs were shown to have construct validity and high reliability and could thus serve as a basis for measuring and developing the educative and collaborative competence of teachers.

In chapter 5 a summary of the research will be given. Important findings will be discussed and recommendations will be made.

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CHAPTER 5

SUMMARY, FINDINGS AND RECOMMENDATIONS

5.1 INTRODUCTION

This research project focused on classroom management behaviour as an aspect of order and discipline and implications for the management of teacher competence. Stakeholders in education are becoming increasingly aware of the teacher's responsibility to provide correct and competent teaching. This has become an issue of the utmost importance in the changing South African context for the following reasons:

The culture of teaching and learning is collapsing in many public schools;

There is currently a serious and widespread discipline problem in schools. Insubordination, drugs, alcoholism, corruption, bribery, vandalism, violence, and gangsterism is becoming difficult to control;

Poorly qualified and incompetent teachers and "work-to-rule" attitudes of several teachers are present;

The matric results of 1995 are worse than ever; and

Lack of public support for teachers to restore a sense of professional pride and responsibilty to all teachers.

In view of public concern about violence and indiscipline in schools and problems faced by the teaching profession today, it is necessary to consider what action can be taken by government, provincial and local authorities, school governing bodies, non government organisations, principals, teachers and parents to secure the orderly atmosphere necessary in schools for effective teaching and learning to take place. The need for a positive discipline policy in many South African schools has become acute. The high failure rate of South African students in the 1995 metric examinations as reported in the Star reflects the need to critically examine teacher competence ( Anon,

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1995 : 1). According to Purkey & Strahan( 1986 : 44) good classroom discipline is no accident, it is the TIRO stance of, trust, intentionality, respect, and optimism intentionally designed to insure that each pupil is inivited in some way each day. Smith( 1985:41) argues for a thorough reappraisal of the nature and basis of the teacher's authority and the appropriate ways of treating pupils. Thus the writer's research topic - classroom management behaviour as an aspect of order and discipline and the implications for the management of teacher competence - is•vital for an effective education system in South Africa.

This being the final chapter, it is necessary to recapitulate the salient points of this research project under the following headings:

* Summary

Important findings

* Recommendations

Conclusion.

5.2 SUMMARY

Chapter one was mostly concerned with the defining of the problem, setting out the general and specific aims of the research as well as the methodology to be implemented.

Chapter two focused on the contribution of classroom behaviour management towards maintaining order and disclipine and the employment of effective classroom management behaviour strategies which can support order and discipline and enhance the management of teacher competence which embraces the possession and development of sufficient skills, knowledge, appropriate attitudes and experience for successful teaching-learning performance.

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The following essential constituents are necessary for the successful management of teacher competence:

maintain discipline as a necessity to create and sustain an effective and efficient learning environment;

treat students respectably;

demonstrate mastery of the subject matter being taught; and

produce the desired results in the classroom.

Teachers who are most competent in establishing discipline are those who teach democratically. Discipline requires freedom of choice and understanding of consequences. It is not imposed by authority figures, but rather on individuals by themselves. Good behaviour is a necessary condition for effective teaching and learning to take place. It is essential to implement appropriate strategies for the management of teacher competence; which are mostly concerned with:

Creating or sustaining an atmosphere of encouragement, acceptance, respect for achievement and sensitivity to individual needs;

creating an environment where the classroom layout and appearance stimulates student-teacher interaction.

providing easy access to resources which are varied, attractive, available and appropriate.

planning work based on appropriate guidelines and ensuring that work is organised with a clear purpose, targets and outcomes;

demonstrating personal attributes, technical competencies and subject knowledge that will promote student learning in an atmosphere of order, respect and confidence; and

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* operating an efficient system of management and control which rests on firm arrangements and appropriate procedures so that the student does not rely on teacher direction and supervision all the time.

The design of the research project was explained in Chapter three together with a discussion and motivation of the three questions relevant to classroom management behaviour as an aspect of order and discipline. All the questions resulted in high mean scores, which indicate that most of the repondents considered these aspects to be important in managing teacher competence. The analysis and interpretation of the empirical data was discussed in chapter four. From the research conducted it can be concluded that teacher competence revolves around the constructs of educative and collaborative competence. Both of these constructs were shown to have construct validity and high reliability and could thus serve as a basis for measuring and developing the educative and collaborative competence of teachers.

5.3 IMPORTANT FINDINGS

5.3.1 Findings from the literature in respect of classroom management behaviour as an aspect of order and discipline and implication for the management of teacher competence

The real value of teachers' qualifications is that they can be used as a tool for the self development of competent teachers (see 2.2.1 p.7). Knowledge, skills and attitudes form the essentials of professional practice and the teacher, who is weak in one of these dimensions is incompetent because competences are presented in a knowledge-skills-values paradigm (COMP, 1994:10), since each in its own way is a vital constituent to teach (see 2.2.1 p.7).

Many characteristics of the teacher such as ethnic origin, sex and status, can affect pupils' performance, as can the degree to which the teacher provides support, encouragement and help, and the quality of such support and feedback (see 2.2.3 p.10).

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A philosophy of discipline can be established because behaviour or conduct that distracts from the learning environment can be managed while a positive atmosphere of growth and learning is maintained (see 2.3.2 p.9). All teachers need to establish discipline as a necessity to maintain an effective and efficient learning environment (see 2.3.4 p.13). A positive, accepting atmosphere is required in order to teach self discipline(see 2.3.4 p. 13). Management and development of teacher competence in respect of classroom management behaviour as an aspect of order and discipline can be achieved if teachers:

maintain discipline;

treat students with repect;

impart subject matter effectively; and

produce the desired results in the classroom (see 2.2.3 p.12).

5.3.2 Important empirical findings in respect of teacher competence

Teacher competence consists of two factors namely:

Educative competence which is composed of 81 items with a Cronbach-alpha-reliability coefficient of 0,978; and

- Collaborative competence, made up from 27 items with a Cronbach-reliability coefficient of 0,918.

In respect of educative competence signficant statistical differences were found between the perception of educators as reflected in the mean factor scores of the following groups:

Post-levels, educational qualifications, province in which one is presently teaching and home language.

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* In respect of collaborative competence the opinions of the following groups of educators showed statistically signficant differences:

- School-type, post-levels, educational qualifications, home language, pupil attendance, teacher attendance and image of the school.

5. RECOMMENDATIONS

The main aim of this research project was an investigation into the importance of classroom management behaviour as an aspect of order and discipline and its implication for the management of teacher competence. In order to realise this aim a literature survey was undertaken and this served as the foundation upon which the empirical research is now amalgamated by the following recommendations.

RECOMMENDATION 1

5.4.1 Competent teachers should use appropriate classroom management behaviour strategies.

These strategies create order and self-discipline and assist in the formation of norms that are conducive to environments which create a culture of teaching and learning. Learning modules should be developed and offered to teachers who are not yet competent and who have no opportunity to learn how to become competent in their workplace. This training should create a learning situation outside the workplace where teachers can develop and evidence competence. The training of teachers is incomplete unless the curriculum has provided them with opportunities to learn and acquire competence in the essentials of the professional practice, namely, knowledge, skills and attitudes.

An atmosphere of encouragement, acceptance, respect for achievement and sensitivity to individual needs and an environment where the classroom layout and appearance stimulate student-teacher interaction is recommended in order to manage teacher competence. Competent teachers recognise the importance of rewards and often use them to change behaviour by giving praise and attention to behaviour which facilitates learning.

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A national alliance of non-governmental organisations involved in education - in partnership with the Government - is to begin tackling the problems high-lighted in a recent report that showed South African pupils to be the poorest performers in maths and science in the world. The Science Education Project said the new formation would help to build the capacity of teachers (Anon, 1996(a): 5). Education MEC Mary Metcalfe and rival student organisations, Pan African Students' Organiation (PASO) and the Congress of South African Students (COSAS), pledged support for the code of conduct they described as an important initiative to put a stop to ill-disciplined, violence, harassment and intimidation at schools. The emphasis should be on the development of self-discipline rather than on authoritarianism (Anon, 1996(b) : 3).

RECOMMENDATION 2

5.4.2 Educative competence is an important aspect of teacher competence and it should be included in any future teacher appraisal system

Educative competence consists of, for example, the creation of an effective learning environment, professional commitment, creation of order and discipline, an ethical educational foundation, the ability to reflect on teaching practice, cooperative ability, effectiveness and leadership qualities. Educative competence is an important aspect of teacher competence and it should be included in any future system of teacher appraisal. Teacher competence can be improved if educative competence can be improved. Since teachers with the lowest educational qualifications perceive themselves to be educatively least competent it is necessary for these teachers to improve their qualifications because the higher the qualification the better the perception of educative competence (see 4.4.1 p.44). Improvement of teacher competence can also result from an improvement in educational facilities and a reduction in the teacher-pupil ratio, especially in the rural areas. In order to enhance eduCative competence schools must have good teacher and pupil attendance and project a favourable

Page 57

image of the school (see 4.4.1 p.44). Heads of department in secondary schools perceive themselves as being educatively more competent than teachers and they also have a higher factor mean than teachers in promotion posts above that of head of department. This perception should be of interest to the education departmental authorities and, therefore, they should reappraise the issue of reducing the number of heads of departments in secondary schools by the so-called 'right sizing , . By increasing the number of heads of department schools can have more competent teachers to assist principals with the development of competent teachers.

RECOMMENDATION 3

5.4.3 Collaborative competence should be a part of the educational framework of any competent teacher

Teacher competence can be improved if teacher collaboration is improved. From the discussion of the differences between the various independent groups in respect of collaborative competence the writer recommends that principals should make every effort to enhance their collaborative competence as this seems to influence teacher attendance, pupil attendance and the image of the school (see 4.4.2 p.46).

RECOMMENDATION 4

5.4.4 Topics for further research

The use of classroom management behaviour strategies is just one aspect of order and discipline. The other aspects, namely, values, rules, relationships, and teaching practices in maintaining order and discipline which were researched by the other group members will also be of great significance to teachers today. However when one reflects on the discipline problems in public schools especially now, in this period of transition issues such as violence, vandalism, gangsterism, drugs, alcoholism, racism and religious intolerance are becoming paramount. Thus topics dealing with the problem mentioned in relation to order and discipline as well as the perceptions young people (students) have of the education system that they are presently subjected to would be interesting to

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research and will be of great value to the educational community. A complete dissertation to investigate all components of teacher competence and how these aspects can enhance teacher competence can be of benefit to all stakeholders for the management and development of competent teachers.

CONCLUSION

When teachers enjoy teaching and pupils enjoy being taught, then we are definitely on the right• track. Alas, this is not the general state of affairs in many secondary schools in South Africa. A shock report has shown that South Africn school children are among the worst in the world when it comes to maths and science. South Africa was at the bottom of the class in every category, its teenagers woefully ill-equiped for the demands of a hi-tech global economy (Anon, 1996(d) : 1).

What we have to do is to acknowledge what makes some schools produce good results while others continue to disappoint and then take brave practical steps to remedy the situation. The problem is that a large number of children are being poorly educated in ineffective schools. Effective schools have principals who focus the school's energy, support the teachers and direct and discipline the pupils. Most important, effective schools have competent teachers who can do the job well. These are teachers with sound subject knowledge, demonstration and questioning skills, good communication, discipline and management techniques, the ability to keep pupils focused and working on the task. In short, they are competent teachers who take their responsibilities seriously.

Incompetent teachers lacking training or skills must take courses which upgrade their classroom practice which includes classroom management behaviour and the implication of managing teacher competence adequately. Principals should make every effort to enhance both educative and collaborative competences as these seem to influence teacher attendance, pupil attendance and the image of the school.In this way perhaps the country will have a state education system it can be proud of, one which delivers competent, educated youngsters to sustain and maintain the economy in order to create job opportunities and to be competitive with the rest of the world.

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BIBLIOGRAPHY

Anon, 1995(a): Radical Steps proposed after matric results shock. The Star, 30 December 1995 : 1.

Anon, 1996(b): South Africa pupils, poor results tackled. The Star, 26 November 1996 : 3.

Anon, 1996(c): Gauteng Education Matric Examination for 1996 has been reduced to a farce as pupils paid up to R2000 per paper. Sunday Times Metro, 28 October 1996 : 1.

Anon, S 1996(d): South African kids fail world test. Sunday Times, 24 November 1996 : 1.

Assister, A & Shaw, E 1993: Using records of achievement in higher education. London : Kogan Page.

Bartlett, H 1991: The role of the media centre in the education of pedagogies. Pretoria : Unisa (M. Bibl. dissertation)

Bridges, E M 1986: The incompetent teacher : the challenge and the response. London : The Falmer Press.

Cangelosi, J S 1993: Classroom management strategies : gaining and maintaining students' cooperation. New York : Longman.

Cawood, J & Gibbon, J: 1985: Educational Leadership: Staff development. Cape Town : Nasou.

Charles, C•M 1992: Building classroom discipline. New York : Longman.

Clarizo, H F 1980: Toward positive classroom discipline. New York : Wiley.

Committee on Teacher Education Policy (COTEP), 1994 : Discussion document : Norms and standards and governance structures for teacher education. Pretoria : Government Printer.

Sykes, J B 1979: Concise Oxford Dictionary of Current English, 6th Edition. Great Britain : Claredon Press.

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Dixon, W J; Brown, M B; Engelman, L; Frane, J W; Jenrich, RI& Toporek, J D 1985: B M D P statistical software. Los Angeles : University of California Press.

Hargreaves, A & Fullan, M G 1992: Understanding teacher development. London : Cassel.

Hawes, G R & Hawes, L S 1982: The Concise Dictionary of Education. London : Oxford.

Hitt, W D 1988: The leader-manager : guidelines for action. Columbus, Ohio : Battelle Press.

Hyland, T 1994: Competence, Education and National Vocational qualifications : Dissenting perspectives. London : Cassel.

Jackson, D 1994: Discipline without anger or tears: A manual for teachers and school principals. Cape Town : Tafelberg.

Jarvis, P 1983: Professional Education. London : Croom Helm.

Jones, N 1989: School management and pupil behaviour. London : Falmer Press.

Mongon, D ; Hart, S ; Ace, C & Rawling, A 1989: Special needs in ordinary schools. London : Cassel.

Murphy, R & Broadfoot, P 1995: Effective assessment and the improvement of education : a tribute to Desmond Nuttall. London : Falmer Press.

Oosthuizen, I J 1994: Aspects of Educational Law for Educational Management. Pretoria : Van Schaik.

Pearson, A T 1984 : Competence : Analysis, Critique, Reassessment. Lanham : University Press of America.

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Purkey, W W& Strahan, D B 1986: Positive Discipline: A Pocketful of Ideas. Ohio : National Middle School Association.

Rees, S 1996: End of the rhetoric : we need efficiency. Association of Professional Teachers, 8 January 1996 :

Sergiovanni & Starrat, 1993: Supervision : A redefinition. Fifth edition. New York : McGraw-Hill.

Smith, D D & Riveria, D M 1993: Effective discipline. Texas : Pro.ed.

Smith, R 1985: Freedom and Discipline. London : George Allen & Unwin.

South Africa (Republic) 1994: Draft white paper on Education and Training. Pretoria: Government Printers.

Swartz, R 1994: Education Policy Unit - School Management, Teacher development and support. Johannesburg : University of the Witwatersrand.

Van der Merwe & Grobler, 1995: Educational Law and teacher competence as an aspect of Educational Management. Paper presented at the International Law Conference held at the PU for CHE in June 1995.

Varma, V P 1993: Management of behaviour in schools. London : Longman.

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APPENDIX A

QUESTIONNAIRE

A•• U ' 'Uri .9 nstracaranirrezr:;:z

RAND AFRIKAANS UNIVERSITY Telegraphic address Rauniv Telex 424526 SA

Tele hone (011)489-2911 P ♦ 27-11-489-2911

Fax (011)489-2191 ♦ 27-11-489-2191

RAND AFRIKAANS UNIVERSITY

PO Box 524

Auckland Park

Republic of South Africa

2006

CU= I-NCI

Dear Madam/Sir Date: 1996-05-27

The professional development of teachers is an 'aspect which directly concerns you. It is thus vital that we obtain your. opinion regarding this aspect as'it is a REAL CONCERN OF TEACHERS AND EDUCATIONAL MANAGERS in the new Educational dispensation.

A questionnaire is one of the most effective ways of ELICITING TEACHER OPINION and we are committed to the fact that without your opinion the. information is not credible. Please bear the following in mind when you complete the quest-ionnaire:

Do not write your name on the questionnaire - it remains anonymous.

There are no correct or incorrect answers•in Section B. This is not a test of your competence. We merely require your honest opinion in order to obtain reliable and trustworthy data.

Your first spontaneous reaction is the most valid. So work quickly and accurately. Do not ponder too long over any particular question/item.

Please answer ALL the questions (questions are printed on BOTH SIDES of the page).

If you would like to change your response to a question do so by clearly crossing out the incorrect response and circling your intended response.

Please return this questionnaire to the PERSON FROM WHOM IT WAS RECEIVED, AFTER HAVING COMPLETED IT.

Thank you once again for your assistance.

Yours faithfully

PROF. CT B SMITH... PROF. K P DZVIMBO ...

DR B R GROBLFR - e<15er DR M P v d - MERKE.

MS. S SCHALEKAMP "41W'-

TC/Erk

Office use only

(1-4 )

Card number

1 (5)

1

2

3

4

5

6 ( 7 )

3

5 (e.g. thirty five years (8-9)

SECTION A - PERSONAL INFORMATION

Circle the applicable code or fill in the number where necessary.

EXAMPLE FOR COMPLETING SECTION A

QUESTION 1: Your Gender? If you are a male then circle as follows:

Male

0

Female

2

1. GENDER Male • 1

Female 2

YOUR PRESENT POST LEVEL

Teacher without merit award

• Teacher with merit award(s)

Head of Department

Deputy Principal

Principal

Higher promotion posts

HOW OLD ARE YOU (IN COMPLETE YEARS)

NUMBER OF YEARS TEACHING EXPERIENCE .

(IN COMPLETE YEARS)

(e.g. five years: 1 5 1

2.

5. YOUR HIGHEST EDUCATIONAL QUALIFICATION

Lower than Std.10 1

Standard 10 2

Post school Diploma 3

Teacher's Diploma 4

Teacher's Diploma + Further Education Diploma 5

Bachelor's Degree 6

Bachelor's Degree + Teacher's Diploma 7

Higher Post Graduate Diploma 8 (12)

6. PROVINCE (In which you are presently teaching)

Gauteng 1

Northern Province 2

Mpumalanga 3

North-West Province 4

KwaZulu-Natal 5

Free State 6

Northern Cape 7

Western Cape 8

Eastern Cape 9 (13)

7. WHICH IS YOUR RELIGIOUS COMMITMENT?

None 1

Christian 2

Islam 3

Hindu 4

Jewish

Other(Specify) 6 (14)

3.

8. SCHOOL WHERE GREATER PART OF YOUR TEACHING EXPERIENCE WAS GAINED (MARK ONE ONLY)

Primary school(Grade 1 to Std.5) 1

Secondary school(Std.6 to Std.10) 2 (15)

9. WHICH LANGUAGE DO YOU REGARD AS YOUR MOTHER TONGUE? (Choose one option only)

Afrikaans 01

English 02

dclbele 03

North Sotho 04

South Sotho 05

Swati 06

Tsonga '07

Tswana 08

Venda 09

Xhosa 10

Zulu 11

Gujerati 12

Urdu 13

Hindi 14

Tamil 16

Telegu 16

Other African 17

Other European 18 (16-17)

;10: THE PRINCIPAL IN YOUR SCHOOL is_pi ;

Male

Female (18)

EXAMPLE

In your opinion hoW often

Effectively use available

very seldom

do you:

teaching time?

very often 1 O2 3 4 5

4.

11. IN YOUR OPINION HOW WOULD YOU DESCRIBE THE SCHOOL ATTENDANCE OF THE PUPILS IN YOUR COMMUNITY?

Excellent

Average

Poor

1

2

3

(19)

12. IN YOUR OPINION HOW WOULD YOU DESCRIBE THE SCHOOL ATTENDANCE OF THE TEACHERS IN YOUR COMMUNITY?

Excellent 1

Average 2

Poor 3 (20)

13 HOW WOULD YOU DESCRIBE THE IMAGE OF YOUR SCHOOL IN THE COMMUNITY?

Excellent 1

Good 2

Average

Disturbing 4 (21)

SECTION B

Remember this.is not a test of your competence. Mark your opinion by circling the appropriate number/code on provided for each question.

the scale

Give your opinion on a 5 point scale where:

1 means very seldom; 5 means very often; and 2 - 4

is somewhere in between

1 2 3 4 5 very seldom very often (22)

1 2 3_J 4 5 very seldom very often (23)

1 2 I 3 4 5 very seldom very often (24)

1 1 2 3 4 5 very seldom •

very often (25)

1 2 3 4 5 very seldom very often (26)

2 3 4 5 very seldom very often (27)

1 2 3 4 5 very seldom very often (28)

5.

MARK YOUR OPINION BY CIRCLING THE APPROPRIATE NUMBER ON THE SCALE PROVIDED FOR EACH QUESTION

IN YOUR OPINION HOW OFTEN DO YOU:

1. See that bureaucratic obstacles do not interfere with your teaching?

2. Use a variety of resources in order to enhance the relevance of the lesson?

3. Ensure that respect for each other is entienched in your disciplinary actions?

4. Show your subject expertise by using effective learning strategies?

5. Complete a given quantity of work in\a specific period of time as specified in a scheme of work?

6. Critically examine any educational reform before accepting or rejecting it?

7. Use clear instructions so that pupils very often know what, when and how work is to be done?

8. Keep up to date with new developments in your subject field by attending courses and seminars.?

- - - very-often / -

(29) very-`seldom 2 3 4- --5

1 2 3 4 5 very seldom very often (30)

1 2 3 4 5 very seldom _1

very 'often (31)

1 2 3 4 5 very seldom very often (33)

1 2 3 4 5 very seldom very often (34)

1 2 3 4 5 very seldom very often (35)

1 2 3 4 5 very seldom very often (36)

1 2 3 4 5. very seldom very often (37)

6.

IN YOUR OPINION HOW OFTEN DO YOU :

9. Offer to do additional work outside normal teaching hours?

10. Attempt to make pupils realise that education is something you acquire for yourself?

Have effective strategies in order to manage disruptive pupil behaviour?

1 2 3 4 5 very seldom very often (32)

Inform parents about the value of independent learning?

13. Encourage teachers to work together in order to achieve a common goal?

14. Make use of a variety of techniques in order to explain difficult concepts?

15. Analyze complex information so that it could be presented to the pupils in an understandable way?

16. Formulate valid and reliable tests to assess pupil progress?

17. Effectively use available teaching time?

very seldom 1 1 2 3 4 5 very often .

(38).

1 2 3 4 5 very seldom very often (39)

1 2 3 4 5 very seldom very often (41)

1 2 3 4 very seldom very often (42)

1 1 2 3 1 4 5 very seldom very often (44)

1 2 3 4 5 very seldom very often (45)

1 2 3 4 5 very seldom very often (46)

1 2 3 4 5 -very seldom very often (47)

7.

IN YOUR OPINION HOW OFTEN DO YOU :

18. Create a classroom climate where pupils are able to exchange ideas freely?

19. Demonstrate that discipline is directed primarily at correction and not retribution?

very seldom 1 2 3 4 5 •

very often (40)

20. Show a repertoire of teaching skills that facilitate learning?

21. Encourage teachers to work together with a view to improving pupil achievement?

Illustrate the practical application of theoretical concepts using numerous concrete examples?

1 2 3 4 5 very seldom very often , (43)

Experiment and introduce exciting teaching techniques .to facilitate pupil learning?

24. Display attitudes that foster learning amongst your pupils?

25. Teach students to become critical learners?

26. Show that interaction between teacher and pupil is an important aspect of the educational process?

1 2 3 4 5 very seldom very often (48)

1 2 1 3 4 5 _, very seldom very often (49)

1 2 3 4 - 5 very seldom very often (50)

1 2 3 4 very seldom .very often (53)

1 2 3 4 5 very often

1 2 3 4 5 very seldom very often (55)

1 2 3 4 5 very seldom very often (56)

1 2 3 4 5 very seldom very often (57)

8.

IN YOUR OPINION HOW OFTEN DO YOU :

27. Create opportunities for pupil participation during lessons?

28. Phrase questions in a language easily understandable to the pupils?

29. Create a climate which is conducive to learning?

30. Assist with extra-curricular activities such as sport and culture?

very seldom 1 2 3 4 5 very often (51)

Use questioning techniques which stimulate p1ipils to THINK?

very often (52)

Think about your lesson planning before the actual lesson?

very seldom I 1 2 J 3 4 5

33. Encourage parents to become involved in extra-mural activities?

very seldom (54)

34. Set achievable instructional goals?

35. Display a sensitivity when dealing with children from different cultural groups?

36. Lead - by -telling your pupils exactly what to do?

1 2 3 4 5 very seldom very often (58)

1 2 3 L4 5 very seldom very often (60)

1 2 3 4 ' 5 very seldom very often (61)

1 2 3 4 5 very seldom very often. (62)

1 2 3 4 5 very seldom very often (63)

1 2 3 4 5 very seldom very often (64)

1 2 3 4 5 very seldom very often (66)

9.

IN YOUR OPINION HOW OFTEN DO YOU :

37. Use the minimum amount of time and energy to successfully achieve your objectives?

38. Reflect on some of your teaching methods during the lesson?

1 2 3 4 1 5 very seldom very often (59)

39 Allow parents with special skills to assist in the organisation of school matters?

40. Assist pupils in applying knowledge- gained to actual problems experienced in society?

41. Use tact when resolving problems where different cultural groups are involved?

42. Demonstrate assertiveness when communicating with parents?

43. Use questions that vary in difficulty in order to cater for the different abilities of pupils?

44. Make use of a diary to plan your use of time effectively?

very seldom 1 2 1 3 4 5 very often (65) •

45. Organise various symposiums aimed at professional development?

1 2 3 4 5 very seldom very often (67)

1 2 3 4 5 very seldom very often (68)

1 2 3 4 5 very seldom very often (69)

1 2 3 4 5 very seldom very often (70)

1 2 3 4 5 very seldom very often (72)

1 2 3 4 5 very seldom very often (73)

1 2 3 4 5 very seldom very often (74)

10.

IN YOUR OPINION pow OFTEN DO YOU :

46. Indicate that you are not afraid to experiment with novel ideas?

47. Manage your learning environment by using rules and routines?

48. Maintain an orderly yet relaxed classroom climate?

49. Attempt to relate the content of your subject to the present and future concerns of pupils?

50. Involve students in the actual planning of certain lessons?

1 2 3 4 5

51. Encourage parents to assist their learning process?

very seldom very often • (71)

children with the

52. Give careful consideration to the various ability levels of your pupils when planning lessons?

53. Treat pupils with dignity and respect by means of caring acts such as recognition and personal thank you's?

54. Show assertiveness when communicating with pupils?

very seldom 1 2 3 4 very often

I I I I

(5)

1 1.

Office use only

Card number (1 4)

2

1 2 3 4 5 /very seldom very often (6)

1 1 2 3• 4 5 very seldom very often (3)

1 2 3 4 5 very seldom very often (9)

1 2 3 4 5 very seldom very often (10)

1 2 3 4 5 very seldom very often (12)

IN YOUR OPINION HOW OFTEN DO YOU :

55. Involve parents in the formulation of school rules pertaining to the discipline of their children?

56. Use the knowledge gained from past experiences with pupils as a means to assist pupils in making sense of your particular subject?

very seldom 1 2 3 4 5 very often (7)

57. Actively involve the children in the lesson? 1

58. Demonstrate that you are able to work without supervision by constantly evaluating your own work?

59. Enforce rules in such a way that desired behaviour is obtained?

60. Ensure that the classroom environment is well organised so that effective learning can occur?

very seldom 1 2 3 4 5 very often

61. Attempt to prepare pupils to fulfil a meaningful role in society? •

1 2 3 4 5 very seldom very often (13)

1 2 3 4 5 very seldom very often (14)

1 2 1 3 4 5 very seldom very often (17)

1 2 3 1- 4 5 very seldom very often (18)

1 2 3 4 5 very seldom very often (19)

1 2 3 4 5 very seldom very often (20)

12.

IN YOUR OPINION pow OFTEN DO YOU :

62. Encourage pupils to feel a sense of ownership for the school?

63. Encourage activities which involve pupils in collaborative efforts?

64. Carefully analyze the performance of pupils with the view off remediation?

1 2 3 4 I 5 very seldom very often (15)

65 Allow pupils to participate in formulating rules and regulations concerning classroom procedures?

very seldom 1 2 3 4 5 very often (16)

66. Act as a mediator in conflict situations such as teacher strikes?

67. Keep careful records of pupil progress to determine your understanding of essential skills?

68. Involve pupils in planning lesson activities?

69. Have the tenacity not only to listen to pupils problems but also to do something about it?

70. Believe that your teaching really does make a difference in the performance of pupils?

very seldom very often 1 2 3 4 (21)

1 2 3 4 5 very seldom very often (22)

1 2 3 4 5 very seldom very often (23)

1 2 3 4 5 ' very seldom very often (24)

1 2 3 4 5 very seldom very often (27)

1 2 3 4 5 very seldom very often (28)

1 2 3 4 5 very seldom very often

1 2 3 4 5 very seldom very often (30)

13.

IN YOUR OPINION HOW OFTEN DO YOU :

71. Give unceasing support in order to motivate pupils?

72. Assist with the management of induction programmes for new teachers to the school?

73. Take a pride in your work by doing it to the best of your ability?

74. Make use of rules to protect the majority of pupils against the behaviour of some fellow pupils?

very seldom 1 2 3 4 5 very often (25)

75. Use positive rewards as an educational aid?,

very seldom 1 2 3 4 5 very often (26)

76: Act as a role model for pupils by displaying conduct of the highest ethical standards?

77, Instill a sense of self-motivation and self-discipline in pupils?

78. Resist methodologies forced upon you before having had the opportunity to review such methods?

(29) 79. Evaluate the applicability of teaching materials before

use?

1 2 3 4 5 very seldom very often • (33)

1 2 [ 3 [ 4 5 very seldom very often (34)

1 2 3 4 5 very seldom very often (35)

1 2 3 4 5 very seldom very often (36)

1 2 1 3 4 5 very seldom very often (38)

1 2 3- . ..i..5 very seldom very often (3 9)

19.

IN YOUR OPINION pow OFTEN DO YOU :

Study videotapes of lessons order to improve team work?

very seldom

Make up for teaching time lost due to

1 2 3 4 5

1 2 3 4 5

very seldom

very often

work stoppages?

very Often

together with colleagues in

82. Make use of peer-group tutoring to facilitate learning?

83. Accept criticism from colleagues in an-effort to improve your teaching?

84. Strive to inspire pupils to high levels of achievement? •

85. Create interest in your lessons by using stimulating and thoughtful lesson plans?

86. Share the responsibility with management of disciplining pupils?

1 2 3 4 [ 5 very seldom

87. Develop your pupils' environment?

very often (37)

ability to adjust and relate to one's

88. Ensure that your pupils are familiar with the standards required for the completion of certain tasks?

1 2 3 4 51 very seldom very often (41)

1 2 3 4 5 very seldom very often

1 2 3 4 5 very seldom very often (46)

1 2 3 4 5 very seldom very often (47)

1 2 3 4 very seldom very often (48)

15.

IN YOUR OPINION HOW OFTEN DO YOU :

Acknowledge that problems often have many solutions?

very seldom very often 1 2 3 4 5 (40)

Use lesson plans in conjunction with colleagues?

91. Make every effort in order to improve collaboration among teachers?

1 2 3 4 5 / very seldom

92. Attempt to create flexibility in the encourage- pupil participation?

very often (42)

school curriculum to

very seldom 1 2 3 4 5 very often (43)

93. Plan the use of any free time during the school day effectively?

94. Encourage group work as an aid to pupil co-operation?

very seldom very often

1 2 3 4 5

95. Exhibit good self-control?

96. Choose those specific teaching methods that best achieve your lesson objectives?

97. Help pupils in ways which will assist them to become independent learners?

1 2 1 . 3 4 5 very seldom very often (49)

1 2 3 4 5 very seldom very often (50)

1 2 3 4 . very_seldom very often (54)

1 2 3 4 5 very seldom very often

16.

IN YOUR OPINION HOW OFTEN DO YOU :

98. Develop your pupils' ability to appreciate and admire literature and the arts?

99. Ask your colleagues to evaluate your lessons?

100. Collect information for a teaching portfolio which could assist you with self-evaluation?

very seldom

very seldom

very seldom

1 2 3 1 4 5

1 2 3 4 5

1 121 3 4 5

very. often

means of tests and pupils' learning?

very often

keeping the school

very often

Make use of formal assessment by examinations in order to monitor your

Assist with additional chores such as clean?

103. Show a clear understanding of your subject content?

104. Endeavour to get pupils to fully understand why they are expected to behave according to certain norms?

(55)

105. Develop pupils' ability to be tolerant of one another?

very seldom very often 1 2 3 4 5 (56)

106. Encourage pupils to think critically about the answers they give to questions asked?

very seldom 1 2 3 4 5 very often ---- (57)

17.

IN YOUR OPINION HOW OFTEN DO YOU :

Organise visits to colleagues in neighbouring schools as a means to improve your teaching practice?

1 2 3 4 very seldom very often (58)

Use feedback received from teachers and pupils to improve your teaching methods?

very seldom 1 2 3 4 I

5 •

very often (59)

THANK YOU FOR YOUR PATIENCE AND CO-OPERATION IN COMPLETING THIS QUESTIONNAIRE.