NAME: TRYPHINA

SURNAME: DIALA

MODULE CODE: SAE3701

DUE DATE: 20 JUNE 2023

UNIQUE NUMBER: 852771

STUDENT NO: 64961699

PRIMARY LECTURER: DR ZT SHEMBE

ASSESSMENT NO 3: WRITTEN
QUESTION 1

1. Heading: Identifying types of unprofessional behaviours by teachers at schools

and strategies that the School Management Team (Principal) can administer to
ensure values of accountability and professionalism, Gauteng Province, South
Africa.
2. Introduction: Professionalism in teaching means a set of implied and explicit
standards educators are expected to follow while working as a teacher.
Professionalism in the field of education involves interacting with students,
colleagues, administrators, parents and other members of the community in an
appropriate and respectful way that encourages a successful learning
environment. It requires displaying appropriate behavior, punctuality,
responsibility, and accountability. According to researchers, unprofessional
behavior by teachers is a concern in South African schools.
3. Different types of unprofessional behavior experienced in schools.
Betweli (2013:91) argues that the unprofessional conduct of educators is a
problem of great concern in both rural and urban schools that affects educators’
work performance, the teaching and learning process, and the overall quality of
education.
Leaving work early without permission
Leaving school before the scheduled time results in loss of teaching time that can
affect learners’ academic performance negatively. Curriculum coverage for each
term will enable learners to master all the subject content demarcated for their
level or grade.
Not attending to their classes
Some educators leave classes unsupervised. Macfarlane and Chaykowski
(2012) assert that educators who do not attend classes cause learners to fail.
The report says that educators not attending their lessons are a major cause of
learners’ poor academic achievement.
Reporting late for work without a valid reason
By being late and keeping learners waiting, educators are communicating the
wrong message to learners who have taken the trouble to be on time. Educators
are saying that it is perfectly acceptable to be late. Lack of punctuality affects the
other educators, learners and the curriculum. It may lead to resentment, as
colleagues who are on time compare themselves to late-comers. Being late
throws the educator out of the loop, as they may miss important information. This
causes a harmful division among others. When leaders are late, it sends an
irresponsible message to employees, which may lower morale.
Sleeping on duty
Sleeping on duty refers to educators falling asleep in front of the learners during
contact time. Drunkards, stressed, depressed and demotivated educators fall into
 this trap. This leaves classes without subject teaching. An educator working in
the same classroom environment, with the same learners and the same learning
material can become passive. An example is Foundation Phase educators who
teach an hour period and may fall asleep, leaving learners to complete the task
without supervision. Learners often struggle with difficult tasks without the
facilitator and therefore they gain little subject knowledge. A present absent
educator fails learners.
Calling learners by disrespectful names
The use of insulting and objectionable language constitutes unprofessional
conduct. Bluestein (2001:10) noted that learners who are taught by abusive
educators do not feel a sense of belonging, of being welcomed and valued, of
being treated with respect, dignity and acceptance. The educators harass and
intimidate learners through labeling, name-calling, ridicule, and criticism.
Educators who scream and have tantrums in the classroom leave negative
impressions on learners.
4. Strategy to help teachers be accountable and act professionally.
Work reviews: To assess teachers' work and advancement, regular performance
reviews should be undertaken. This procedure should be based on
predetermined standards that represent the expectations of the school. Regular
performance reviews should be undertaken to assess the performance and
development of teachers. The foundation of this procedure ought to be
predetermined standards that mirror the demands of the school.

Encourage Teamwork among teachers: The school should promote teacher

cooperation by setting up forums for the exchange of concepts and methods.
This strategy encourages instructors to work together as a team and to support
one another.
Rewarding excellent behavior: The school should recognize and honor
instructors who exhibit professionalism and good behavior. This strategy
establishes a system of positive reinforcement that motivates teachers to conduct
themselves appropriately.
Teacher’s Accountability: The school should create policies that specify what is
expected of the teachers with regard to conduct, attendance, and
professionalism. Teachers need to be aware that they are responsible for their
conduct and that breaking the rules will have negative effects.
In service training and development: Teachers should have access to training
and development opportunities inside the school to assist them advance their
abilities and understanding. Professional ethics, classroom management, and
effective communication training may be offered.
5. Conclusion
For South African schools to be successful, teachers must be taught the
concepts of responsibility and professionalism. Schools can promote a culture of
professionalism that is advantageous to both teachers and students by putting
into practice tactics including defining clear goals, training and development,
performance reviews, fostering collaboration, and recognizing excellent behavior.

6. Bibliography
Bluestein, J. 2001. Creating emotionally safe schools: A guide for educators and
parents. Deerfield Beach, FL: Health Communication Inc.
Betweli, O. 2013. The nature of teacher professional misconduct in Tanzanian
public primary schools. International Journal of Education, 5(1), 81-93.
Macfarlane, D. & Chaykowski, K. 2012. Bunking teachers fail learners. [Online]
Available: http://mg.co.za/article/2012-02-10-bunking-teachers-fail-learners.
Accessed: 12 June 2015.

QUESTION 2
Introduction
The South African educational system underwent considerable adjustments
when the apartheid era ended. The South African Constitution declares access to
a high-quality, equitable, and affordable education to be a fundamental human
right.
Body
Quality of Education
Since the advent of democracy, there have been questions about the standard of
education in South Africa. Although there has been progress, there are still
issues that must be resolved. To adapt to learners' and the economy's changing
needs, the curriculum must be changed. To deliver a high-quality education,
teachers need to receive the proper training, assistance, and motivation. In order
to improve the learning environment, more money should be invested in
infrastructure, technology, and resources.
Accessibility to Education
Another crucial element of education in the democratic era is accessibility.
Although the government has taken steps to ensure that everyone has access to
education, there are still issues in remote areas where there aren't enough
schools or teachers who are certified. To guarantee that all students, regardless
of geography, have access to high-quality education, the government must make
additional investments in these areas.
Equality in Education
Another important component of the South African educational system is equality
in education. The South African Constitution encourages equality and the
absence of prejudice in the classroom. However, there are significant inequities
in terms of finance, teacher caliber, and resource accessibility. To guarantee that
all students have equitable access to high-quality education, these gaps must be
addressed.
Affordability of education
Another major issue is the cost of schooling, especially for individuals from
underprivileged backgrounds. Although the government offers free basic
education, some students find it difficult to obtain it because of extra expenses
like uniforms, transportation, and supplies. To ensure that students from low-
income households may attend school without facing financial hardship, more
needs to be done to give financial help.
Conclusion
In conclusion, there are several obstacles to quality, accessibility, equality, and
affordability in South Africa's education system in the democratic era. Even while
there has been progress, there is still a long way to go before all students may
have access to a high-quality, affordable, and discrimination-free education. To
ensure that all students have equal possibilities to thrive in life, the government
needs to invest more in the educational system, especially in rural areas.
Bibliography
Balfour, R. (2016). Education in a new South Africa. Cape Town: Oxford
University Press.
Abdi, Ali, “Apartheid and Education in South Africa: Select Historical Analyses.
“The Western Journal of Black Studies 27, no. 2 (2003): 89-97.
Lemon, Anthony. “Redressing School Inequalities in the Eastern Cape, South
Africa”. Journal of Southern African Studies 30, no.2 (2004): 269-290.

QUESTION 3
1. Students in Bodibeng were significantly impacted by the Black
Consciousness philosophy and other political influences taught by teachers
like Matsepe. Black South Africans were encouraged by the Black
Consciousness movement to embrace their unique identities and reject the
idea that they were less than white people. This way of thinking stressed
black people's independence, pride, and cohesion. These principles were
taught in students by Matsepe and other educators who adhered to this
philosophy in order to motivate them to oppose injustice and fight for their
rights. The pupils experienced a transformation as a result, feeling
empowered and confident to take control of their own lives and destinies.
2. The South African Schools Act of 1996 gave schools considerable authority,
including control over their own budgets, personnel, and admissions
procedures. This law aims to give schools more autonomy and decentralize
the education system and greater freedom in making decisions. However,
new authority also came with additional accountability and transparency
requirements for schools to follow. Additionally, by supporting schools in
underserved areas and encouraging diversity in student enrollment, the act
attempted to advance educational equity.
There are a lot of causes for the reduction in the number of state schools.
The expansion of private schools, which provide greater resources, facilities,
and a higher standard of instruction, is one of the primary causes.
Additionally, the government's underfunding of public education has led in
inadequate infrastructure and resources, which has decreased educational
quality. In addition, South Africa's dropping birth rate has decreased the need
for schools, which has resulted in school closures.

3. An ethics of care in education is important because it encourages a nurturing

atmosphere for students that supports their emotional and social growth and
improves their capacity for learning. An ethics of care places a strong
emphasis on the value of relationships, empathy, and compassion in
education, realizing that for students to succeed they require more than
simply academic training. This method highlights how important it is for
educators to treat each student as a person, comprehend their particular
needs, and offer help and direction when necessary. In the end, an ethics of
care approach seeks to advance a more compassionate and humane
educational system that values students' overall growth and well-being.

QUESTION 4
1. Hyslop makes the case in his discussion of educational restructuring in the
1970s that this had a significant impact on the curriculum and contributed
to the start of the student uprising in 1976. According to Hyslop, the
restructuring aimed to create a workforce with more technical proficiency
to meet the demands of the economy. The curriculum changed as a result,
placing more of an emphasis on memorization than on critical thinking and
becoming more vocationally oriented. This in turn caused student
dissatisfaction and frustration, which eventually erupted in the 1976
rebellion.

2. The disagreement over whether to prioritize vocational or academic

education was one of the diverse perspectives held by mission educators
 on what black students should learn in secondary and teacher preparation
institutions. Some mission educators thought that black children should
obtain a wide intellectual education to position them for leadership roles in
their communities, while others thought that black students should receive
a vocational education to satisfy the demands of the economy.

3. The term "fortified schools" describes institutions that are geographically

cut off from the neighborhood and have thick walls and other security
features to deter trespassers. White kids typically attend these schools,
which are frequently found in affluent suburbs. The term "exposed sites" is
used to describe schools that are frequented by black kids and are
situated in more accessible and open locations, frequently in townships or
rural areas. These schools frequently lack the resources and amenities
seen in fortified schools, making them more susceptible to acts of violence
and other disruptions.

4. The pursuit of knowledge for its own sake, the encouragement of critical
thinking, the development of intellectual curiosity, and the critical appraisal
of facts and arguments are only a few of the several facets of the
commitment to the ethics of intellectual rigor. Along with a commitment to
the norms of academic integrity, such as honesty and respect for
intellectual property, this commitment also calls for a willingness to change
one's mind in the face of fresh information or arguments.

5. A set of values and procedures known as an ethics of civility encourage

respectful and fruitful discourse in educational contexts. This entails
making a commitment to listening intently to others, attempting to
comprehend their viewpoints, and clearly, honestly, and respectfully
expressing one's own opinions. A dedication to establishing common
ground and fostering understanding and collaboration as well as a
readiness to engage in discourse with others who have different
viewpoints or come from diverse origins are other components of an ethics
of civility.

6. Verwoerd demanded that blacks take part in the decision-making over

their children's education in order to further the concept of "separate
development." By incorporating black parents in the management of their
children's education, it was anticipated that they would be more invested
 in the establishment of their own homelands. This strategy aimed to build
separate and autonomous ethnic homelands for different racial groupings
in South Africa. Although it was severely condemned for maintaining racial
inequality and segregation, this program ultimately fell short of its intended
outcomes.

STUDENT DECLARATION FORM

I (full names): DIALA TRYPHINA

Student number: 64961699

Declare that…

1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.

2. I declare that this assignment is my own, original work. Where I used someone else’s
work, whether a printed source, the internet or any other source, I give the proper
acknowledgement and include a complete reference list.

3. I did not use another current or previous student’s work, submitting it as my own.

4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.

Signature: Diala T Date: 20.06.2023