Abstract
The investigation on the perceptions of school principals regarding the influence of mandated change on the work performance of teachers is quantitative in nature and is contexualised in the Vhembe district of the Limpopo Province. At the time we conducted this research, most studies on mandates had involved the implementation of education policies and regulations, but the findings of these did not apply to the influence of these mandates on teacher work performance. After a search of studies on mandated change, we decided to approach our investigation from Gidden’s (2003) structuration theory and Ritzer’s (2008) model of micro-macro level mandates. Data was collected through a structured questionnaire that was distributed to 274 principals comprising the total population of secondary schools in the district and it was analysed using the SPSS 14.0 statistical programme to capture principals’ perceptions on the influence of mandated change on the work performance of teachers. From the statistical analysis, one theoretical factor emerged and this was named “the influence of mandated change processes on the phenomena that comprise the indicators of teacher work performance”. This factor formed the dependent variable and the various work performance indicators were used as independent variables. A constantly recurring finding was that there were two groups of school principals, one with a positive and the other with a less positive perception about mandated change processes. This article presents the results of this investigation. DOI: 10.5901/mjss.2013.v4n13p87
Highlights
Adaptable School Managers and Teacher ChangeThe purpose of this research was to investigate the perceptions of secondary school principals on mandated change processes on the work performance of teachers in the Vhembe district of education in the Limpopo province. Hoyle & Wallace (2005:64) describe mandates as rules governing the actions of individuals within schools and are intended to produce compliance
The reliability of the various subscales relative to question three allows one to postulate that they all form one theoretical factor which will be referred to as “the influence of mandated change processes on the phenomena that comprise the indicators of work performance” and this will form the dependent variable in the analysis.The current and changed levels of the seven indicators of work performance served as the independent variables as did some of the bio- and demographic variables
Mandates introduced as a direct response to weak examination results are based on an assumed and debatable direct causable relationship between teacher performance and learner achievement
Summary
Adaptable School Managers and Teacher ChangeThe purpose of this research was to investigate the perceptions of secondary school principals on mandated change processes on the work performance of teachers in the Vhembe district of education in the Limpopo province. Hoyle & Wallace (2005:64) describe mandates as rules governing the actions of individuals within schools and are intended to produce compliance. The purpose of this research was to investigate the perceptions of secondary school principals on mandated change processes on the work performance of teachers in the Vhembe district of education in the Limpopo province. Teacher work performance includes strong preparation in academic content knowledge and the instructional, assessment, and relational and management skills needed to translate that knowledge to students in a way that promotes understanding (Darling-Hammond & Bransford, 2005). Policymakers and administrators seem to have two views of the work of teaching namely it is bureaucratic or professional (Hoy & Miskel, 1982). Others see teaching as bureaucratic work and teachers are best regulated and controlled by an elaborate work system which specifies what must be done and ensures that it is done
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