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The Implications of the out of Field Phenomenon for School

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The Implications of the out of Field Phenomenon for School View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Unisa Institutional Repository THE IMPLICATIONS OF THE OUT OF FIELD PHENOMENON FOR SCHOOL MANAGEMENT by ANNA ELIZABETH DU PLESSIS Submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the subject EDUCATION MANAGEMENT at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF GM STEYN CO-SUPERVISOR: DR SA COETZEE November 2005 **************** TITLE PAGE THE IMPLICATIONS OF THE OUT OF FIELD PHENOMENON FOR SCHOOL MANAGEMENT UNIVERSITY OF SOUTH AFRICA 2005 AE DU PLESSIS ii DECLARATION I declare THE IMPLICATIONS OF THE OUT OF FIELD PHENOMENON FOR SCHOOL MANAGEMENT is my own work and that all the sources I have used or quoted have been indicated and acknowledged by means of complete references. AE DU PLESSIS iii ACKNOWLEDGEMENTS I would like to thank the following people without whose support this study would not have been possible: Professor GM Steyn, my supervisor, for her unconditional support and encouragement. Dr SA Coetzee, my co-supervisor, for sharing her special knowledge on legislation and governing bodies with me. Prof GD Kamper for advice on the research proposal and support through out the completion of the study. Prof E Lemmer for final proof reading of dissertation. My friends in Tanzania Jenny Lineveldt, Heidi van Breda and Lynn Correia for their assistance with the translations and advice on the writing process. Celia Venter for collecting all the relevant newspaper articles. Ms Jenni Young, language coordinator at the International School of Tanganyika for proof reading of the draft master document. All participants for sharing their experiences and inner feelings with me. Various Departments of Education for granting me permission to do research in their departments. My parents and family, Ettienne, Prieur and Menante for ongoing support for my career and studies. My Heavenly Father who gave me His grace to complete the dissertation. iv Dedication To all educators who try to do what they love to do - teaching learners - while making the best of their circumstances. v As he thinks in his heart, so is he… Proverbs 23:7 vi SUMMARY The out of field phenomenon, that is, educators who teach outside their field of expertise, adds complexity to the education environment. This growing phenomenon in South African schools impacts colleagues, learners, parents, governing bodies and school management. Teaching characteristics that ensure success in classrooms are threatened by the out of field phenomenon. It puts extra strain on school management’s responsibility to provide quality management and jeopardises effective teaching and quality learning. This problem was investigated by a literature study and an empirical investigation using a qualitative approach. Data was gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon. Findings indicated that the existence of the out of field phenomenon should be recognised in order to provide substantial educator support and sufficient staff development programmes. It is recommended that new evidence-informed knowledge about the out of field phenomenon can contribute to improve effective decision making and policy developing in this regard. Title of dissertation: THE IMPLICATIONS OF THE OUT OF FIELD PHENOMENON FOR SCHOOL MANAGEMENT Key terms: Quality management; Effective teaching; Quality learning; Out of field; Outside field of expertise; Teaching for survival; Hire for fit; Evidence-informed information; Management styles; Transformation; Teaching characteristics; Educator support; Staff development programmes; Educator’s career decisions vii TABLE OF CONTENTS GENERAL OVERVIEW, PERSPECTIVE AND REALITY OF THE OUT OF FIELD PHENOMENON 1 1.1 INTRODUCTION 1 1.2 BACKGROUND AND MOTIVATION TO THE STUDY 2 1.2.1 A global problem 4 1.2.2 A South African problem: general perspective and reality 4 1.3 SIGNIFICANCE OF THE STUDY 10 1.3.1 General importance to school management 10 1.3.2 Contribution to schools 13 1.4 STATEMENT OF THE PROBLEM 16 1.4.1 The unappreciated role of educators in effective teaching 19 1.4.2 Educators as rule followers 19 1.5 AIM AND OBJECTIVES OF THE STUDY 20 1.6 DELIMITATION OF THE FIELD OF STUDY 21 1.6.1 Scope of study 21 1.6.2 Definitions of concepts 22 1.6.2.1 Out of field 22 1.6.2.2 Hire for fit 23 1.6.2.3 Teaching for survival 23 1.6.2.4 Educators 24 a In non-subsidised posts/subsidised posts 24 b Permanent/Temporary educators 24 1.6.2.5 Governing bodies 25 1.6.2.6 Recruitment 25 1.7 METHODOLOGICAL ACCOUNT 26 1.7.1 Qualitative research design 26 1.7.2 The qualitative research approach 27 1.8 PROGRAMME OF THE STUDY 29 1.9 SUMMARY 29 2 REVIEW OF LITERATURE 30 2.1 INTRODUCTION 30 2.1.1 Inter-relations between literature reviewed and the study 31 2.2 CAUSES OF THE OUT OF FIELD PHENOMENON 33 2.2.1 The unawareness of the out of field phenomenon is widespread 34 2.2.2 Pressure on school management 35 2.3 DIRECT INFLUENCE OF THE PHENOMENON ON EDUCATORS AND SCHOOL MANAGEMENT 36 viii 2.3.1 Awareness of the realities of out of field teaching 36 2.3.1.1 Recruitment problems 39 2.3.2 Educator’s quality 42 2.3.2.1 Quality teaching 44 a Teaching characteristics 46 b Productivity 46 c Effectiveness 47 2.3.2.2 Influence on educators as professionals 48 2.3.3 Educator investment 48 2.3.3.1 Influence on empowerment and support programmes 48 2.4 INDIRECT INFLUENCES OF THE PHENOMENON ON EDUCATORS AND SCHOOL MANAGEMENT 51 2.4.1 The influence on educators 52 2.4.1.1 Threat to human rights and occupational conditions 52 a Generating scepticism 54 b Teaching context affects dropout rates 55 2.4.1.2 Impact on educators’ career decisions 57 2.4.1.3 Impact on educators’ emotional stability 57 a Manifestation in emotions: mental illness 59 b Manifestation in emotions: educators’ state of mind 60 2.4.2 Influence on management and management styles 61 2.4.2.1 Organisational structures affect quality education 63 2.4.2.2 Threat to management skills 64 a Contextual factors affect decision-making 64 2.4.2.3 Impact on education reform and curriculum changes 65 a Influence on transformation attitudes 67 2.4.2.4 Influence on educational development 69 2.5 IMPACT OF SUITABLY QUALIFIED EDUCATORS 72 2.5.1 Influence of suitable assigned educators 74 2.6 SUMMARY 75 3 RESEARCH METHODOLOGY AND PROCEDURES 77 3.1 INTRODUCTION 77 3.2 THE RESEARCH DESIGN 77 3.3 THE ROLE OF THE RESEARCHER 78 3.4 DESIGN OF THE STUDY 81 3.4.1 Statement of subjectivity 81 3.4.2 Setting 82 3.4.3 Sample 83 3.4.3.1 Sampling process 84 3.4.3.2 Identifying possible participants 85 3.4.4 Ethical considerations 88 3.4.4.1 Impartiality 88 3.4.4.2 Confidentiality and anonymity 89 3.4.4.3 Negotiation/consent 89 3.4.4.4 Collaboration 89 ix 3.4.4.5 Accountability 90 3.4.4.6 Relations with role players 90 3.4.5 The assessment of the qualitative research paradigm 92 3.4.5.1 Validity and reliability 92 a Triangulation 94 b Credibility 94 c Transferability/Usefulness 94 d Trustworthiness 95 e Affirmative/Applicability of the study 95 3.5 DATA GATHERING STRATEGIES 96 3.5.1 Pilot study 96 3.5.2 Semi-structured interviews 97 3.5.2.1 The interview schedule 98 3.5.2.2 Conducting and recording interviews 100 a First phase: open-ended interviews 101 b Second phase: semi-structured interviews 101 c Third phase: terminating semi-structured interviews 102 3.5.3 Document analysis 103 3.6 DATA PROCESSING AND ANALYSIS 103 3.6.1 Assembling and organising data 104 3.6.2 Method of data analysis 104 3.6.2.1 Reporting the findings 106 3.6.2.2 Reasoning strategies with data analysis 107 3.6.3 Data management 108 3.7 SUMMARY 108 4 FINDINGS AND DISCUSSIONS 109 4.1 INTRODUCTION 109 4.2 PROFILES OF PARTICIPANTS 110 4.3 FINDINGS 111 4.3.1 The outline for categorisation of raw data 111 4.3.2 The out of school phenomenon 112 4.3.3 The out of field phenomenon and the educator 113 4.3.3.1 Emotional and physical stability 113 a Feelings of inadequacy 113 b Experiencing stress 115 4.3.3.2 Relations with role players 117 4.3.3.3 Coping mechanisms 119 a Self-empowerment 121 b Time management 123 4.3.3.4 Curriculum changes and effective teaching 125 4.3.3.5 Perceptions of management 126 4.3.4 The out of field phenomenon and management decisions 130 4.3.4.1 Managing the out of field phenomenon 130 4.3.4.2 Communication related to the out of field phenomenon 136 4.3.5 The out of field phenomenon and the teaching context 137 x 4.3.5.1 The school organisation 138 a Organisational effectiveness 139 b Organisational climate 141 4.3.5.2 The school community 142 a Learners 142 b Parents 143 c School governing body 146 4.4 SUMMARY 148 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 150 5.1 INTRODUCTION 150 5.2 SUMMARY 151 5.3 CONCLUSIONS 157 5.3.1 Conclusions from the literature 157 5.3.1.1 Causes of the out of field phenomenon 157 5.3.1.2 Direct influences of the phenomenon 158 5.3.1.3 Indirect influence of the phenomenon 158 5.3.1.4 The impact of suitably qualified educators 159 5.3.2 Empirical conclusions 159 5.3.2.1 The implications of the phenomenon for role players 159 5.3.2.2 Implications of the out of field phenomenon for educators 160 5.3.2.3 The implications for principals and school management 160 5.3.2.4 The implications for the teaching context 162 5.4 RECOMMENDATIONS 162 5.4.1 Forum discussions 163 5.4.2 Collaborative decision-making 163 5.4.3 Adjustments to management and leadership styles 163 5.4.4 Supportive guidance by learning facilitators 164 5.4.5 Effective professional development programmes 165
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