SAE3701 - THE SOUTH AFRICAN EDUCATION SYSTEM (SAE3701)
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Heading: Fostering Accountability and Professionalism: A Strategy for Teachers in South
African Schools
Introduction:
In South African schools, the issue of unprofessional behaviour among teachers has
emerged as a significant concern. Instances of absenteeism, disregard for teaching periods,
and other forms of unprofessional conduct have detrimental effects on students' educational
experiences. This essay aims to explore the different types of unprofessional behaviour
experienced in schools and propose a comprehensive strategy for instilling values of
accountability and professionalism among teachers.
Types of Unprofessional Behaviour in Schools:
Unprofessional behaviour within the teaching profession encompasses various actions and
attitudes that compromise the integrity and effectiveness of educators. Firstly, absenteeism,
which involves teachers being frequently absent without valid reasons, not only disrupts the
learning environment but also reflects a lack of commitment towards their responsibilities.
Secondly, teachers who consistently fail to honour teaching periods undermine the planned
curriculum, disrupt the flow of lessons, and create an environment of inconsistency.
Additionally, unpreparedness and a lack of subject knowledge contribute to ineffective
teaching practices and hinder students' academic progress. Lastly, negative attitudes, such
as disrespect towards students, colleagues, and parents, create a toxic atmosphere within
the school community and impede effective collaboration and communication.
Strategy for Fostering Accountability and Professionalism:
Establish Clear Expectations: The first step in cultivating accountability and professionalism
is to establish clear expectations through the development of a comprehensive code of
conduct. This code should outline the professional standards, values, and behaviours that
are expected from teachers within the school.
Professional Development Programs: Provide regular professional development
opportunities focused on enhancing teaching skills, subject knowledge, and classroom
management techniques. These programs can be conducted through workshops, seminars,
or online courses. By equipping teachers with updated knowledge and skills, they will be
better equipped to fulfill their professional responsibilities effectively.
Regular Performance Assessments: Implement a system of regular performance
assessments that objectively evaluate teachers' adherence to professional standards. These
assessments can include classroom observations, student feedback, and peer evaluations.
Constructive feedback should be provided to identify areas of improvement and encourage
self-reflection.
Mentorship and Peer Support: Establish a mentorship program where experienced and
exemplary teachers guide and support new or struggling educators. Peer support networks
can also be created to foster collaboration and sharing of best practices among teachers.
Transparent Communication Channels: Develop open and transparent communication
channels where teachers can voice their concerns, provide feedback, and seek guidance.
, Regular staff meetings and one-on-one sessions with the principal can facilitate constructive
dialogue and problem-solving.
Rewards and Recognition: Implement a rewards and recognition system that acknowledges
and celebrates teachers who consistently demonstrate professionalism and accountability.
This can include certificates of excellence, public appreciation, or opportunities for
professional growth.
Conclusion:
Addressing unprofessional behaviour among teachers is crucial for improving the quality of
education in South African schools. By implementing a comprehensive strategy that
emphasises clear expectations, professional development, regular assessments,
mentorship, transparent communication, and rewards, it is possible to foster a culture of
accountability and professionalism. Such an approach will not only benefit the teachers
themselves but also positively impact the overall learning experience and outcomes for
students.
Bibliography
● Department of Basic Education. (2018). Code of Professional Ethics for Educators in
South Africa. Pretoria, South Africa.
● Harris, I., & Jones, M. (2019). Developing a Professional Accountability Framework
for South African Teachers. South African Journal of Education, 39(2), 1-14.
● Marais, P. (2020). Building Professionalism and Accountability Among Teachers:
Lessons from South African Schools. International Journal of Educational
Development, 76, 102144.
● Moleke, O. (2017). Teachers’ Professionalism in South Africa: An Analysis of
Perspectives and Practices. South African.
QUESTION 2: Views on Education in the Democratic Era in South Africa
Introduction:
The demise of the apartheid regime in South Africa brought about significant changes to the
education system, with education being recognized as a fundamental human right in the
South African Constitution. This essay aims to provide an analysis of education in the
democratic era, focusing on aspects of quality, accessibility, equality, and affordability.
Various sources, including Balfour's "Education in a New South Africa," will be consulted to
gain a comprehensive understanding of the topic.
Quality of Education:
In the democratic era, there has been a strong emphasis on improving the quality of
education in South Africa. Efforts have been made to revise curricula, enhance teaching
methods, and promote professional development for educators. The introduction of national
assessment frameworks, such as the Annual National Assessments (ANAs), has provided a
means to measure student progress and identify areas that require improvement. However,
challenges persist, including resource constraints, unequal distribution of educational
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