Issues and Challenges Influencing School Improvement Opportunities for Science and Mathematics

Autor/inn/en	Tsakeni, Maria; Munje, Paul; Jita, Loyiso
Titel	Issues and Challenges Influencing School Improvement Opportunities for Science and Mathematics
Quelle	In: Cypriot Journal of Educational Sciences, 16 (2021) 3, S.1300-1318 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tsakeni, Maria) ORCID (Munje, Paul) ORCID (Jita, Loyiso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Educational Improvement; Mathematics Instruction; Science Instruction; High School Teachers; Administrator Attitudes; Teacher Attitudes; Principals; Assistant Principals; Barriers; Educational Policy; Systems Approach; Instructional Leadership; Science Teachers; Mathematics Teachers; Teaching Methods; Learning Processes; Curriculum Implementation; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Politics of education; Bildungspolitik; Systemischer Ansatz; Instruction; Leadership; Bildung; Erziehung; Führung; Science; Science teacher; Wissenschaft; Mathematics; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner-related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01