School-Level Environment and the Implementation of Outcomes-Based Education in South Africa.

Autor/inn/en	Mailula, Esrom M.; Laugksch, Rudiger C.; Aldridge, Jill M.; Fraser, Barry J.
Titel	School-Level Environment and the Implementation of Outcomes-Based Education in South Africa.
Quelle	(2003), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Relevance; Educational Environment; Educational Innovation; Foreign Countries; Outcome Based Education; Parent Participation; Poverty; Rural Schools; Secondary Education; Secondary School Teachers; Teacher Attitudes; Teaching Conditions; Test Construction; South Africa + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instructional innovation; Bildungsinnovation; Ausland; Lernerfolgsmessung; Elternmitwirkung; Armut; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarbereich; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Testaufbau; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study examined secondary school teachers' perceptions of their school-level environment and its influence on implementation of outcomes-based education (OBE). Participating schools were in South Africa's Limpopo Province (one of its poorest rural provinces) and were implementing Curriculum 2005, a new outcomes-based approach to teaching and learning. This report examines the initial phase of the study, during which a questionnaire was designed to assess school-level factors likely to influence OBE implementation. A total of 403 teachers in 54 schools completed a modified version of the School-Level Environment Questionnaire. Modification included adding two scales relevant to the South African context (OBE Familiarity and Parental Involvement). Data analysis resulted in the acceptance of a seven-scale factor structure: OBE familiarity, resource adequacy, work pressure, student support, parental involvement, collegiality, and innovation. Each scale exhibited comparatively high internal consistency reliability and an ability to differentiate between the perceptions of teachers in different schools. There was a statistically significant difference between teachers' perceptions of their actual school environments and the environment they would prefer. Teachers preferred less work pressure and more of the other factors. OBE teachers experienced significantly more OBE familiarity and work pressure than teachers not involved in OBE. The teacher survey is appended. (Contains 30 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC