Johannesburg's Inner City Private Schools: The Teacher's Perspective

Autor/inn/en	McKay, Tracey; Mafanya, Madodomzi; Horn, André C.
Titel	Johannesburg's Inner City Private Schools: The Teacher's Perspective
Quelle	In: South African Journal of Education, 38 (2018) 3, Artikel 1557 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (McKay, Tracey) ORCID (Mafanya, Madodomzi) ORCID (Horn, André C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Urban Areas; Private Schools; Foreign Countries; Teacher Attitudes; Teaching Conditions; Profiles; Teacher Characteristics; Foreign Nationals; Teacher Qualifications; Teacher Salaries; Job Satisfaction; Working Hours; Instructional Materials; Financial Support; Social Change; Racial Segregation; Public Schools; South Africa (Johannesburg); Zimbabwe + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Private school; Privatschule; Ausland; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Charakterisierung; Profilanalyse; Ausländer; Ausländerin; Lehrqualifikation; Lehrerbesoldung; Lehrervergütung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Hours of work; Arbeitszeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Finanzielle Förderung; Sozialer Wandel; Rassentrennung; Public school; Öffentliche Schule; Simbabwe
Abstract	This study contributes to the literature by documenting the working conditions as well as the socio-economic and demographic profile of teachers employed in Johannesburg's inner city low-fee private schools. A total of 42 teachers, working in 10 randomly selected inner city private schools, participated in a self-administered questionnaire survey. It was found that most were under 50 years of age, Black-African and foreign born (as were many of the owners of the schools). There were three distinct groupings: South African citizens, Zimbabwean nationals and other foreign nationals. Some were found to be underqualified; others had tertiary qualifications but not in education. Most were working there as a stop gap measure until they had completed their degrees or had a better job offer, either in a public school or in the private noneducational sector. Most expressed unhappiness with their low salaries, long working hours and poor working conditions. They lamented the lack of adequate teaching and learning materials, as well as negligible educational infrastructure such as libraries, laboratories and sports fields. Many wanted the South African State to support low-fee private schools better, both financially and managerially. The paper concludes that the embedded apartheid resource backlog of poor infrastructure and under-qualified teachers cuts across both public and at least some private schools. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01