Student Teachers’ Expectations of Teaching as a Career Choice in South Africa (Part I)

2012 ◽  
Vol 31 (2) ◽  
pp. 117-126
Author(s):  
Sello Mokoena
Keyword(s):  
South Africa ◽  
Career Choice ◽  
Student Teachers

scholarly journals The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts: A Tentative Cross-Cultural Model

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092701
Author(s):  
Teresa Tillmann ◽  
Sabine Weiß ◽  
Jonas Scharfenberg ◽  
Ewald Kiel ◽  
Manuela Keller-Schneider ◽  
...  
Keyword(s):  
Career Choice ◽  
Student Teachers ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Teaching Profession ◽  
Cross Cultural ◽  
Self Determination ◽  
Financial Security ◽  
Educational Work ◽  
The Relationship

The present study compares student teachers’ career choice motives and their relationship with stress-inducing thoughts across five European countries. A previously established factorial structure for career choice motives embedded within self-determination theory was supported. The factors consist of intrinsic motives, such as interest in educational work with children, and extrinsic motives, such as financial security. Furthermore, differences in the importance of these factors in choosing the teaching profession across countries were found. Results further revealed evidence for a link between extrinsic motives and stress-inducing cognitions. Conclusions and implications for teaching practice are discussed.

scholarly journals Student/teachers from Turfloop: the propagation of Black Consciousness in South African schools, 1972–76

Africa ◽  
2019 ◽  
Vol 89 (S1) ◽  
pp. S189-S209
Author(s):  
Anne Heffernan
Keyword(s):  
South Africa ◽  
Student Teachers ◽  
Political Action ◽  
Direct Result ◽  
The Political ◽  
Black Consciousness ◽  
The North ◽  
The Social ◽  
The University ◽  
New Generation

AbstractThe movement of school teachers to primary and secondary schools around South Africa and its Bantustans in the early and mid-1970s was an intentional part of the project of propagating Black Consciousness to school learners during this period. The movement of these educators played a key role in their ability to spread Black Consciousness philosophy, and in the political forms and methods they chose in teaching it. These were shaped by their own political conscientization and training in ethnically segregated colleges, but also in large part by the social realities of the areas to which they moved. Their efforts not only laid the foundation for Black Consciousness organization in communities across South Africa, they also influenced student and youth mechanisms for political action beyond the scope of Black Consciousness politics. This article explores three case studies of teachers who studied at the University of the North (Turfloop) and their trajectories after leaving university. All of these teachers moved to Turfloop as students, and then away from it thereafter. The article argues that this pattern of movement, which was a direct result of apartheid restrictions on where black South Africans could live, study and work, shaped the knowledge they transmitted in their classrooms, and thus influenced the political consciousness of a new generation.

scholarly journals A survey of the working environment of medical technologists in South Africa

2020 ◽  
pp. 22-28
Author(s):  
M Mullah ◽  
KA Grant ◽  
JV Hind
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Career Choice ◽  
Work Ethic ◽  
Working Environment ◽  
Scope Of Practice ◽  
Medical Laboratory ◽  
Laboratory Staff ◽  
Medical Technologists ◽  
Laboratory Technology

Background: Advancing medical laboratory and genomic testing is reliant on a workforce equipped with the skills required to perform and interpret the complexity of new generation assays. In certain areas, challenges in recruiting and retaining qualified laboratory staff have led to shortages of experienced professionals which may negatively influence diagnostic services. Local research in this field is limited, and this study aimed to evaluate how medical technologists and technicians perceived and related to their working environment. Methods: A mixed methods study was conducted to evaluate respondents’ perceptions of factors influencing workplace experience such as interpersonal relationships, compliance to continuing professional development (CPD), work ethic and scope of practice within the medical laboratory. A link to a web-based survey was distributed to an expert group attending the 2015 congress of the Society of Medical Laboratory Technology of South Africa (SMLTSA), Port Elizabeth. Results: Survey results indicated that 27.5% of respondents were not happy with their career choice, notably the younger generation and public sector participants, where the latter reported significantly lower salaries than those in other sectors (p < 0.05). Only 54.2% reported being active members of the SMLTSA. Difficulties in attending professional development activities were described and deviation from scope of practice noted. Some respondents felt undervalued, reporting work ethic as satisfactory. Interpersonal tension was perceived between certain groups and the level of education was least likely to be related to salary scale. Most of the respondents (98.6%) were registered with the Health Professions Council of South Africa (HPCSA). Conclusion: The majority of participants reported to be satisfied with their career choice. This study was conducted prior to the introduction of the professional degree in medical laboratory science and may not be reflective of the current views of this sector of laboratory staff. However the study serves as a basis for further research using a representative sample of different laboratory professionals to assess job satisfaction and factors affecting retention of staff in medical diagnostic laboratories.

scholarly journals Effective Mentoring to Improve Job Satisfaction among Beginner Teachers at South African Primary Schools

2021 ◽  
Vol 6 (3) ◽  
pp. 64-81
Author(s):  
R. J. Nico Botha ◽  
Jean-Pierre Hugo
Keyword(s):  
South Africa ◽  
Job Satisfaction ◽  
Student Teachers ◽  
South African ◽  
Primary Schools ◽  
Job Dissatisfaction ◽  
Mentoring Program ◽  
Education Profession ◽  
Beginner Teachers ◽  
The Impact

Teachers leaving the profession before age of retirement is an ongoing problem in schools worldwide. While fewer teachers enter the profession each year, the number of teachers leaving the profession has increased. Many teachers listed lack of job satisfaction as a reason for leaving the education profession, while citing the lack of mentoring as a main cause of job dissatisfaction. This study explores the impact of an effective mentoring program at primary schools in the province of Mpumalanga, South Africa to support and improve job satisfaction among beginner teachers entering the profession. This study follows a quantitative approach, consisting of a Likert-scale questionnaire. The sample of the study was a number of 550 teachers (principals, deputy principals, heads of department, teachers and student teachers) from different races and cultures from 50 randomly selected state and private primary schools in Mpumalanga. After comparing the literature with the respondents' data, the researchers found that the development and implementation of a mentoring program in the province of Mpumalanga would positively impacts beginner teachers' job satisfaction, thus indicating a definite need for such a mentoring program.

scholarly journals COLLABORATING AND DISSEMINATING SCIENCE: SHARING IDEAS, PROJECTS AND LEARNINGS – PROF. (HP) DR. LAMANAUSKAS (A LITHUANIAN) IN SOUTH AFRICA

2016 ◽  
Vol 13 (1) ◽  
pp. 33-39
Author(s):  
Angela James
Keyword(s):  
South Africa ◽  
Student Teachers ◽  
Curriculum Design ◽  
Change Agents ◽  
Natural Sciences ◽  
Technology Literacy ◽  
School Of Education ◽  
Tertiary Institutions ◽  
Interest In Science ◽  
Global Trend

In South Africa, Education policy documents abound with statements promoting scientific and technology literacy (DoE, 2002). In spite of this demand, a global trend is developing which reveals a sharp decline in students who are interested in the natural sciences (Areepattamannil, Freeman & Klinger, 2010). In an effort to increase students’ interest in Science, various mechanisms are employed both nationally and internationally. Also, the effective, contextually related implementation of Natural Sciences in the Foundation, Intermediate and Senior schooling phases is a problematic that is presently being researched, and programmes for the professional development of student teachers are being revised to respond to this issue. The re-curriculation of all programmes at UKZN, School of Education re-focuses our efforts in curriculum design on how to teach Natural Sciences in schools, in preparing learners for the 21st century. Our current countries’ responses to external testing TIMMS bears strong evidence for a need to intervene and explore avenues to effectively engaging Natural Sciences teachers and researchers in tertiary institutions on actions to be planned and implemented. In these initiatives an important aspect to consider is the role of teachers as they are regarded as the change agents in any education system. In exploring teacher intervention initiatives, Dr Angela James applied to the National Research Foundation for funding to invite Prof. (HP) Dr. Vincentas Lamanauskas, Director of the Scientia Socialis, Chairman of the Scientific Methodical Centre “Scientia Educologic, and Professor and Head researcher at Šiauliai University, Lithuania to South Africa.

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