In-service education and training to improve professionalism amongst educators.

• Main Author: Simjee, Fausia Banu
• Published: 2009
• Subjects: Training of teachers; Teachers' in service training
• Online Access: http://hdl.handle.net/10210/2093

D.Ed. === This research study focuses on the status of educators and aims at determining whether In-Service Education and Training (INSET) will assist in enhancing their professional status. From the researcher’s personal experiences, discussions with fellow educators and review of literature and media reports, it appears that there are a plethora of problems experienced by educators. Awareness of a crisis in education is of great concern, as is the low morale of educators. Credibility of educators needs to be restored. Some educators are unqualified, under-qualified, display poor attitude and mediocre behaviour. It is essential that these educators should be encouraged to improve their teaching skills and performance, build confidence, adopt a positive outlook towards education and perform as professionals. The research design and methodology followed generally, the qualitative, descriptive and exploratory principles. The survey method using structured questionnaires was employed to collect the primary data for the study. The data was collected on the Microsoft Windows 2000 Excel programme and analysed using the Statistical Package for the Social Sciences (SPSS). During the last decade, a number of countries have addressed reform measures and refocused on educators’ professionalism. A historico-comparative study of various models of INSET was undertaken of the following countries: the United Kingdom, Denmark, Hungary, Hong Kong and Zambia. INSET initiatives undertaken abroad, to improve the quality of educators, is crucial to this study. INSET structures, provided by various stakeholders in South Africa are discussed. The Code of Professional Ethics, compiled by the “guardian of the profession”, the South African Council for Educators (SACE), was outlined. The study also highlights SACE’s role of monitoring educators who are guilty of transgressions and misbehaviour. The findings of this research, conducted in the Umlazi District of the eThekwini Region within the Province of KwaZulu-Natal (KZN), based on the questionnaires, are twofold. Firstly, officials are of the opinion that a reduction of staff, increase in iii workloads and a lack of incentives and promotional opportunities have led to educators’ poor performance. Secondly, educators believe that implementing quality INSET programmes would assist them to perform as improved professionals. Educators in the study acknowledge that teaching is stressful and are of the opinion that they are accountable for their behaviour and should be au fait with the Professional Code of Conduct and Ethics. Following on from the analysis of the questionnaires, three training programmes were identified and conducted at a public, secondary school. The programmes were entitled: Coping with Stress, Compiling an Educator’s Portfolio and Code of Conduct for Educators. The study concludes with recommendations and implications for future research.