|dc.description.abstract||This research study deals mainly with the educator professionalisation in the post democratic
South Africa, paying attention to the role of a professional council in promoting
educator professionalism. The status and image of teaching in this country seem to have
been viewed From the racial and cultural differences of communities previously. The
democratic dispensation brought an end to this unfair racial and cultural discrimination in
the education system through the establishment of a non-racial professional council for
educators (i.e. SACE).
The research aims are to determine:
- The characteristics of a professions and those needed for educator professionalism;
and - the role of the a professional council in promoting educator professionalisation.
In order to attain the above-mentioned research aims, a literature review and an empirical
investigation were undertaken.
The literature study was used to clarify concepts such as occupation, semi-profession,
profession, professionalisation and professional status. Secondly, characteristics or common
features associated with traditional models of professions (ie. accounting, law and
medicine) were discussed from a theoretical point of view. Lastly, the literature study
highlighted the establishment of professional councils for educators in other parts of the
world, including South Africa.
The different forms of legislation and policy documents applicable in education were
discussed. In order to determine the extent to which teaching adheres to or fulfils the
characteristics associated with a profession, teaching was tested against these
characteristics. The history of the establishment of SACE was briefly discussed and the
objectives or role of this organisation in educator professionalisation concluded this chapter.
The empirical research was conducted by using the questionnaire as a measuring instrument.
The advantages and disadvantages of the questionnaire as measuring instrument were
highlighted. The target population comprises of 239 educators from a total population of 2070 educators in Lejweleputswa and Northern Free State Education Districts -Free State
Province. The data collected in the investigation was processed through the SAS computer package to establish frequencies and percentages of responses mean scores ranking, t-test procedures and the effect sizes. The results were then presented tables, analysed and interpreted in accordance with the literature study.
The literature study revealed that like all other occupations, teaching aspires to attain
recognition and status as a profession. It was also revealed that teaching partially satisfy
characteristics associated with professions. The empirical study revealed that the
employment of un- or under qualified educators is still prevalent in South African schools.
In the last chapter, Chapter 5, conclusions from the literature review and empirical
investigation were drawn. The recommendations with regard to the role of SACE in
educator professionalisation were provided. Finally based on the research, future research
studies in SACE and educator professionalism were recommended.||