Security in the workplace of the foundation phase educator : an education law perspective / Jeannine Bridget Keating

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dc.contributor.author Keating, Jeannine Bridget en_US
dc.date.accessioned 2011-09-07T06:47:48Z
dc.date.available 2011-09-07T06:47:48Z
dc.date.issued 2011 en_US
dc.identifier.uri http://hdl.handle.net/10394/4697
dc.description Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
dc.description.abstract The physical and psychological security of the Foundation Phase educator is currently a cause for concern. This situation is problematic, in that well–qualified and experienced educators will leave the profession if their security is compromised. In addition, prospective students will be reluctant to enter the profession as Foundation Phase educators if there is a possibility of insecurity in their future workplace. The aim of this research is therefore to investigate and establish the factors, both employment related as well as learner related, that contribute to this phenomenon. This inquiry was done from an Education Law perspective to establish what protection these educators are entitled to in terms of labour and education legislation. Utilising a qualitative research design, a variety of findings and the related implications were established. The most important labour related findings are that, in spite of the well–developed legal framework in South African law, the rights of the educator are perceived to be of secondary importance compared to those of the learners and also that the constant changes, for example in education policies, lead to insecurity. In terms of learner and parent related findings, it is evident that the lack of learner discipline, which can be partly attributed to a lack of parental involvement, contributes to declining educator security. The workplace related findings reflect the teacher– learner ratio as being problematic. In addition, the lack of resources in some schools, as well as a classroom environment that is not conducive to effective teaching and the educators' workload all impact on educator insecurity. It is imperative that the recommendations made should be attended to, in order to minimize Foundation Phase educator insecurity. This must be done to the benefit of both the educators and the learners, who are entitled to quality education. en_US
dc.publisher North-West University
dc.subject Security en_US
dc.subject Safety en_US
dc.subject Discipline en_US
dc.subject Employment law en_US
dc.subject Labour law en_US
dc.subject Fundamental rights en_US
dc.subject Resources en_US
dc.subject Foundation phase en_US
dc.subject Early childhood education en_US
dc.subject Teachers en_US
dc.subject Educators en_US
dc.subject Environment en_US
dc.subject Sekuriteit en_US
dc.subject Veiligheid en_US
dc.subject Dissipline en_US
dc.subject Arbeidswetgewing en_US
dc.subject Fundamentele regte en_US
dc.subject Hulpbronne en_US
dc.subject Grondslagfase en_US
dc.subject Vroeë kinderontwikkeling en_US
dc.subject Onderwysers en_US
dc.subject Opvoeders en_US
dc.subject Omgewing en_US
dc.title Security in the workplace of the foundation phase educator : an education law perspective / Jeannine Bridget Keating en_US
dc.type Thesis en_US
dc.description.thesistype Masters en_US

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    This collection contains the original digitized versions of research conducted at the North-West University (Potchefstroom Campus)

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