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dc.contributor.advisorMosoge, M.J.
dc.contributor.authorMadimabe, Hermanen_US
dc.date.accessioned2011-09-06T06:01:13Z
dc.date.available2011-09-06T06:01:13Z
dc.date.issued2011en_US
dc.identifier.urihttp://hdl.handle.net/10394/4640
dc.descriptionThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
dc.description.abstractA lot of changes have occurred in the Department of Education (DoE) since 1994. These changes require teachers to study, implement and assess learner outcomes while providing meaningful, engaged learning for a diverse learner population. To enable teachers to cope with changes in the education system, training and retraining of educators has become a major focus of the Department of Education (DoE). The Department of Education needs to ensure that training provided equips teachers with new knowledge and skills and thus enable them to provide education of high quality. Through the decentralization policy that characterises the new education dispensation in South Africa, School Management Teams (SMT) are required to see to it that training of teachers yields the desired results. To this end the School Management Team (SMT) should facilitate transfer of training among educators by providing ongoing support and coaching to trained educators. Ongoing coaching represents the concrete involvement of managers (principals) and supervisors (heads of department) in work–related transfer efforts. It appears, however, that SMTs are experiencing problems in facilitating transfer of training among educators in schools. These problems emanate from three key members of the training partnership, viz., managers, trainees and trainers. In general, problems seem to be related to trainee characteristics, work environmental factors, and training design and delivery. As a result, a research was undertaken to investigate the perceptions of SMTs about the seriousness of problems that they experience in facilitating transfer of training with the major aim of coming up with suggestion about how these problems can be eliminated. A cross–sectional empirical survey design using a questionnaire was used to collect data from 70 SMT members in 10 schools. The major findings from the research show that SMTs experience serious to very serious problems in the areas of providing time for professional development activities within the regular school day, giving incentives to educators for practicing skills learned in training, and providing resources that educators need to apply their newly gained skills. The major recommendation from this research concerns the training of SMTs in facilitating transfer of training prior to training of teachers.en_US
dc.publisherNorth-West University
dc.subjectTrainingen_US
dc.subjectDevelopmenten_US
dc.subjectProfessional developmenten_US
dc.subjectTraining transferen_US
dc.subjectEducatoren_US
dc.subjectSchoolen_US
dc.subjectEducationen_US
dc.subjectManagementen_US
dc.subjectFacilitationen_US
dc.subjectOpleidingen_US
dc.subjectOntwikkelingen_US
dc.subjectProfessionele ontwikkelingen_US
dc.subjectOpleidingsoordragen_US
dc.subjectOnderwyseren_US
dc.subjectSkool - Onderwysen_US
dc.subjectBestuuren_US
dc.subjectFasiliteringen_US
dc.titleProblems experienced by the school management team in facilitating transfer of trainingen
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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