Contexto

Figure 6.4 displays the information from the themes that emerged from the data collected. The five circles presented in figure 6.4 align well with Bronfenbrenner’s ecological systems theory. Each level has people, activities, policies or events which contribute positively or negatively to the participants (full-service school teachers). According to Bronfenbrenner’s ecological systems theory, the levels in this study are as follows: The immediate level of the full-service school teacher is the microsystem and comprises the personal life of the teacher. It also comprises the school and learners, including learners with diverse needs in the classroom (figure 6.4), the principal and the management team, the SBST and colleagues at school. The parents of the learners also form part of the microsystem. The influence of all these people is crucial to the well-being and development of the teacher as they have daily face-to-face interactions.

The mesosystem is the interrelations of two or more settings. In this study the interrelations which form the mesosystem are the links in the microlevel. The mesosystem includes aspects such as a lack of support from the SMT, learners with barriers in the teacher’s class, lack of support by SBST and poor parental involvement and its influence on the teacher. It also consists of the effects of the poverty-stricken environment of the learners, child-headed families and the language of learning and teaching which differs from the home language of some of the learners. Aspects such as these interact with the teacher in the classroom. The meso level is further informed by the macro level, exo level and chrono levels (see figure 6.1).

The exosystem consists of the Department of Basic Education with all its policies (such as EWP6 and SASA), the South African Constitution, and sister departments and the broader community. It also consists of the DBST and the unsatisfactory training done by the district-based support team, as well as their lack of skills to adequately train all teachers in the FSS. The macro level in this research consists of the social values of society, and the influence of politics and the economy of the country.

The chronosystem happens over time. In the case of this study it is the after-effect of apartheid because during apartheid people were educated and received initial teacher training according to their race and the impact is still felt. Some of the FSS teachers and DBST members are part of the vicious cycle resulting in ill-equipped professionals.

When considering the data that was collected and interpreted, the levels represented in this study were interrelated and but did not support one another. The elements in the micro level, for instance, did not support each other positively but rather increased negativity in the next level, the meso level (see figure 6.4) The negative influences in the micro level as well as the negative influences in the other levels did not provide support to enable the FSS teachers who were the participants in the study to be capacitated to teach learners in FSSs.

Figure 6.4 below provides a summary of the findings, which are explained in terms of the levels of Bronfenbrenner’s ecological systems theory.

Figure 6.4: Summary of the findings of the experiences of FSS teachers according to Bronfenbrenner’s ecological systems theory

Microlevel Mesolevel Exolevel Macrolevel Chronolevel

Figure 6.4 above shows gaps where there is a lack of support from stakeholders to assist and develop the participants, who were FSS teachers. It is crucial for the stakeholders and the elements in the levels to interrelate positively in order to support the FSS teachers to develop optimally so that they will be able to support each and every learner in their classrooms. This applies to all the role players, namely the DBST, the principal and management of the schools, the SBST and the parents. The goal to enhance teaching and learning and to implement inclusion in the classrooms of the full-service schools is lost. The gaps among stakeholders need to be linked for the development of the participants.

6.14 CONCLUSION

The participants in the research were teachers at four full-service schools. The conclusion can be drawn that in the absence of an appropriate model for professional teacher development for FSSs, they were not in a position to implement inclusive education adequately. Teachers at FSSs could also be a major barrier to the implementation of inclusive education as they are the most important officials to change the situation in the classroom.

The next chapter deals with the evaluation of the research questions. After the conclusions are discussed, the recommendations for the development of a framework for continuous professional teacher development for teachers at FSSs follow.

CHAPTER 7

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

OF THE STUDY

Education that does not mould character is absolutely worthless.

Mahatma Gandhi

7.1 INTRODUCTION

The functionality of full-service schools (FSSs) forms part of the schooling 2025 plan of the Department of Education in South Africa. This is also part of the strategic planning of the North-West Province and the Dr Ruth S Mompati District, where the research was done (Department of Education, 2013:2-3).

The researcher was inspired to do this research by the information gained from the monthly school visit reports presented at the district management meetings in the district where she works. At these meetings the Continuous Professional Teacher Development (CPTD) programmes are often discussed. The need then arose to investigate the effectiveness of the CPTD programmes for teachers at FSSs and their experiences in the classroom situation.

The findings and discussions were investigated in chapter 6. These consist of the experiences and views of teachers in full-service schools with regard to their present in-service training. The research was undertaken in order to develop an ecological framework for a PTD programme for teachers at FSSs. During the data collection the key research question in chapters 1 and 6 covered the main themes. Recommendations resulted and are summarized. The recommendations informed the development of a framework, entrenched in Bronfenbrenner’s ecological systems theory, to assist and empower teachers at FSSs. There could be a significant change in the quality of teaching and learning in these schools when expanding teachers’ viewpoint on inclusive education and at the same time increasing their effectiveness as teachers at FSSs. If the model could cover an ecological systems framework that increases their competency and cultivates learners to reach their highest potential, the long-term aim of the study will have been accomplished.

The main research question was:

 How effective are the training programmes for Continuous Professional Teacher Development at full-service schools?

In order to answer the research question, a set of secondary research question were formulated. The secondary research questions were:

 What are the experiences of full-service school teachers?

 What are the existing training guidelines for teachers at full-service schools in South Africa and specifically in the North-West Province?

 What are the main aspects and strategies that must be incorporated into the training programmes for teachers at full-service schools?

 What should an appropriate model be like to support full-service school teachers to develop the learners with barriers to learning to reach their full potential?

The findings from the four FSSs across the district that were part of the research correspond. Altogether 20 teachers at the four schools participated in the research. They shared their daily practical experiences at an FSS in a district in the North-West Province. In this chapter the focus is on summarizing the main findings of the study, as well as the recommendations and a framework for a PTD for FSS teachers.