Teachers’ experiences and perceptions on the quality of teaching and learning in private early learning centres (PELCS) in South Africa
Empirical research has confirmed the importance of quality of teaching and learning in Private Early Learning Centres (PELCs) to subordinates in improving the quality of teaching and learning. This study investigated the nature of quality of teaching and learning in Private Early Learning Centres...
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Kebangsaan Malaysia
2019
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| Online Access: | http://journalarticle.ukm.my/15673/1/31924-98810-1-SM.pdf |
| _version_ | 1796932297613639680 |
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| author | Phajane, Masello Hellen |
| author_facet | Phajane, Masello Hellen |
| author_sort | Phajane, Masello Hellen |
| collection | UKM |
| description | Empirical research has confirmed the importance of quality of teaching and learning in Private
Early Learning Centres (PELCs) to subordinates in improving the quality of teaching and learning.
This study investigated the nature of quality of teaching and learning in Private Early Learning
Centres (PELCs) provided at previously marginalised Private Early Learning Centres (PELCs) of
the Gauteng Province in South Africa. To meet this objective qualitative research design was used.
The subjects of the study were all purposefully selected teachers, Head of Department and School
Manage Team (SMT). Data was collected through observations and semi structured interviews
(individual and focus group). The total number of 14 purposefully selected participants took part
in the research. Participants were selected according to the socio-economic status of their school.
A theoretical framework, based on a model of quality development by Woodhead, informed the
study. The findings showed that the quality of teaching and learning in PELCs compromised the
quality of teaching. Teachers were also very vocal about the absence of support they get with
regard to classroom practices from the School Management Team (SMT). The Head of
Department also mentioned lack of knowledge of quality of teaching and learning in PELCs
practices, work overload and limited time as challenges that inhibit them to provide the needed
support. |
| first_indexed | 2024-03-06T04:30:43Z |
| format | Article |
| id | ukm.eprints-15673 |
| institution | Universiti Kebangsaan Malaysia |
| language | English |
| last_indexed | 2024-03-06T04:30:43Z |
| publishDate | 2019 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| record_format | dspace |
| spelling | ukm.eprints-156732020-11-16T06:41:50Z http://journalarticle.ukm.my/15673/ Teachers’ experiences and perceptions on the quality of teaching and learning in private early learning centres (PELCS) in South Africa Phajane, Masello Hellen Empirical research has confirmed the importance of quality of teaching and learning in Private Early Learning Centres (PELCs) to subordinates in improving the quality of teaching and learning. This study investigated the nature of quality of teaching and learning in Private Early Learning Centres (PELCs) provided at previously marginalised Private Early Learning Centres (PELCs) of the Gauteng Province in South Africa. To meet this objective qualitative research design was used. The subjects of the study were all purposefully selected teachers, Head of Department and School Manage Team (SMT). Data was collected through observations and semi structured interviews (individual and focus group). The total number of 14 purposefully selected participants took part in the research. Participants were selected according to the socio-economic status of their school. A theoretical framework, based on a model of quality development by Woodhead, informed the study. The findings showed that the quality of teaching and learning in PELCs compromised the quality of teaching. Teachers were also very vocal about the absence of support they get with regard to classroom practices from the School Management Team (SMT). The Head of Department also mentioned lack of knowledge of quality of teaching and learning in PELCs practices, work overload and limited time as challenges that inhibit them to provide the needed support. Penerbit Universiti Kebangsaan Malaysia 2019 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/15673/1/31924-98810-1-SM.pdf Phajane, Masello Hellen (2019) Teachers’ experiences and perceptions on the quality of teaching and learning in private early learning centres (PELCS) in South Africa. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 16 (1). pp. 1-16. ISSN 1823-884x http://ejournals.ukm.my/ebangi/issue/view/1177 |
| spellingShingle | Phajane, Masello Hellen Teachers’ experiences and perceptions on the quality of teaching and learning in private early learning centres (PELCS) in South Africa |
| title | Teachers’ experiences and perceptions on the quality of teaching and learning in private early learning centres (PELCS) in South Africa |
| title_full | Teachers’ experiences and perceptions on the quality of teaching and learning in private early learning centres (PELCS) in South Africa |
| title_fullStr | Teachers’ experiences and perceptions on the quality of teaching and learning in private early learning centres (PELCS) in South Africa |
| title_full_unstemmed | Teachers’ experiences and perceptions on the quality of teaching and learning in private early learning centres (PELCS) in South Africa |
| title_short | Teachers’ experiences and perceptions on the quality of teaching and learning in private early learning centres (PELCS) in South Africa |
| title_sort | teachers experiences and perceptions on the quality of teaching and learning in private early learning centres pelcs in south africa |
| url | http://journalarticle.ukm.my/15673/1/31924-98810-1-SM.pdf |
| work_keys_str_mv | AT phajanemasellohellen teachersexperiencesandperceptionsonthequalityofteachingandlearninginprivateearlylearningcentrespelcsinsouthafrica |