The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools

Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2021 === The genesis of this study was the lack of comprehensive teacher socialisation programmes for Zimbabwean immigrant teachers in public schools in the Limpopo Province, South Africa. To better understand the theoretical f...

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Bibliographic Details
Main Author: Mahlase, Nkate Philemon
Other Authors: Themane, M. J.
Format: Others
Language:en
Published: 2021
Subjects:
Online Access:http://hdl.handle.net/10386/3380
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spelling ndltd-netd.ac.za-oai-union.ndltd.org-ul-oai-ulspace.ul.ac.za-10386-33802021-07-10T05:08:37Z The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools Mahlase, Nkate Philemon Themane, M. J. Teacher Socialisation Teachers’ professional identity Professionalism Job satisfaction School culture Teachers -- South Africa -- Limpopo -- Social conditions Teachers -- Job satisfaction -- South Africa -- Limpopo Social learning Socialization Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2021 The genesis of this study was the lack of comprehensive teacher socialisation programmes for Zimbabwean immigrant teachers in public schools in the Limpopo Province, South Africa. To better understand the theoretical foundations of teacher socialisation as the phenomenon under review, the principles of expanded Activity Theory (AT) (Engeström, 1987) fused with elements of the theory of Symbolic Interactionism (SI) were used as a conceptual framework to ground and structure the study. The study sought to answer the following main research question: How are Zimbabwean immigrant teachers socialised in their host schools amid the inadequacy of existing teacher socialisation programmes for new teachers in public schools? The study followed the qualitative approach to research, based on the interpretive paradigm executed through a multiple instrumental case study design in two public secondary schools in the Sekhukhune South District of the Limpopo Province. The researcher used purposeful sampling so select five participants and two schools, which provided answers to the research questions posed. The study reveals that the teacher socialisation programmes offered in public schools are inadequate and not tailored according to the real needs of Zimbabwean immigrant teachers. The situation is entrenched by the lack of shared understanding amongst principals about the structure and implementation of an effective teacher socialisation programme, especially for immigrants. The study further revealed that Zimbabwean immigrant teachers, owing to their temporary job status, feel only partly valued and appreciated in the South African schooling system. This was evident in their perception that the employment policies for immigrants had been tightened to ensure that they do not attain any permanent employment. In addition, the study revealed that owing to the uncertainty of their job status in schools, Zimbabwean immigrant teachers prefer private schools as their employment of choice rather than public schools. Lastly, the study generally reveals that the challenges Zimbabwean immigrant teachers experience with their socialisation are more systemic than in their host schools. 2021-07-08T08:44:22Z 2021-07-08T08:44:22Z 2021 Thesis http://hdl.handle.net/10386/3380 en PDF xiii, 309 leaves
collection NDLTD
language en
format Others
sources NDLTD
topic Teacher Socialisation
Teachers’ professional identity
Professionalism
Job satisfaction
School culture
Teachers -- South Africa -- Limpopo -- Social conditions
Teachers -- Job satisfaction -- South Africa -- Limpopo
Social learning
Socialization
spellingShingle Teacher Socialisation
Teachers’ professional identity
Professionalism
Job satisfaction
School culture
Teachers -- South Africa -- Limpopo -- Social conditions
Teachers -- Job satisfaction -- South Africa -- Limpopo
Social learning
Socialization
Mahlase, Nkate Philemon
The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools
description Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2021 === The genesis of this study was the lack of comprehensive teacher socialisation programmes for Zimbabwean immigrant teachers in public schools in the Limpopo Province, South Africa. To better understand the theoretical foundations of teacher socialisation as the phenomenon under review, the principles of expanded Activity Theory (AT) (Engeström, 1987) fused with elements of the theory of Symbolic Interactionism (SI) were used as a conceptual framework to ground and structure the study. The study sought to answer the following main research question: How are Zimbabwean immigrant teachers socialised in their host schools amid the inadequacy of existing teacher socialisation programmes for new teachers in public schools? The study followed the qualitative approach to research, based on the interpretive paradigm executed through a multiple instrumental case study design in two public secondary schools in the Sekhukhune South District of the Limpopo Province. The researcher used purposeful sampling so select five participants and two schools, which provided answers to the research questions posed. The study reveals that the teacher socialisation programmes offered in public schools are inadequate and not tailored according to the real needs of Zimbabwean immigrant teachers. The situation is entrenched by the lack of shared understanding amongst principals about the structure and implementation of an effective teacher socialisation programme, especially for immigrants. The study further revealed that Zimbabwean immigrant teachers, owing to their temporary job status, feel only partly valued and appreciated in the South African schooling system. This was evident in their perception that the employment policies for immigrants had been tightened to ensure that they do not attain any permanent employment. In addition, the study revealed that owing to the uncertainty of their job status in schools, Zimbabwean immigrant teachers prefer private schools as their employment of choice rather than public schools. Lastly, the study generally reveals that the challenges Zimbabwean immigrant teachers experience with their socialisation are more systemic than in their host schools.
author2 Themane, M. J.
author_facet Themane, M. J.
Mahlase, Nkate Philemon
author Mahlase, Nkate Philemon
author_sort Mahlase, Nkate Philemon
title The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools
title_short The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools
title_full The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools
title_fullStr The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools
title_full_unstemmed The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools
title_sort socialisation of zimbabwean immigrant teachers in limpopo public secondary schools
publishDate 2021
url http://hdl.handle.net/10386/3380
work_keys_str_mv AT mahlasenkatephilemon thesocialisationofzimbabweanimmigrantteachersinlimpopopublicsecondaryschools
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