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- Title
TEACHERS' PERCEPTIONS OF THE IMPLEMENTATION OF THE REDEPLOYMENT POLICY: A SOUTH AFRICAN CONTEXT.
- Authors
Makhonza, G. M.; Gobingca, B. Z.
- Abstract
The aim of this paper is to examine teachers' perceptions regarding the implementation of the redeployment policy in secondary schools of the Dutywa Education District, in the Eastern Cape in South Africa. Teachers who have been in affected schools observed that teachers are reluctant to comply with the redeployment policy. The non-compliance by identified teachers, who are in excess, could have potentially have a negative impact on schools where they were expected to render services. Piaget's theory of constructivism was adopted to guide this research in its discussion of the emerged findings. A case-study research design was adopted. A qualitative research approach was employed and semi-structured interviews were used to gather data from eight purposively sampled teachers. The collected data was analysed through a thematic approach. Prior to the collection of data from the participants, ethical measures such as seeking permission from the Department of Basic Education, principals and teachers was sought and granted to the researchers. Furthermore, participants were guaranteed of anonymity, confidentiality, non-violation of their rights, safety and non-interference in their teaching duties. It emerged that teachers perceived the redeployment policy as a means to remove them from their families and comfort zones. Furthermore, they felt insecure in their jobs, demotivated to perform their functions optimally, to the extent that some have suffered ill-health emanating from the stress and frustration brought about by the redeployment policy. It can be concluded that proper engagement with teachers by the Department of Basic Education officials, in making them understand and own the policy, is the key. Awareness campaigns for the affected parties, such as teachers, teacher unions, parents and departmental officials, are imperative to make the teachers aware of the significance of the policy.
- Subjects
EASTERN Cape (South Africa); SOUTH Africa; TEACHERS; TEACHERS' unions; TEACHER-principal relationships; ANONYMITY; BASIC education; SEMI-structured interviews
- Publication
Journal of Educational Studies, 2023, Vol 22, Issue 4, p75
- ISSN
1680-7456
- Publication type
Article
- DOI
10.59915/jes.2023.22.4.5