LEARNERS’ PERCEPTION AS TO WHAT CONTRIBUTES TO THEIR SCHOOL SUCCESS
LEARNERS’ PERCEPTION AS TO WHAT CONTRIBUTES TO THEIR SCHOOL SUCCESS
CASE STUDY
Over the years, the main research question in educational effectiveness research has referred to the reasons why one school or teacher does better than another when the differences in their performance cannot be attributed to differences in the learner population.
Towards this end, a number of models of educational effectiveness have been offered. Educational effectiveness studies have so far revealed that the influences on learner achievement are both integrated and mul- tileveled in nature (Creemers & Kyria- kides, 2009:294; Creemers & Kyriakides, 2009:294-295; Teddlie & Reynolds, 2000).
A number of studies on effective schools have revealed that the classroom level is more influential than the school level in terms of the performance of learners (Creemers et al., 2002:291; Creemers & Kyriakides, 2009:293-296).
In the final analysis, it is the quality of
teacher-learner interactions that deter- mines learner progress which stresses the importance of teachers continuously learn- ing and developing their personal and pro- fessional knowledge.
Learner and learning-related factors such as learning motivation, achievement moti- vation, learning styles, learning strategies, abilities and talents, attention, self-efficacy, understanding, aspirations and peer rela- tions also play a role.
Opportunity to learn emerged as one of the major factors that is not only associated with both teacher and school effectiveness,
but also with learner performance. Three factors are within teachers’ control that in- fluence learner progress, namely, teaching skills, professional characteristics, and class- room climate.
These three factors point to essential peda- gogical-dialogical features of opportunity to learn, such as offering information (struc- turing), asking questions (soliciting), pro- viding feedback (reacting), the consistent application of accountability procedures, clarity with respect to when and how learn- ers can get help and the options available to them when finished with an exercise.
The themes that suggest that the learners and teachers find themselves in a secure relationship include:
COLLABORATIVE PARTNERSHIPS THEME
“When we had a crisis in Mathematics, the teachers got assistance from other schools to help us reach our goals”.
“Everything we do in class is co-oper- ative. The teachers are not on a ped- estal instructing us. They treat us as equals and if they don’t know, we go and find out together”.
MOTIVATION THEME
“Our teachers really listen to us. They don’t look away and they don’t inter- rupt us”.
“When they [the teachers] listen to us, we really want to talk to them”.
“Because they [the teachers] always listen to us, we really want to listen to them when they talk to us”.
SCHOOL LEADERSHIP THEME
“We are constantly encouraged to talk to our teachers. They never tell us to keep quiet”.
“The principal is like a Godmother and she is supportive, motivational and committed to her work. She is a ‘fairy tale’”.
TRUST THEME
“Mr. Ndlala, when you behave in an unbecoming manner, he counsels you”.
“Mr. Ndlala often talks to the children”.
“Most of us are groomed. We started at this school from Grade 1 and we are now in Grade 12”.
INSTRUCTIONAL ACTIVITIES THEME
“When they [the teachers] teach us, they tell us how it (sic) explains the world around us”.
“They [the teachers] encourage us to study. We are encouraged to go for extra classes”.
CARE THEME
“Our teachers always make sure that us learners are protected”.
“The teachers wish the best for us. They are lovely people. Ma’am Ngo- leni (deputy principal) and the princi- pal have adopted children who stay far away from school”.
“My brother died and the principal gave us support. She really cares”.
SUPPORT THEME DISCIPLINE THEME
INTERPERSONAL RELATIONSHIPS AMONG STAFF THEME
“The principal gets on well with the other teachers in the school. They work hand in hand”.
EXPOSURE TO LEARNING THEME
“They [the teachers] encourage us all the time to think on our own”.
VISION THEME
“My friends and I believe Ms M when she tells us every day that to do well at school is what God wants”.
“The more I learn, the more I un- derstand myself. I am starting to see where I fit in”.
“We should work hard and prepare for the future”.
“When I am in the class, it’s not only about my feelings, but about the other kids’ as well. I must consider their feel- ings and also the teacher’s”.
“When the child reaches level 3 of misconduct, they [the teachers] will discuss with the parents. She [the class teacher] has all our parents’ contact numbers”.
“There is a code of conduct here. The teachers make sure that learners are protected“.
“Although I am in Grade 12, I can talk to Grade 1 teachers. They are sup- portive”.
“When I am lonely, the teachers are there to support me”.
“Orphans feel welcomed, loved and protected at our school”.
“The principal assists us to apply for (sic) higher institutions. She brings us application forms and supports us with bursaries. She is the cornerstone”.
“They [the teachers] … adopted chil- dren who do not have parents”.
94 CHAPTER 5 | TOWARDS QUALITY BASIC EDUCATION
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