Factors affecting South African district officials' capacity to provide effective teacher support

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dc.date.accessioned 2011-10-12 en
dc.date.accessioned 2023-07-22T19:03:00Z
dc.date.available 2023-07-22T19:03:00Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/3629
dc.description.abstract The role of district officials as education reform agents is undeniable. Through perspectives analyses, we explore factors that affected the capacity of eight South African districts to provide effective teacher support during the last implementation of natural science reforms. We argue that district officials' capability and reality issues are some of the factors that are likely to determine the success or failure of reforms. Further, they have the gravity to nullify the efforts to improve school performances. Lastly, we propose ways to bridge the gap between theory and practice and strategies to promote partnership between district officials and schools. en
dc.format.medium Print en
dc.subject CURRICULUM en
dc.subject EDUCATION REFORM en
dc.subject SCHOOLS en
dc.title Factors affecting South African district officials' capacity to provide effective teacher support en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume 2(3) en
dc.BudgetYear 2011/12 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle Creative Education en
dc.ArchiveNumber 6993 en
dc.PageNumber 226-235 en
dc.outputnumber 5641 en
dc.bibliographictitle Bantwini, B.D. & Diko, N. (2011) Factors affecting South African district officials capacity to provide effective teacher support. Creative Education. 2(3):226-235. http://hdl.handle.net/20.500.11910/3629 http://hdl.handle.net/20.500.11910/3629 en
dc.publicationyear 2011 en
dc.contributor.author1 Bantwini, B.D. en
dc.contributor.author2 Diko, N. en

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