The Dual Economy of Schooling and Teacher Morale in South Africa

Autor/inn/en	Shalem, Yael; Hoadley, Ursula
Titel	The Dual Economy of Schooling and Teacher Morale in South Africa
Quelle	In: International Studies in Sociology of Education, 19 (2009) 2, S.119-134 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
Schlagwörter	Standardized Tests; Foreign Countries; Teacher Morale; Outcomes of Education; Academic Achievement; Public Policy; Equal Education; Classification; Curriculum; Educational Change; Poverty; South Africa + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Ausland; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Lernleistung; Schulerfolg; Schulleistung; Öffentliche Ordnung; Classification system; Klassifikation; Klassifikationssystem; Curricula; Lehrplan; Rahmenplan; Bildungsreform; Armut; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Low teacher morale, coupled with extremely poor schooling outcomes for students as measured on standardized tests have increasingly been reported in the media in South Africa. As elsewhere, there is growing demand for the reorganisation of teachers' work in order to enhance school performance. The paper investigates the ways in which current market-led government policies have sustained past inequalities between schools and between teachers. Drawing on Savage's notion of assets, the analysis focuses on how the material and organisational conditions of teachers' work combine to affect teachers' morale. The analysis is based on available sets of data on inequalities--at the societal level, at the level of the homes and communities of the children that attend school, at the level of schooling system and at the level of teachers. It proposes a conceptual typology in relation to the four levels of data we provide, which shows interesting differential effects on teachers' morale and the transformation of teachers' work in South Africa. We argue that the relations between enduring economic inequalities in South Africa, an underspecified new curriculum and the bureaucratization of teachers' work have created an intractable pattern of accumulation of educational disparity among teachers in South Africa. Teacher morale needs to be considered in the context of these structural conditions. (Contains 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10