The influence of administrative duties on effective classroom management in the Further Education and Training (FET) phase

Abstract

The purpose of this study is to investigate the influence of administrative duties on effective classroom management in the Further Education and Training phase in the Sedibeng West District (08) of the Gauteng Province by focusing on classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; juridical aspects regarding classroom management; workload of school-based teachers; duties and responsibilities of teachers; impact of workload of school-based teachers; educational policies; other policies and factors impacting on teachers' workload; and factors that drive teachers away from teaching. The literature study reveals that administrative duties take up a great deal of teachers' time. This is due to a number of factors, namely: shortages of teachers and high learner numbers; departmental accountability measures such as the Integrated Quality Management System (IQMS); curriculum and assessment requirements; and the lack of basic resources. Stress regarding classroom administration exacerbates because teachers have to perform a variety of tasks, from secretarial and administrative to curricular, extracurricular and pastoral work. A major finding emanating from the research is that teachers should be released from excessive amounts of administrative duties and other activities that increase their workload and distract their focus from teaching. In order to eliminate these excessive amounts of administrative duties, the Department of Education should, through proper planning and cooperation with the School Management Team (SMT) provide extra posts in schools for administrators who can assist teachers. The empirical study consists of a structured questionnaire distributed to a sample of principals, deputy principals, heads of departments and teachers in schools in the Sedibeng West District (08) of the Gauteng Province. It aims to develop guidelines to assist teachers to cope better with the increased administrative demands. The main findings of the study reveal that most teachers have difficulties in coping with the pace at which the Whole School Evaluation Policy, IQMS, Continuous Assessment Policy and the new curriculum are being implemented. Together with the increased amount of administrative duties, an urgent need exists for support from the Department of Education and the District Office regarding the implementation and the alleviation of administrative demands. This study recommends, on the basis of both the literature review and the empirical research, guidelines to assist all teachers in coping with these increased administrative demands effectively.