Improving school quality
The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the final examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year.
The main aim of this paper is suggest what needs to be done in order to ensure that pupils perform well in their final examinations given the knowledge of what teaching and learning means. As a starting point, the paper will define the process of learning and teaching. The factors that affect performance of pupils in relation to teachers will then be given. An outline of the suggestions that would result in improved performance will then lead to the end of the discussion.
Quality refers to the standard when compared to other things of the same type. It shows the goodness or the worth. Quality is associated with efficiency, effectiveness, choice, excellence, equity and social justice among other virtues that are designated as the aims of any system purporting to produce effective learning in good schools (Coleman, 1998).
Academic performance refers to the level of attainment of learners in the external grade 12 examination. It refers to the performance of the school as well as the learners in the grade 12 examinations. It reflects both quality and quantity of the results obtained by the learners in the grade 12 examinations (Bastiani, 1995).
The management of a school has a very important role to play in the transformation and development of a school (Thomas, 1992). It is the responsibility of the senior management of the school, the principal, to prepare the atmosphere for effective teaching and learning at the school.
The main aim of this paper is suggest what needs to be done in order to ensure that pupils perform well in their final examinations given the knowledge of what teaching and learning means. As a starting point, the paper will define the process of learning and teaching. The factors that affect performance of pupils in relation to teachers will then be given. An outline of the suggestions that would result in improved performance will then lead to the end of the discussion.
Quality refers to the standard when compared to other things of the same type. It shows the goodness or the worth. Quality is associated with efficiency, effectiveness, choice, excellence, equity and social justice among other virtues that are designated as the aims of any system purporting to produce effective learning in good schools (Coleman, 1998).
Academic performance refers to the level of attainment of learners in the external grade 12 examination. It refers to the performance of the school as well as the learners in the grade 12 examinations. It reflects both quality and quantity of the results obtained by the learners in the grade 12 examinations (Bastiani, 1995).
The management of a school has a very important role to play in the transformation and development of a school (Thomas, 1992). It is the responsibility of the senior management of the school, the principal, to prepare the atmosphere for effective teaching and learning at the school.
References: Bastiani, J. (1995). Working with Parents. A Whole-School Approach. London: Routledge. Bonsting, J. J. (2001). School Quality. Thousand Oaks: Corwin. Brandes, D., & Ginnis, P. (1990). The Student Centred School. England: Basil Blackwell. Coleman, P. (1998). Parent, Student and Teacher Collaboration. The Power of Three. California: Corwin. Goodlad, J., & McMannon, J. T. (1997). The Public Purpose of Education and Schooling. San Francisco: Jossey-Bass. Morrison, K. (1998). Managment Theories for Educational Change. London: Paul Chapman. Solity, J., & Bull, S. (1996). Classroom Management. Principles to Practice. London: Routledge. Thomas, G. (1992). Effective Classroom Teamwork. Support or Intrusion. London: Routledge. Walsh, M. (1999). Building a Successful School. London: Kohan Page.