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dc.contributor.advisor Themane, M. J. Mahlase, Nkate Philemon 2021-07-08T08:44:22Z 2021-07-08T08:44:22Z 2021
dc.description Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2021 en_US
dc.description.abstract The genesis of this study was the lack of comprehensive teacher socialisation programmes for Zimbabwean immigrant teachers in public schools in the Limpopo Province, South Africa. To better understand the theoretical foundations of teacher socialisation as the phenomenon under review, the principles of expanded Activity Theory (AT) (Engeström, 1987) fused with elements of the theory of Symbolic Interactionism (SI) were used as a conceptual framework to ground and structure the study. The study sought to answer the following main research question: How are Zimbabwean immigrant teachers socialised in their host schools amid the inadequacy of existing teacher socialisation programmes for new teachers in public schools? The study followed the qualitative approach to research, based on the interpretive paradigm executed through a multiple instrumental case study design in two public secondary schools in the Sekhukhune South District of the Limpopo Province. The researcher used purposeful sampling so select five participants and two schools, which provided answers to the research questions posed. The study reveals that the teacher socialisation programmes offered in public schools are inadequate and not tailored according to the real needs of Zimbabwean immigrant teachers. The situation is entrenched by the lack of shared understanding amongst principals about the structure and implementation of an effective teacher socialisation programme, especially for immigrants. The study further revealed that Zimbabwean immigrant teachers, owing to their temporary job status, feel only partly valued and appreciated in the South African schooling system. This was evident in their perception that the employment policies for immigrants had been tightened to ensure that they do not attain any permanent employment. In addition, the study revealed that owing to the uncertainty of their job status in schools, Zimbabwean immigrant teachers prefer private schools as their employment of choice rather than public schools. Lastly, the study generally reveals that the challenges Zimbabwean immigrant teachers experience with their socialisation are more systemic than in their host schools. en_US
dc.format.extent xiii, 309 leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject Teacher Socialisation en_US
dc.subject Teachers’ professional identity en_US
dc.subject Professionalism en_US
dc.subject Job satisfaction en_US
dc.subject School culture en_US
dc.subject.lcsh Teachers -- South Africa -- Limpopo -- Social conditions en_US
dc.subject.lcsh Teachers -- Job satisfaction -- South Africa -- Limpopo en_US
dc.subject.lcsh Social learning en_US
dc.subject.lcsh Socialization en_US
dc.title The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools en_US
dc.type Thesis en_US

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