An investigation into the factors that influence the Grade 1 educators' implementation of the Language-in-Education-Policy: A case study of two rural primary schools in the King William's Town Education District

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dc.contributor.advisorDuku, N.
dc.contributor.authorBobo-Gqibithole, Thobeka Thelma
dc.date.accessioned2026-09-15T06:57:45Z
dc.date.available2026-09-15T06:57:45Z
dc.date.issued2010-01
dc.descriptionMasters dissertation
dc.description.abstractThe aim of this study was to investigate the factors that influence the Grade 1 educators' implementation of the Language-in-Education Policy. This study adopted a qualitative research methodology and a case study design; the data collection instruments used were the participant observation, semi-structured interviews and document analysis. Purposive sampling of the SGBs and parents of Grade 1 learners, principals, HODs and Grade 1 educators was carried out: these aspects are articulated, together with those of ethical considerations such confidentiality of respondents, negotiating access to the research sites and the validity of the measurements, in chapter three. The findings in chapter 4 revealed, inter alia that the educators of both schools lacked a clear understanding of the LiEP; and that the SGBs seemed to be unfamiliar about their role in policy formulation, which is the starting point of policy implementation. The discussion of these findings and recommendations in chapter 5 has led to the listing of these and other recommendations in order to enhance effective implementation of the LiEP in schools: orientation of the SGBs in their duties; continual running of workshops on the implementation of the LiEP for the schools, and; the provision of more resources to cater for the languages of choice.
dc.identifier.citationBobo-Gqibithole,T.T.An investigation into the factors that influence the Grade 1 educators' implementation of the Language-in-Education-Policy: A case study of two rural primary schools in the King William's Town Education District.Alice.University of Fort Hare.
dc.identifier.urihttp://hdl.handle.net/20.500.11837/5126
dc.language.isoen
dc.publisherUniversity of Fort Hare
dc.subjectCurriculum planning -- South Africa -- Eastern Cape
dc.subjectEducation and state -- South Africa -- Eastern Cape
dc.subjectLanguage policy -- South Africa -- Eastern Cape
dc.subjectSchool board members -- South Africa -- Eastern Cape
dc.titleAn investigation into the factors that influence the Grade 1 educators' implementation of the Language-in-Education-Policy: A case study of two rural primary schools in the King William's Town Education District
dc.typeThesis

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