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A Systems Perspective on School Improvement with a Focus on Teachers

Author

Listed:
  • Lieschen Venter

    (Stellenbosch University)

  • Theresa Viljoen

    (Stellenbosch University)

Abstract

In this paper the impact of various factors on teacher effectiveness is considered in the South African context. The Teacher Effectiveness Model is constructed to answer the research question whether it is the low quantity of teachers or predominantly their low quality that contributes to the basic education crisis of Quintile 1 to 3 schools in the Western Cape, South Africa. The model illustrates the impact of improving the quantity and quality of teachers within the province. This research question is answered when the system exhibits an increase of 13% in the success measure when the quantity is improved and an increase of 10% in the success measure when quality is improved. Improvement in both factors, however, gives the best result with a 17% increase in the success measure.

Suggested Citation

  • Lieschen Venter & Theresa Viljoen, 2020. "A Systems Perspective on School Improvement with a Focus on Teachers," Systemic Practice and Action Research, Springer, vol. 33(3), pages 265-293, June.
    • Handle: RePEc:spr:syspar:v:33:y:2020:i:3:d:10.1007_s11213-019-09508-6
    DOI: 10.1007/s11213-019-09508-6
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    References listed on IDEAS

    as
    1. Venkat, Hamsa & Spaull, Nic, 2015. "What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007," International Journal of Educational Development, Elsevier, vol. 41(C), pages 121-130.
    2. Emiliana Vegas & Ilana Umansky, 2005. "Improving Teaching and Learning through Effective Incentives : What Can We Learn from Education Reforms in Latin America?," World Bank Publications - Reports 8694, The World Bank Group.
    3. Hendrik van Broekhuizen, 2015. "Teacher Supply in South Africa: A Focus on Initial Teacher Education Graduate Production," Working Papers 07/2015, Stellenbosch University, Department of Economics.
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