Passion for teaching: A perspective for South African teachers

Rampa, Seake Harry

doi:10.1080/18146627.2014.934994

Cited by 2 publications

(3 citation statements)

References 8 publications

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“…The status of Zodwa as an experienced and seasoned Accounting teacher, for an example, was valued by the commerce teachers. This is consistent with Rampa (2014) who argue that the school setting is the place where teachers directly interact with their learners and colleagues which allows for the opportunity to deal with issues that directly influence them.…”

Section: Discussionsupporting

confidence: 85%

“…Teachers were expected to attend workshop offered by the Department of Education aimed at enhancing teacher professional development to meet changes into the new curriculum policy. However, research shows that these initiatives do not always lead to improvement in teacher learning and classroom practice as they do not take into consideration teachers' classroom needs (Bantwini, 2010;Kostina, 2015;Mogashoa, 2013;Rampa, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Ngwenya

2020

PiE

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This paper explores the resources Accounting teachers draw on and how they use the identified resources in the teaching of Accounting in a rural school. The study adopted an interpretive qualitative case study and employed semi-structured individual interviews to collect data from the Accounting teachers. Thematic analysis revealed that Accounting teachers used capacities, skills and resources from the school, neighbouring schools and wider community outside the school to improve their teaching practices. Despite the continuous curriculum changes, the nature of the discipline of Accounting and the school's context, Accounting teachers were able to identify and utilise assets at different levels, starting from the talents and capacities of learners. The paper concludes that instead of using the deficits as a starting point in development of Accounting teachers, development must build upon the capacities and strengths that exist within the school community.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Ngwenya

2020

PiE

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“…Consequently, HP and IM are related due to the positive emotions associated with the activity (Vallerand, 2015). Moreover, students need to develop and to sustain passion and motivation for an enduring sense of efficacy (Rampa, 2014). Thus, these results reveal that IM and HP become significant variables to consider that predict ASE.…”

Section: Obsessive and Harmonious Passionmentioning

confidence: 87%

Threats or Opportunities That Undermine or Facilitate First-Year University Students’ Levels of Academic Self-Efficacy

2023

JHETP

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University students experience new academic demands during their transition from school to college. This study explored variables that positively or negatively influence first-year university students' levels of academic self-efficacy, providing insights into teachers' practices and Higher Education Institutions. Data were collected at two points over the course of 6 months from a convenient sample of 311 students, and regression-based path analysis was undertaken using mediation and moderation analysis. The findings showed that positive emotions, negative emotional states, motivational processes, and internal states affect students' academic performance, beliefs, and judgments of their academic self-efficacy. More specifically, the results revealed that students' emotions, such as gratitude, negative emotional states, intrinsic motivation, perceptions of academic control, and motivational processes named obsessive and harmonious passion undermine or facilitate students' academic self-efficacy levels. Limitations and recommendations for future research, as well as practical implications for counselors and teachers, leaders and administrators, and students, are discussed.

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Passion for teaching: A perspective for South African teachers

Cited by 2 publications

References 8 publications

Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Threats or Opportunities That Undermine or Facilitate First-Year University Students’ Levels of Academic Self-Efficacy

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