Open Data Portal
Leadership for Literacy 2017
Research on Socio-Economic Policy (RESEP)
Other Open Research Data
Feb 15, 2019
Apr 22, 2020
Data file: educator_oct_clean
UNIQUE school identifier
1_1_0 Educator teaches Grade R
1_1_1 Educator teaches Foundation Phase (Gr1-3)
1_1_2 Educator teaches Intermediate Phase (Gr4-6)
1_1_3 Educator teaches Senior Phase (Gr 7)
1_1_4 N.A. Educator doesn't teach
1_2_a. Subjects taught: African language
1_2_b. Subjects taught: English language
1_3_0 Not yet qualified as a teacher
1_3_1 Diploma from teacher training college
1_3_2 Advanced Certificate in Education (ACE)
1_3_3 Four year teaching degree
1_3_4 Honours (or higher post-graduate) degree in education
1_3_5 PGCE from university
1_4 Teacher currently teaches PHASE level in which specialised in qualification.
1_5 Teacher currently teaches SUBJECT in which specialised in qualification
1_6 Are you an SMT member in this school?
1_7_1 a. SMT members: How well matched is your training to phase/grade you manag
1_7_2 b. SMT members: How well matched is your training to subjects you manage?
2_1 How often do you read for enjoyment?
2_2 When last teacher read a novel for enjoyment
2_3_0 Mostly read: Novels
2_3_1 Mostly read: Magazines
2_3_2 Mostly read: Children's books
2_3_3 Mostly read: Newspapers
2_3_4 Mostly read: Bible or religious text
2_3_5 Mostly read: Online news and information
2_3_6 Mostly read: Non-fiction book
2_3_7 Mostly read: Other
2_4 How many books are there in your home
3_1_0 Reason why NEW textbooks/readers chosen - nice pictures
3_1_1 Reason why NEW textbooks/readers chosen - cheaper
3_1_2 Reason why NEW textbooks/readers chosen - catalogue
3_1_3 Reason why NEW textbooks/readers - publisher
3_1_4 Reason why NEW textbooks or readers chosen - content relevant
3_1_5 Reason why NEW textbooks/readers chosen - department advised
3_1_6 Reason why NEW textbooks/readers chosen- other
3_2_a. Enough textbooks to teach class
3_2_b. Enough Workbooks to teach class
3_2_c. Enough Graded readers to teach class
3_3 a. Quality of current Textbooks
3_3 b. Quality of current Workbooks
3_3 c. Quality of current Graded readers
3_4 How often update list of number of books/textbooks available?
4_1 How much has school management guided or supported you?
4_2 How often principal consults teachers on decisions/things that affect them?
4_3 When last received recognition/praise from SMT for good work?
4_4 When last YOU observed another teacher give a lesson?
4_5 Type of feedback given to teacher when you observed lesson
4_6 Someone in the school to give expert support with teaching reading
4_7 How often do you approach reading expert for advice on teaching reading?
4_8 Attended formal school meeting addressing improving reading instruction?
4_9 Discussed w. colleague: why learners struggle to read: African language?
4_10 Discussed w. colleague: why learners struggle to read: English?
4_11 When last visited in your classroom by a subject/curriculum advisor?
5_1_a. How clear is SMT strategy on improving results in reading?
5_1_b. How clear is SMT strategy on improving results in mathematics?
5_2_0 Preferred LOLT in Foundation Phase: isiZulu
5_2_1 Preferred LOLT in Foundation Phase:Sepedi
5_2_2 Preferred LOLT in Foundation Phase:Xitsonga
5_2_3 Preferred LOLT in Foundation Phase:TshiVenda
5_2_4 Preferred LOLT in Foundation Phase:SeSotho
5_2_5 Preferred LOLT in Foundation Phase:English
5_2_6 Preferred LOLT in Foundation Phase: Other
5_3 Rate principal on: using networks to get support/donations for school?
5_4 Rate principal on: using networks to get more reading resources?
6_1 How often give extra lessons (outside normal teaching time)?
6_2 Improvement needed in the way we teach reading in THIS school?
6_3_a. Grade in which should introduce: Reading words
6_3_b. Grade in which should introduce: Identify the main idea in the text
6_3_c. Grade in which should introduce: Reading connected text
6_3_d. Grade in which should introduce: Determine author's perspective/intention
6_3_e. Grade in which should introduce: Describe style or structure of a text
7_1 How often do learners in your class visit the school library?
7_2 How often learners allowed to borrow books from school library?
7_3 In your CLASSROOM is there a library or book corner?
8_1 How satisfied are you working as a teacher in THIS school?
8_2 How often do you feel stressed in this school?
8_3 When you wake up on Monday morning, how do you feel about going to work?
8_4 How happy are you with school's SMT?
8_5 Feel appreciated as a teacher in this school?
8_6 How often do you feel unsafe in this school?
8_7 How long have you been teaching in total?
8_8 How many days last term were you absent from school?
9_1 Teacher's specialisation / training in teaching language?
9_2 When last attended training on how to teach reading/develop learners' langua
9_3 When last SMT member observe you give a LANGUAGE OR READING?
9_4 What type of feedback did you receive from the SMT member?
9_5_a. Our SMT find ways of encouraging learners in this school to read.
9_5_b. Our SMT motivate teachers to make reading enjoyable for learners.
9_5_c. Our SMT organise useful workshops to improve how we teach reading.
9_6_0 Teacher support: Not much. I teach too many learners to support individual
9_6_1 Teacher support: Help the learner during break /after school
9_6_2 Teacher support: Give them easier material to read
9_6_3 Teacher support: Give the easier graded readers
9_6_4 Teacher support: Refer them to a remedial teacher from the department
9_6_5 Teacher support: Refer them to a remedial teacher within the school
9_6_6 Teacher support: Involve parents
9_6_7 Teacher support: Create an individual development plan
9_6_8 Teacher support: Other
DERIVED: respondent is a teacher
DERIVED: number of non-missing variables in educ. survey (sec 1-9)
DERIVED: number of non-missing variables in educ. survey (sec 1-8)
DERIVED: number of educator surveyed in school
DERIVED: number of SMT identified in the school through survey
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