Pather paramanandhan prathaban 2018

PROFESSIONAL CAPITAL OF EDUCATORS ACROSS THE VARYING SCHOOL QUINTILE CATEGORISATON BY PARAMANANDHAN PRATHABAN PATHER (STUDENT NUMBER: 8319510) A thesis submitted in fulfilment of the requirements for the degree of DOCTOR OF PHILOSOPHY (EDUCATION) School of Education, College of Humanities University of KwaZulu-Natal South Africa 2018 SUPERVISOR: PROFESSOR PREVANAND (LABBY) RAMRATHAN ETHICAL CLEARANCE NUMBER: HSS/0238/015D (i) ABSTRACT This study examines the acquisition and deployment of professional capital of educators across the varying school quintile categorization. One of the attributes of providing quality education is a strong emphasis on teacher professional development but within the context of South Africa teacher professional development initiatives packaged into workshops, which have minimal monitoring and evaluation, does not necessarily translate into educators learning new knowledge that leads to their practice being changed for quality teaching for quality learner outcomes (Bertram, 2011; Whitworth & Chiu, 2015). Engagement with the literature in the area of professional development has alluded to the phenomenon of Professional Capital advanced by Hargreaves & Fullan (2012), opening a new gaze into professional development and it is in this gaze that I locate my study. Professional Capital, which is made up of three interrelated components (human, social and decisional capital) that underscores excellence and educators realising their fullest capacity in teaching, provides the theoretical lens of the paper.

This study employed a qualitative, case study methodology using an interpretive approach with a view to understanding the discourse of teacher professional development through the lens of Professional Capital within the context of the varying quintile rankings of schools. Using multiple case studies, a sample of four educators from the Ilembe District, KwaZulu-Natal (two from quintile 3 - non-fee paying schools; one each from quintile 4 and 5 – fee-paying schools), were observed and interviewed. The findings of the study points to differences in the professional capacity and conditions of work as well as variations in the professional capital acquired and deployed by educators in fee-paying and non-fee paying schools. While the social capital of educators in non-fee paying schools are acquired and deployed in their schools as part of their “survival” humanisitic aspects of schooling dealing with the socio-economic challenges of the school (crime, teenage pregnancy etc.), educators from fee-paying schools acquire and deploy their social capital that to a large extent fulfills the neoliberal agenda of performativity, competition and career mobility.

(ii) This thesis contributes to an understanding of the varying dimensions of professional development as explored through a framework of professional capital. This study is also significant for educators in recognizing their potential to make appropriate decisions that inform their practices based on how they view their human, social and decisional capital informing their work as educators. (iii) DECLARATION I hereby declare that this entire thesis is my original work. Paramanandhan Prathaban Pather ____________________________ (Signature) As the candidate’s supervisor, I have approved this thesis for submission.

Professor Prevanand (Labby) Ramrathan ________________________________ (Signature) (iv) ACKNOWLEDGEMENTS To my mom (Dhanabakium), my wife (Angie), my two children (Saveshen and Trimira), my sister (Kogie), her family and Angela – your constant support during this stressful period was greatly appreciated. To my close friend, Poovie Pillay – my sincere gratitude to you for your genuine support from the time I enrolled for the Masters in Education degree. To Professor Daisy Pillay, my close friend, Professor Ashwin Desai and Dr. Betty Govidin – your professional guidance and advice were incredible and for that I am very grateful.

To my dear friend, Elvis Govender, and cousin, Niren Reddy whom I used to phone at awkward times to have intellectual discussions. Those discussions were invaluable and encouraging. To my principal, Mrs, P. You are such an understanding person.

Thanks for all your great support and all the best in your academic endeavours. To all my other friends and family – my gratitude to you all for your sincere support. To my supervisor, Professor Prevanand (Labby) Ramrathan – you are an incredible human being. You are the kindest, loving and the most humble professor I have ever met.

Your humility and philanthropic attitude has contributed significantly in me completing this thesis. You were always available, even at awkward times, to engage with me on any issue pertaining to my study. You are a rare individual that is so incredibly pragmatic. Nothing seems impossible to you.

Thank you for the being the person you are. (v) DEDICATION I dedicate this work to my mother, Dhanabakium Pather, who is a workaholic and my late dad, Sathasivan Prathaban Pather, who was also a workaholic. I am grateful to you both for instilling in me the value of hardwork, perseverance, humility and appreciating the little things in life. (vi) LIST OF FIGURES Figure 1: Vulnerability and its Dominant Influence on Human Capital 204 Figure 2: Spontaneous Behaviour and its Dominant Influence on Human and Decisional Capital 208 Figure 3: Dialogical Interactions, Experiences and Learning and its Dominant Influence on Social Capital 213 Figure 4: Scaffolding and its Dominant Influence on Social Capital 218 Figure 5: Trust in the Equal Development of Human, Social and Decisional Capital 223 (vii) TABLE OF CONTENTS TITLE PAGE i ABSTRACT ii DECLARATION iv ACKNOWLEDGEMENTS v DEDICATION vi LIST OF FIGURES vii CHAPTER ONE: PAVING THE WAY FOR THE STUDY 1 1.2 Orientation and Background to the Study 4 1.3 The Context of Quintile Ranking of Schools 6 1.4 Statement of Purpose 8 1.5 Research Questions Guiding the Study 8 1.6 Rationale for the Study 8 1.3 Gaps in the Current Literature 10 1.8 Selection of Research Participants and Research Site 12 1.10 Limitations of the Study 14 1.11 Structure of the Thesis 15 1.12 Concluding Comments 16 CHAPTER TWO: LITERATURE REVIEW 17 2.2 Conceptualising Teacher Professional Development 17 2.3 Teacher Learning and its Role in Professional Development 19 2.2 Acquisition of Knowledge and Teacher Learning 20 2.3 Socio-Cultural Influence on Teacher Learning 23 2.4 Professional Learning Communities and Teacher Learning 24 2.5 Teacher Learning and Heutagogy 26 2.6 Transformational Learning as Part of Teacher Learning 27 2.4 Collaboration and Effective Professional Development 30 2.2 Collaboration in Promoting Equity and Inclusiveness 31 2.3 The Influence of Collaboration on Social Capital Acquisition 34 2.4 Collaboration and its Relationship to PLC’s 36 2.5 Collaboration and Collaborative Inquiry 42 2.6 Educator Efficacy and Collaboration 44 2.5 Dialogical Learning and Professional Development 48 2.6 Scaffolding and its Significance for Teaching and Learning 53 2.7 Organisational Spontaneity and School Effectiveness 56 2.8 Trust and Collaborative Professional Development 58 2.9 Neoliberalism and Education 61 2.10 Concluding Comments 62 CHAPTER THREE: THEORETICAL FRAMEWORK 63 3.2 The Concept Capital 65 3.3 The Phenomenon of Professional Capital within Education 66 3.1 Pierre Bourdieu and Social Capital 74 3.2 James Coleman and Social Capital 76 3.3 Robert Putnam and Social Capital 78 3.7 Concluding Comments 90 CHAPTER FOUR: METHODOLOGY 91 4.2 Characteristics and Choice of Paradigm 92 4.3 Case Study Methodology 95 4.4 Selection of Participants and Sampling Procedures 97 4.5 Instruments Used In the Data Collection 99 4.2 Semi-Structured Interviews 100 4.3 Non-Participant Observations 104 4.6 Procedures for Data Presentation and Analysis 105 4.7 Methodological Limitations and Attempts to Address These 107 4.8 Rigor in Qualitative Research 108 4.9 Ethical Considerations of the Study 110 4.1 Gaining Access to the Research Site 111 4.2 Consent from Participants, Anonymity and Confidentiality 111 4.3 Power Relations in the Study 112 4.10 Concluding Comments 112 CHAPTER FIVE: PART ONE: PRESENTATION AND ANALYSIS OF DATA – HUMAN CAPITAL 113 5.1 Acquisition of Formal Education: The Journey Travelled 115 5.2 Significance of Teacher Talent in the Teaching and Learning Space 121 5.3 The Emotional and Moral Domain of Human Capital 127 5.4 Insights Revealed through Analysis of Key Findings 131 5.1 Vulnerability – An Opportunity and Strength Rather than a Weakness 131 5.2 Emotional Intelligence and its Significance for Human Capital 133 5.3 Spontaneity and School Effectiveness 136 5.3 Concluding Comments 138 CHAPTER SIX: PART TWO: PRESENTATION AND ANALYSIS OF DATA – SOCIAL CAPITAL 140 6.2 Collaborative Engagement and Collegial Support 141 6.3 The Significance of Professional Learning Communities 150 6.4 Fostering an Open Teaching and Learning Environment 158 6.5 Analysis of Insights from Key Findings – Social Capital 164 6.1 Outcomes of Contrived Collegiality 164 6.2 Dialogical Interaction, Learning and Experiences and its Influence on Social Capital 167 6.3 Scaffolding and its Social Dimension 170 6.6 Concluding Comments 172 CHAPTER SEVEN: PART THREE: PRESENTATION AND ANALYSIS OF DATA – DECISIONAL CAPITAL 173 7.2 Power and its Influence on Decision-Making 173 7.3 Collaboration and its Significance for Decision-Making 179 7.4 Discretionary Judgements and Decisional Capital 184 7.5 Analysis of Insights from Key Findings – Decisional Capital 188 7.1 Role of Trust in Decision-Making 188 7.2 Critical Reflection and Decision-Making 191 7.6 Concluding Comments 196 CHAPTER EIGHT: DEVELOPING A PERSPECTIVE: THEORISING THE KEY FINDINGS 197 8.2 Vulnerability an Opportunity Rather than a Weakness 199 8.3 Spontaneous Behaviour of Educators 204 8.4 Dialogical Interactions, Learning and Experiences of Educators 209 8.5 Scaffolding Experiences of Educators 214 8.6 Role of Trust in Fostering Professional Capital 219 8.7 Professional Capital and the Neoliberal Discourse 224 8.8 Concluding Comments 230 CHAPTER NINE: CONCLUDING THE THESIS 232 9.2 Responses to the Key Research Questions that Guided the Study 234 9.3 Contribution of the Study 235 9.4 Significance and Recommendations of the Study 236 9.5 Concluding Comments 239 LIST OF REFERENCES 241 APPENDICES Appendix A: Consent Letter of Participant 260 Appendix B: Consent Letter of Principal 262 Appendix C: Ethical Clearance Certificate 264 Appendix D: Language Editing Certificate 265 Appendix E: Observation Schedule for Classroom Visits 266 Appendix F: Interview Schedule for Educators 269 Appendix G: Turnitin Report 279 CHAPTER ONE: PAVING THE WAY FOR THE STUDY 1.1 Introduction Roger Federer Consulting with a plethora of literature in the form of scholarly books, educational journals and newspaper articles on teacher professional development, which was one of the imperatives in developing the research proposal for the doctoral degree in education, has illuminated the concept of professional capital by Hargreaves and Fullan (2012).

Engaging with the phenomenon of professional capital (made up of human, social and decisional capital) by Hargreaves and Fullan (2012) immediately struck a chord that the principles of professional capital are not only aligned to education but also resonates with sport and professional sportspeople, in particular, Roger Federer (an active former world number one professional tennis player from Switzerland). Apart from having a great interest and passion for tennis and being a competitive tennis player for many years, I am also a huge fan of this remarkable tennis player. Reading books, and newspaper articles about this legend as well as watching him on television display his incredible talent has also exhibited his true professionalism in tennis and sport as a whole and is therefore an embodiment of the principles of professional capital. The men’s professional tennis is governed by the Association of Tennis Professionals (ATP) and the ranking systems (that involve tennis players accumulating points in tournaments to determine their ranking) developed by the ATP is normally used as a predictor of performance in tennis (Prieto-Bermejo & Gόmez-Ruano, 2016).

The four Grand Slam tournaments (Australian Open, French Open, Wimbledon and US Open), which are played 1 over two weeks, are the most important tournaments on the calendar of tennis tournaments on the ATP tour. The bucket list of every aspirant professional tennis player is to win at least one of these Grand Slam tournaments. Roger Federer won 20 of these tournaments (James, 2018) and many other high profile tennis tournaments in the world. Roger Federer has been labelled by the public and many fellow tennis players as one the greatest tennis players of all time, calling him the “Harry Potter” of tennis, a simple man that can relate to the masses, a genius on the tennis court and a great ambassador for the sport of tennis (Stauffer, 2006).