TITLE:
Enhancing Educators’ Individualization, Individuation and Authenticity for School Improvement Performance: A Participatory Action Research Approach
AUTHORS:
Avhurengwi Samson Mabade
KEYWORDS:
Authenticity, Individualization, Individuation, School Performance
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.7,
July
18,
2024
ABSTRACT: Although there is a vast amount of literature about learners’ individualisation in class, it appears that there is very little about educators’ individualization, individuation, and authenticity, all deemed to improve school performance. For this study, the researcher intends to encourage educators to enhance their individualization, individuation, and authenticity for the improvement of school performance. Self-management and self-consciousness can drive and underpin both the individuation and authenticity of educators in the work environment. Although an educator may have knowledge of the subject matter, this needs to be prepared, taking learners and didactic knowledge into consideration, hence self-knowledge and self-realization are paramount. Clearly, that an individual is an autonomous centre of consciousness, however, there seemed to be principals and educators of schools whose performance management reflects a lack of robustness needed for the improvement of school performance due to a lack of individualization, individuation, and authenticity. Unless one is engaged with one’s work, one can hardly become effective. The relationships in the institution should be principled so that educators work efficiently hence individual offices can promote both determination and preparedness. Office individualization encourages educators to develop their own principled standard of practice. The researcher selected three primary schools including two (2) from a rural area and one (1) from an urban area in the same district. Two (2) educators from each school including one (1) from management and one (1) educator were selected for interviews. The participants comprised a total of six (6). The purpose of selecting these participants was to determine individualization, individuation, and authenticity in their working environment and to ascertain how these factors can improve school performance. The participants were interviewed individually at their respective schools at their own convenient times. Their answers were recorded in a reflective diary, and having been audio recorded, and then transcribed by the researcher. Their responses were presented as a participatory action research report.