Challenges facing the teaching and learning of accounting in Secondary Schools of the Mthatha Education District
- Authors: Susani, Mongezi
- Date: 2016
- Subjects: Teaching and learning -- Accounting Secondary education -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/494 , vital:27278
- Description: The purpose of this study was to examine the challenges facing the teaching and learning of Accounting in secondary schools of the Mthatha education district. There are 69 secondary schools that offer Accounting in the Mthatha education district. In order to attain the objectives and fulfil the aim of the study, the researcher used the qualitative research approach, both in collecting and analysing the data. The case study design was used to describe and access the phenomenon of challenges facing the teaching and learning of Accounting in the Mthatha education district. Convenience sampling method was used to select twelve Accounting teachers from six different secondary schools in the Mthatha education district. Face-to-face in-depth interviews and non-participant observation were used to collect the data. Themes were drawn from the responses of the participants and these were analysed. The study revealed the following factors as challenges facing the teaching and learning of Accounting in secondary schools of the Mthatha education district: Teachers had professional qualifications in teaching, but fewer of them had Accounting as subject of their specialisation. Frequency of workshops was identified as a challenge by interviewed teachers. The study revealed that teachers are unfamiliar with the content to teach, and as a result, they are unable to develop the learner guides. The study found that teachers are using insufficient LTSM to teach Accounting. Instructional strategies used by teachers for teaching and learning of Accounting affected the process of teaching and learning of this subject. Redeployment is a challenge that affects the capacity of schools in the teaching and learning of Accounting. The study also revealed that there is a lack of parental involvement and support in the education of their children, which negatively affects the teaching and learning of Accounting. Limited commitment from teachers and learners was also revealed as one of the challenges in teaching and learning Accounting. The researcher made recommendations towards mitigating the effects of the challenges in teaching and learning of Accounting.
- Full Text:
- Date Issued: 2016
- Authors: Susani, Mongezi
- Date: 2016
- Subjects: Teaching and learning -- Accounting Secondary education -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/494 , vital:27278
- Description: The purpose of this study was to examine the challenges facing the teaching and learning of Accounting in secondary schools of the Mthatha education district. There are 69 secondary schools that offer Accounting in the Mthatha education district. In order to attain the objectives and fulfil the aim of the study, the researcher used the qualitative research approach, both in collecting and analysing the data. The case study design was used to describe and access the phenomenon of challenges facing the teaching and learning of Accounting in the Mthatha education district. Convenience sampling method was used to select twelve Accounting teachers from six different secondary schools in the Mthatha education district. Face-to-face in-depth interviews and non-participant observation were used to collect the data. Themes were drawn from the responses of the participants and these were analysed. The study revealed the following factors as challenges facing the teaching and learning of Accounting in secondary schools of the Mthatha education district: Teachers had professional qualifications in teaching, but fewer of them had Accounting as subject of their specialisation. Frequency of workshops was identified as a challenge by interviewed teachers. The study revealed that teachers are unfamiliar with the content to teach, and as a result, they are unable to develop the learner guides. The study found that teachers are using insufficient LTSM to teach Accounting. Instructional strategies used by teachers for teaching and learning of Accounting affected the process of teaching and learning of this subject. Redeployment is a challenge that affects the capacity of schools in the teaching and learning of Accounting. The study also revealed that there is a lack of parental involvement and support in the education of their children, which negatively affects the teaching and learning of Accounting. Limited commitment from teachers and learners was also revealed as one of the challenges in teaching and learning Accounting. The researcher made recommendations towards mitigating the effects of the challenges in teaching and learning of Accounting.
- Full Text:
- Date Issued: 2016
Factors contributing to conflict among the teachers of Secondary Schools in the Mthatha Education District
- Authors: Lukman, Yusuf
- Date: 2016
- Subjects: Staff conflict -- Schools School management -- Secondary education Teachers -- Conflict -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/912 , vital:30049
- Description: The purpose of this study was to investigate the factors contributing to conflict among the teachers of secondary schools of Mthatha Education district. The liter-ature review reflects theories concerning the factors contributing to conflict among teachers, ranging from the leadership styles use in the schools, the causes of poor in-terpersonal relations among teachers and the causes of teachers’ resistance in schools. To attain the aims and objectives of the study the researcher used the case study de-sign as well as the qualitative research method, both in collecting and analysing the da-ta. Ten (10) teachers and five (5) principals from five different secondary schools formed the sample size of the investigation. Convenience sampling method was used to select this sample size. An open-ended interview schedule and tape record-ing were used for the face-to-face in-depth interviews. Themes drawn from the re-sponses of the participants and discussed included: unhealthy competition, poor com-munication, poor interpersonal relations, poor leadership styles used in schools, exces-sive teacher workload and the existence of cliques and informal groups resulted into conflict among the secondary school teachers. Democratic and participatory styles were suggested as the best working styles of leadership used in the secondary schools. The effects of conflict on the culture of teaching and learning were: weak team spirit among teachers, less communication, stressed among the teachers, high absenteeism, less col-laboration, less teacher motivation and prolonged decision making processes in the schools. The predominant causes of teacher resistance were also highlighted as: the use of autocratic style by school managers, poor communications, ill and unprofessional treatment of staff by managers, constant curriculum changes and unclear policies in the schools. The recommendations on the factors contributing to conflict among sec-ondary schools in the Mthatha Education District were made.
- Full Text:
- Date Issued: 2016
- Authors: Lukman, Yusuf
- Date: 2016
- Subjects: Staff conflict -- Schools School management -- Secondary education Teachers -- Conflict -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/912 , vital:30049
- Description: The purpose of this study was to investigate the factors contributing to conflict among the teachers of secondary schools of Mthatha Education district. The liter-ature review reflects theories concerning the factors contributing to conflict among teachers, ranging from the leadership styles use in the schools, the causes of poor in-terpersonal relations among teachers and the causes of teachers’ resistance in schools. To attain the aims and objectives of the study the researcher used the case study de-sign as well as the qualitative research method, both in collecting and analysing the da-ta. Ten (10) teachers and five (5) principals from five different secondary schools formed the sample size of the investigation. Convenience sampling method was used to select this sample size. An open-ended interview schedule and tape record-ing were used for the face-to-face in-depth interviews. Themes drawn from the re-sponses of the participants and discussed included: unhealthy competition, poor com-munication, poor interpersonal relations, poor leadership styles used in schools, exces-sive teacher workload and the existence of cliques and informal groups resulted into conflict among the secondary school teachers. Democratic and participatory styles were suggested as the best working styles of leadership used in the secondary schools. The effects of conflict on the culture of teaching and learning were: weak team spirit among teachers, less communication, stressed among the teachers, high absenteeism, less col-laboration, less teacher motivation and prolonged decision making processes in the schools. The predominant causes of teacher resistance were also highlighted as: the use of autocratic style by school managers, poor communications, ill and unprofessional treatment of staff by managers, constant curriculum changes and unclear policies in the schools. The recommendations on the factors contributing to conflict among sec-ondary schools in the Mthatha Education District were made.
- Full Text:
- Date Issued: 2016
Inhibiting factors to the role of representative council of learners in participative governance of schools: a case study of selected schools in the Qumbu District in Eastern Cape Province of South Africa
- Authors: Poswa, Sakumzi
- Date: 2016
- Subjects: High school students -- Governance Student representative council -- Secondary education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/484 , vital:27277
- Description: This study was conducted in four Qumbu District schools The literature review enabled the researcher to understand the current discourses in terms of learners’ participation in the governance of schools through the Representative Council of Learners Through the methodological application of triangulation, the study produced data on which findings were based and recommendations made Generally, evidence from the collected data reveals issues worth the attention of the researcher and relevant authorities Some of the evidence in this study was that there is need to involve learners in decision making; that the learners who are elected to be members of the RCL should be provided with orientation and training so that they become aware of the content of policy documentations that govern their roles and responsibilities These RCL members are supposed to be considered as potential decision makers and leaders in their schools It is therefore the responsibility of schools and the Department of Education to provide orientation and training for these learners so as to equip them adequately with leadership information and to develop their skills in order for them to be able to play their roles responsibly In concluding, the researcher believes that solutions to the problems identified can be resolved by considering the recommendations for implementation.
- Full Text:
- Date Issued: 2016
- Authors: Poswa, Sakumzi
- Date: 2016
- Subjects: High school students -- Governance Student representative council -- Secondary education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/484 , vital:27277
- Description: This study was conducted in four Qumbu District schools The literature review enabled the researcher to understand the current discourses in terms of learners’ participation in the governance of schools through the Representative Council of Learners Through the methodological application of triangulation, the study produced data on which findings were based and recommendations made Generally, evidence from the collected data reveals issues worth the attention of the researcher and relevant authorities Some of the evidence in this study was that there is need to involve learners in decision making; that the learners who are elected to be members of the RCL should be provided with orientation and training so that they become aware of the content of policy documentations that govern their roles and responsibilities These RCL members are supposed to be considered as potential decision makers and leaders in their schools It is therefore the responsibility of schools and the Department of Education to provide orientation and training for these learners so as to equip them adequately with leadership information and to develop their skills in order for them to be able to play their roles responsibly In concluding, the researcher believes that solutions to the problems identified can be resolved by considering the recommendations for implementation.
- Full Text:
- Date Issued: 2016
Teacher's views on the implementation of HIV/AIDS policies in schools: a case study of four high schools in Fort Beaufort Education District
- Authors: Koza, Rebecca
- Date: 2016
- Subjects: HIV infections -- Government policy -- South Africa -- Eastern Cape AIDS (Disease) -- Government policy -- South Africa -- Eastern Cape HIV infections -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/2105 , vital:27610
- Description: HIV/AIDS is reducing the hard-won returns on investment in education in South Africa.
- Full Text:
- Date Issued: 2016
- Authors: Koza, Rebecca
- Date: 2016
- Subjects: HIV infections -- Government policy -- South Africa -- Eastern Cape AIDS (Disease) -- Government policy -- South Africa -- Eastern Cape HIV infections -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/2105 , vital:27610
- Description: HIV/AIDS is reducing the hard-won returns on investment in education in South Africa.
- Full Text:
- Date Issued: 2016
The managerial leadership styles of school principals for school effectiveness: a study of six Secondary schools of the Dutywa Education District
- Authors: Ziduli, Mlungiseleli
- Date: 2016
- Subjects: High school -- Management Secondary education performance -- School leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/504 , vital:27279
- Description: The purpose of this study was to investigate the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District in the Eastern Cape Province of the Republic of South. The literature review reflects theories concerning the managerial leadership styles of school principals for school effectiveness. In order to attain the aims and objectives of the study, the researcher used the qualitative research method, both in collecting and analyzing the data. The case study design was used to describe and access the phenomenon and the purposive sampling method was used to select (6) secondary school principals. An open ended interview schedule was used for the face-to-face in-depth interviews on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District. Themes were drawn from the responses of the participants and analysed. Some of the findings were: Democratic and participatory leadership styles were used by the school principals to achieve maximum co-operation from both experienced and beginning teachers and the learners in the schools. Laissez fair and autocratic styles of leadership appeared to be undesirable for the management of schools. For school principals’ effective management, they need to do proper planning, organising and scheduling of activities, assigning duties to teachers and delegating some of their work to competent teachers. The reasons for school principals’ ineffectiveness in this study were: favouritism, over-familiar relationships with some teachers, ignoring teachers’ personal problems, workload, lack of support and co-operation from teachers. Incorrect interpretation of educational policies were seen to lead to chaotic situations, poor performance of both teachers and learners, division between learners and teachers, a lack of unity between school stake-holders, poor job satisfaction and lack of trust and respect for the principals concerned. Factors contributing to principals’ incorrect interpretation of educational policies and execution of management roles were: negligence, lack of knowledge and ability to interpret educational policies, lack of proper induction programmes and training of principals and lack of support on policy matters from the Department of Education. Contributing factors resulting in barriers to principals’ ineffectiveness in the management of schools were: failure to give proper instructions to teachers and learners, failure to effectively use of available funds in the school, failure to implement all educational programmes in the school including co-curricular and extra mural activities, lack of experience, lack of support from both the Department of Education and the parents, lack of resources, high staff turnover, favourtisms and failure to hold teachers accountable for poor work done. Mechanisms deemed to overcome the factors leading to barriers to principals’ execution of their management roles at schools were: making the effort to be knowledgeable about educational policies, timely responses to problems in the school, regular consultation with stakeholders, employment of SGB teachers, taking direct supervision of instructions in classrooms and endeavoring to have good relations and gaining support from the SGB and the parents. The researcher made some recommendations on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District.
- Full Text:
- Date Issued: 2016
- Authors: Ziduli, Mlungiseleli
- Date: 2016
- Subjects: High school -- Management Secondary education performance -- School leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/504 , vital:27279
- Description: The purpose of this study was to investigate the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District in the Eastern Cape Province of the Republic of South. The literature review reflects theories concerning the managerial leadership styles of school principals for school effectiveness. In order to attain the aims and objectives of the study, the researcher used the qualitative research method, both in collecting and analyzing the data. The case study design was used to describe and access the phenomenon and the purposive sampling method was used to select (6) secondary school principals. An open ended interview schedule was used for the face-to-face in-depth interviews on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District. Themes were drawn from the responses of the participants and analysed. Some of the findings were: Democratic and participatory leadership styles were used by the school principals to achieve maximum co-operation from both experienced and beginning teachers and the learners in the schools. Laissez fair and autocratic styles of leadership appeared to be undesirable for the management of schools. For school principals’ effective management, they need to do proper planning, organising and scheduling of activities, assigning duties to teachers and delegating some of their work to competent teachers. The reasons for school principals’ ineffectiveness in this study were: favouritism, over-familiar relationships with some teachers, ignoring teachers’ personal problems, workload, lack of support and co-operation from teachers. Incorrect interpretation of educational policies were seen to lead to chaotic situations, poor performance of both teachers and learners, division between learners and teachers, a lack of unity between school stake-holders, poor job satisfaction and lack of trust and respect for the principals concerned. Factors contributing to principals’ incorrect interpretation of educational policies and execution of management roles were: negligence, lack of knowledge and ability to interpret educational policies, lack of proper induction programmes and training of principals and lack of support on policy matters from the Department of Education. Contributing factors resulting in barriers to principals’ ineffectiveness in the management of schools were: failure to give proper instructions to teachers and learners, failure to effectively use of available funds in the school, failure to implement all educational programmes in the school including co-curricular and extra mural activities, lack of experience, lack of support from both the Department of Education and the parents, lack of resources, high staff turnover, favourtisms and failure to hold teachers accountable for poor work done. Mechanisms deemed to overcome the factors leading to barriers to principals’ execution of their management roles at schools were: making the effort to be knowledgeable about educational policies, timely responses to problems in the school, regular consultation with stakeholders, employment of SGB teachers, taking direct supervision of instructions in classrooms and endeavoring to have good relations and gaining support from the SGB and the parents. The researcher made some recommendations on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District.
- Full Text:
- Date Issued: 2016
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