Monitoring strategies used for teaching and learning in selected scondary schoolsof OR Thambo Inland Education District, Eastern Cape Provice, South Africa
- Tswane, Patience Nomampondomise
- Authors: Tswane, Patience Nomampondomise
- Date: 2023-00
- Subjects: Monitoring strategies
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10769 , vital:75218
- Description: This study was meant to investigate monitoring strategies used for teaching and learning in selected secondary schools of OR Tambo Inland Education District in Eastern Cape Province of South Africa. The study mainly concentrated on collecting the analysed data from principals, deputy principals and heads of departments of secondary schools of Qumbu magisterial district on the basis of my proximity to their schools. A case study research design was adopted as only principals, deputy principals and HODs officially employed by the Department of Education to teach in geographically located secondary schools in Qumbu magisterial district were used as subjects to collect data. The qualitative research approach was employed in this study. A sample of 15 participants who were chosen using purposive sampling were interviewed face-to-face adopting semi-structured interviews to gather data for this study. The findings supported SMTs' use of monitoring curriculum implementation methodologies, but their actual implementation was characterised by a lack of rigour and decisiveness. Evidently, a number of contextual circumstances influenced to what extent the methods that had been decided upon were carried out. It emerged that in some SMTs’ strategies to manage and monitor the quality of teaching and learning in their secondary schools, teacher unions disrupts such systems. This implies that the teacher unions play a detrimental role in limiting effective intervention strategies by management. As long as teacher unions plays a powerful role in tying the hands of management in quality control oversight, management will find it very difficult to make inroads into improving commitment by teachers and progress of learners. The Department of Basic Education and government need to review and revise the powers of teacher unions. , Thesis (Masters) -- Faculty of Education, 2024
- Full Text:
- Date Issued: 2023-00
- Authors: Tswane, Patience Nomampondomise
- Date: 2023-00
- Subjects: Monitoring strategies
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10769 , vital:75218
- Description: This study was meant to investigate monitoring strategies used for teaching and learning in selected secondary schools of OR Tambo Inland Education District in Eastern Cape Province of South Africa. The study mainly concentrated on collecting the analysed data from principals, deputy principals and heads of departments of secondary schools of Qumbu magisterial district on the basis of my proximity to their schools. A case study research design was adopted as only principals, deputy principals and HODs officially employed by the Department of Education to teach in geographically located secondary schools in Qumbu magisterial district were used as subjects to collect data. The qualitative research approach was employed in this study. A sample of 15 participants who were chosen using purposive sampling were interviewed face-to-face adopting semi-structured interviews to gather data for this study. The findings supported SMTs' use of monitoring curriculum implementation methodologies, but their actual implementation was characterised by a lack of rigour and decisiveness. Evidently, a number of contextual circumstances influenced to what extent the methods that had been decided upon were carried out. It emerged that in some SMTs’ strategies to manage and monitor the quality of teaching and learning in their secondary schools, teacher unions disrupts such systems. This implies that the teacher unions play a detrimental role in limiting effective intervention strategies by management. As long as teacher unions plays a powerful role in tying the hands of management in quality control oversight, management will find it very difficult to make inroads into improving commitment by teachers and progress of learners. The Department of Basic Education and government need to review and revise the powers of teacher unions. , Thesis (Masters) -- Faculty of Education, 2024
- Full Text:
- Date Issued: 2023-00
Private suplementary tutoring and grade 12 education in Geometry performance
- Authors: Mabhamba, Mfuneko
- Date: 2023-00
- Subjects: Mathematics Education
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10448 , vital:75181
- Description: The primary intention of this study was to explore the extent to which private tutorials relate to Euclidean Geometry performance amongst Grade 12 learners from selected schools in OR Tambo Inland District. The first objective was to examine the correlation between private tutorials and Euclidean Geometry performance. The second research question was to investigate the Euclidean Geometry means scores of students who attend private tutorials as compared to the group of students who do not attend private tutorials. The study had a sample size of 347 participants from four schools. Lev Vygotsky's Socio-cultural Theory was used as a theoretical framework to underpin the study. The study adopted quantitative research methodology to answer the research questions. A questionnaire and a standardised Euclidean Geometry test were administered to collect the data from the participants. Correlational and regression analysis were performed to analyse to data. The outcomes of the study reveal that private tutorials and Euclidean Geometry performance were significantly correlated. Furthermore, private tutorials were found to be the determinant or predictor of performance in Euclidean Geometry. Secondly, students who are attending private tutorials significantly outperformed their counterparts (i.e., students who are not attending private tutorials) in Euclidean Geometry. Recommendations were made to implicate stakeholders to enhance the effective use private tutorials to boost Euclidean Geometry performance while also improvising alternative measures to students who might want to attend private tutorials, but affordability becomes a detrimental hindrance. , Thesis (Masters) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-00
- Authors: Mabhamba, Mfuneko
- Date: 2023-00
- Subjects: Mathematics Education
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10448 , vital:75181
- Description: The primary intention of this study was to explore the extent to which private tutorials relate to Euclidean Geometry performance amongst Grade 12 learners from selected schools in OR Tambo Inland District. The first objective was to examine the correlation between private tutorials and Euclidean Geometry performance. The second research question was to investigate the Euclidean Geometry means scores of students who attend private tutorials as compared to the group of students who do not attend private tutorials. The study had a sample size of 347 participants from four schools. Lev Vygotsky's Socio-cultural Theory was used as a theoretical framework to underpin the study. The study adopted quantitative research methodology to answer the research questions. A questionnaire and a standardised Euclidean Geometry test were administered to collect the data from the participants. Correlational and regression analysis were performed to analyse to data. The outcomes of the study reveal that private tutorials and Euclidean Geometry performance were significantly correlated. Furthermore, private tutorials were found to be the determinant or predictor of performance in Euclidean Geometry. Secondly, students who are attending private tutorials significantly outperformed their counterparts (i.e., students who are not attending private tutorials) in Euclidean Geometry. Recommendations were made to implicate stakeholders to enhance the effective use private tutorials to boost Euclidean Geometry performance while also improvising alternative measures to students who might want to attend private tutorials, but affordability becomes a detrimental hindrance. , Thesis (Masters) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-00
Students'perspectives of quality educationat a selected South African University
- Authors: Nkalane, Unathi Juliet
- Date: 2023-00
- Subjects: Quality Education
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/11144 , vital:75924
- Description: Quality education is a critical component of higher education institutions in South Africa. This study aims to explore students' perspectives on quality education at a South African higher education institution. The study utilized a qualitative research approach, with semi-structured interviews and observation, conducted with ten undergraduate students and two lecturers from the Technology and Mathematics Education (TME) department, student affairs, the quality assurance office, and Department of Learning and Teaching (DLT). The findings highlight the importance of effective communication, adequate resources, and supportive learning environments. The study also identified challenges such as limited access to resources, inadequate academic support, and insufficient feedback. The study's results suggest that student perspectives on quality education are multifaceted and require attention from higher education institutions to improve the quality of education and enhance student satisfaction. Keywords: Quality education, Student’s perspectives, Higher Education Institution, Resources. , Thesis (Masters) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-00
- Authors: Nkalane, Unathi Juliet
- Date: 2023-00
- Subjects: Quality Education
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/11144 , vital:75924
- Description: Quality education is a critical component of higher education institutions in South Africa. This study aims to explore students' perspectives on quality education at a South African higher education institution. The study utilized a qualitative research approach, with semi-structured interviews and observation, conducted with ten undergraduate students and two lecturers from the Technology and Mathematics Education (TME) department, student affairs, the quality assurance office, and Department of Learning and Teaching (DLT). The findings highlight the importance of effective communication, adequate resources, and supportive learning environments. The study also identified challenges such as limited access to resources, inadequate academic support, and insufficient feedback. The study's results suggest that student perspectives on quality education are multifaceted and require attention from higher education institutions to improve the quality of education and enhance student satisfaction. Keywords: Quality education, Student’s perspectives, Higher Education Institution, Resources. , Thesis (Masters) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-00
The role that principals play in the functionality of South African Schools: A case study
- Authors: Mahlathi, Mcebisi
- Date: 2023-00
- Subjects: Educational Leadership and Development
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10501 , vital:75185
- Description: The aim of the study was to explore the roles that principals play in the functionality of the South African schools. The Instructional Leadership Theory was used, and a case study design was followed. Detailed individual and group discussions were done to get rich data from 5 participants from 5 purposively carefully chosen high schools. Through thematic analysis of the interviews, three major findings emerged. One of the key findings was that school principals in this study relied overwhelmingly on the old knowledge they acquired from their junior degrees, and from observations, to lead the schools. As such, there was a leadership gap in their daily execution of roles. This study concludes that school principals are not as capacitated and well developed to perform their everyday roles in South African schools. It was recommended that the Department of Education offer on-going development plans to up-skill the school principals so that they can be professional and administratively ready for their roles. , Thesis (Masters) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-00
- Authors: Mahlathi, Mcebisi
- Date: 2023-00
- Subjects: Educational Leadership and Development
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10501 , vital:75185
- Description: The aim of the study was to explore the roles that principals play in the functionality of the South African schools. The Instructional Leadership Theory was used, and a case study design was followed. Detailed individual and group discussions were done to get rich data from 5 participants from 5 purposively carefully chosen high schools. Through thematic analysis of the interviews, three major findings emerged. One of the key findings was that school principals in this study relied overwhelmingly on the old knowledge they acquired from their junior degrees, and from observations, to lead the schools. As such, there was a leadership gap in their daily execution of roles. This study concludes that school principals are not as capacitated and well developed to perform their everyday roles in South African schools. It was recommended that the Department of Education offer on-going development plans to up-skill the school principals so that they can be professional and administratively ready for their roles. , Thesis (Masters) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-00
A co-constructed understanding of teachers’ experiences in a community of practice within a community-university engagement project
- Authors: Newton, Tracey
- Date: 2022-12
- Subjects: To be assigned
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/60559 , vital:65839
- Description: Abstract. , Thesis (MSc) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Newton, Tracey
- Date: 2022-12
- Subjects: To be assigned
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/60559 , vital:65839
- Description: Abstract. , Thesis (MSc) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-12
Exploring a humanising pedagogy in the teaching of mathematics in engineering related subjects at TVET colleges
- Vimbelo, Siphokazi Winniefred
- Authors: Vimbelo, Siphokazi Winniefred
- Date: 2022-12
- Subjects: Mathematics--Study and teaching--Research , Mathematics--engineering , Pepagogy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60523 , vital:65641
- Description: Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Vimbelo, Siphokazi Winniefred
- Date: 2022-12
- Subjects: Mathematics--Study and teaching--Research , Mathematics--engineering , Pepagogy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60523 , vital:65641
- Description: Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Full Text:
- Date Issued: 2022-12
Main thesis title
- Authors: Tsamago, Hodi, Elias
- Date: 2022-12
- Subjects: Technology integration , SOLEs pedagogy , Metacognitive
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60549 , vital:65833
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings , Thesis (PhD) -- Faculty of education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Tsamago, Hodi, Elias
- Date: 2022-12
- Subjects: Technology integration , SOLEs pedagogy , Metacognitive
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60549 , vital:65833
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings , Thesis (PhD) -- Faculty of education, 2022
- Full Text:
- Date Issued: 2022-12
Implementing mathematics intervention strategies to enhance understanding of number sense: an informative framework for the Ekurhuleni North District, Gauteng province, South Africa
- Authors: Hove, Netsai
- Date: 2022-11
- Subjects: Number concept , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26085 , vital:64835
- Description: This study was prompted by the observation that learners’ performance in mathematics is low in South Africa. Several factors such as teachers’ qualifications, demotivated learners, and limited school resources have been raised and considered. Although number sense forms the foundation blocks for mathematics understanding, limited academic work has been done to explore implementable mathematics instructional interventions for the enhancement of understanding number sense. The purpose of this study was to contribute an implementable mathematics intervention framework for understanding number sense. Since the study focused on exploring intervention activities, it was guided by the pragmatism research philosophy. Data were captured from purposive samples of teachers and stratified samples of 1050 learners from schools in the Ekurhuleni North district in South Africa. The research design comprises the following sequence: survey, pre-test, intervention, post-test, and evaluation by teachers’ focus group discussion. These activities were carried out parallel to document analysis, which provided bench marks. The main data-capturing instruments were the questionnaires, learners’ test, interview, and document analysis guides. Factors analysis to establish associations, differences, and regression was carried out using SPSS and Excel. The study found that: almost all teachers implemented some form of mathematics interventions. Continuous assessment was the main intervention, followed by problem-solving, and the use of games (which was least preferred). Teachers shunned games because they require more time and management skills. Challenges that teachers experienced when implementing mathematics interventions include their limited knowledge and the lack of resources and support from education authorities who expect and emphasise high pass rates in mathematics. The teachers’ focus group discussions evaluated the intervention and proposed the following sequence for instructional intervention on number sense: Stage 1: parroting of number names, for example, six, two, nine and seven Stage 2: symbolic identification, for example, the symbol 6, 2, 9 and 7 Stage 3: association where a learner group six stones, shows two fingers, etc. Stage 4: seriating or ordering done through oral counting and use of inequality symbols: () to compare and estimate values in problems Stage 5: the four operations for addition (+), subtraction (-), multiplication (x) and division (÷) emphasizing estimation and application. The study recommends the adoption, modification and implementation of mathematics intervention framework to enhance number sense. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-11
- Authors: Hove, Netsai
- Date: 2022-11
- Subjects: Number concept , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26085 , vital:64835
- Description: This study was prompted by the observation that learners’ performance in mathematics is low in South Africa. Several factors such as teachers’ qualifications, demotivated learners, and limited school resources have been raised and considered. Although number sense forms the foundation blocks for mathematics understanding, limited academic work has been done to explore implementable mathematics instructional interventions for the enhancement of understanding number sense. The purpose of this study was to contribute an implementable mathematics intervention framework for understanding number sense. Since the study focused on exploring intervention activities, it was guided by the pragmatism research philosophy. Data were captured from purposive samples of teachers and stratified samples of 1050 learners from schools in the Ekurhuleni North district in South Africa. The research design comprises the following sequence: survey, pre-test, intervention, post-test, and evaluation by teachers’ focus group discussion. These activities were carried out parallel to document analysis, which provided bench marks. The main data-capturing instruments were the questionnaires, learners’ test, interview, and document analysis guides. Factors analysis to establish associations, differences, and regression was carried out using SPSS and Excel. The study found that: almost all teachers implemented some form of mathematics interventions. Continuous assessment was the main intervention, followed by problem-solving, and the use of games (which was least preferred). Teachers shunned games because they require more time and management skills. Challenges that teachers experienced when implementing mathematics interventions include their limited knowledge and the lack of resources and support from education authorities who expect and emphasise high pass rates in mathematics. The teachers’ focus group discussions evaluated the intervention and proposed the following sequence for instructional intervention on number sense: Stage 1: parroting of number names, for example, six, two, nine and seven Stage 2: symbolic identification, for example, the symbol 6, 2, 9 and 7 Stage 3: association where a learner group six stones, shows two fingers, etc. Stage 4: seriating or ordering done through oral counting and use of inequality symbols: () to compare and estimate values in problems Stage 5: the four operations for addition (+), subtraction (-), multiplication (x) and division (÷) emphasizing estimation and application. The study recommends the adoption, modification and implementation of mathematics intervention framework to enhance number sense. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-11
The effects of school violence on teaching and learning in selected schools in Amatole West District, Eastern Cape
- Poswa, S
- Authors: Poswa, S
- Date: 2022-11
- Subjects: School violence , Violence in children
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26075 , vital:64788
- Description: The purpose of this study was to look at the effects of school violence on teaching and learning in three selected schools in the Amathole West education district. The objectives of the study guided the entire project and the theory of socio-ecology by Benbenishty and Astor (2005) underpinned and guided the study. Different forms of school violence, causes of school violence, its effects and measures to curb its spread were discussed. The study made use of the pragmatic paradigm which allowed the researcher to make use of both quantitative and qualitative approaches. The data collection instruments consisted of questionnaires and semi-structured interviews. Three high schools were selected purposively with a sample of 75 respondents. Three principals, five teachers (school management team) and 7 learners (school representative council) participated in the semi-structured interview and 60 learners were randomly selected to take part in the questionnaire completion. Data analysis included coding of questionnaires and running the codes on the SPSS package. There after, results were presented using tables and descriptive analysis. Percentages and numeric figures of different forms of school violence were analysed. Data collected from the semi-interviews was coded according to different themes and categories and presented in form of discussions. Thematic analysis was applied in this regard. Therefore, the themes that emerged from the findings of the study were linked to the reviewed literature and research questions. The researcher cross-checked with the participants whether their responses were captured correctly before drawing any conclusions. The major findings of the study revealed that school violence is very much prevalent in the three selected schools. However, the severity of the problem varies from one school to another. Learners indicated that they experience bullying, verbal abuse, corporal punishment, cyberbullying, theft of property, gang-related violence and sexual harassment. Bullying, verbal abuse, cyberbullying and corporal punishment were rated as the most common and frequent forms of violence. In addition to the findings above, some causes of school violence noted by the respondents included peer pressure, poor parental care, exposure to violence at home or communities, unguided exposure to media, easy access to drugs, alcohol and weapons and teacher absenteeism. Effects of school violence included loss of concentration in class, poor academic results, class disruptions and depression or suicidal thoughts. All participants were allowed to say what they think should be done to curb the spread of school violence. Reasons given included that of ensuring that other departments are included in the committees that deal directly with school violence cases, strict and consistent enforcement of the school code of conduct and the department’s policies on school violence. Most learners and teachers indicated that parents are not present in the lives of their children. Thus, parental involvement was strongly recommended by most participants. The researcher had some recommendations to make. It was recommended that communities should take an active part in fighting drug and alcohol abuse by learners in communities. This could be done by reporting people who sell these drugs and alcohol to persons who are under the age of 18. It was further recommended that the department of education should understand and take advantage of technology. School violence apps can be developed specifically for teenagers. These will ensure that knowledge about school violence is spread to most learners. Lastly, workshops should be conducted with both teachers and learners to equip them more about school violence. The conclusion of the study highlighted some important points to be taken into consideration. One of the points was that a failure to implement the strategies outlined in the study will result in the department spending millions of Rands in repairing and replacing what has been lost in schools. This lose will be due to theft and vandalism, high rate of teachers resigning because of stress-related problems. In addition, the economy will be characterised by a high rate of unemployment due to learners who drop out of school, overcrowded classes will continue to affect teaching and learning. Ultimately, there will be a continuous decrease in the NSC results of entire District of Amathole West. For further or future research studies, the researcher suggested that studies on the department’s policies on school violence are needed. These studies can focus on what the policy entails, and the implementation and effectiveness of such policies. In addition to these studies, a study that closely looks at parents as contributing factors to school violence is needed. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-11
- Authors: Poswa, S
- Date: 2022-11
- Subjects: School violence , Violence in children
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26075 , vital:64788
- Description: The purpose of this study was to look at the effects of school violence on teaching and learning in three selected schools in the Amathole West education district. The objectives of the study guided the entire project and the theory of socio-ecology by Benbenishty and Astor (2005) underpinned and guided the study. Different forms of school violence, causes of school violence, its effects and measures to curb its spread were discussed. The study made use of the pragmatic paradigm which allowed the researcher to make use of both quantitative and qualitative approaches. The data collection instruments consisted of questionnaires and semi-structured interviews. Three high schools were selected purposively with a sample of 75 respondents. Three principals, five teachers (school management team) and 7 learners (school representative council) participated in the semi-structured interview and 60 learners were randomly selected to take part in the questionnaire completion. Data analysis included coding of questionnaires and running the codes on the SPSS package. There after, results were presented using tables and descriptive analysis. Percentages and numeric figures of different forms of school violence were analysed. Data collected from the semi-interviews was coded according to different themes and categories and presented in form of discussions. Thematic analysis was applied in this regard. Therefore, the themes that emerged from the findings of the study were linked to the reviewed literature and research questions. The researcher cross-checked with the participants whether their responses were captured correctly before drawing any conclusions. The major findings of the study revealed that school violence is very much prevalent in the three selected schools. However, the severity of the problem varies from one school to another. Learners indicated that they experience bullying, verbal abuse, corporal punishment, cyberbullying, theft of property, gang-related violence and sexual harassment. Bullying, verbal abuse, cyberbullying and corporal punishment were rated as the most common and frequent forms of violence. In addition to the findings above, some causes of school violence noted by the respondents included peer pressure, poor parental care, exposure to violence at home or communities, unguided exposure to media, easy access to drugs, alcohol and weapons and teacher absenteeism. Effects of school violence included loss of concentration in class, poor academic results, class disruptions and depression or suicidal thoughts. All participants were allowed to say what they think should be done to curb the spread of school violence. Reasons given included that of ensuring that other departments are included in the committees that deal directly with school violence cases, strict and consistent enforcement of the school code of conduct and the department’s policies on school violence. Most learners and teachers indicated that parents are not present in the lives of their children. Thus, parental involvement was strongly recommended by most participants. The researcher had some recommendations to make. It was recommended that communities should take an active part in fighting drug and alcohol abuse by learners in communities. This could be done by reporting people who sell these drugs and alcohol to persons who are under the age of 18. It was further recommended that the department of education should understand and take advantage of technology. School violence apps can be developed specifically for teenagers. These will ensure that knowledge about school violence is spread to most learners. Lastly, workshops should be conducted with both teachers and learners to equip them more about school violence. The conclusion of the study highlighted some important points to be taken into consideration. One of the points was that a failure to implement the strategies outlined in the study will result in the department spending millions of Rands in repairing and replacing what has been lost in schools. This lose will be due to theft and vandalism, high rate of teachers resigning because of stress-related problems. In addition, the economy will be characterised by a high rate of unemployment due to learners who drop out of school, overcrowded classes will continue to affect teaching and learning. Ultimately, there will be a continuous decrease in the NSC results of entire District of Amathole West. For further or future research studies, the researcher suggested that studies on the department’s policies on school violence are needed. These studies can focus on what the policy entails, and the implementation and effectiveness of such policies. In addition to these studies, a study that closely looks at parents as contributing factors to school violence is needed. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-11
Grade four teachers’ experiences on using English as a medium of instruction: case study of two primary schools in Mdantsane Township
- Authors: Ngozi, Moyisi Victor
- Date: 2022-10
- Subjects: English language -- Study and teaching , English language -- Study and teaching (Elementary)|
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26064 , vital:64787
- Description: Learners in South African schools are reportedly struggling with literacy when they reach grade four (PIRLS, 2016). This is attributed to instructional language transition between grades three and four that is underpinned by Language in Education policy (LiEP), whic9h enforces language transition from mother tongue instruction to English medium of instruction. Hence, the study focused on the grade four teachers’ experiences on using English as medium of instruction. The study used a qualitative research approach and adopted the interpretivism paradigm as well as a case study research design. A small target sample of the study included 15 participants sampled in two primary schools of Mdantsane Township in the Eastern Cape Province. Participants who are grade four teachers’, one of which is Head of the department (HOD) were selected through a purposive sampling technique. Semi-structured interviews and observations were used as methods of collecting data. The data were analysed through a thematic approach according to the themes taken from the sub research questions that were formulated to guide the study The study found that the learners’ transition from to grade four is a multifaceted one and presented teachers with a burden of having to deal with second language instructional issues among learners. There are no clearly defined guidelines to facilitate smooth language transition from grade three and four. There is lack of teacher involvement on language policy development and implementation. Furthermore, there are misconceptions regarding the use of code switching as a method of teaching and learning. The study recommended that the language transtion from mother tongue instruction to English medium of instruction should be separated from the multifaceted phase transition. Learners should be introduced to English medium of instruction earlier than grade four. The department should establish guidelines to manage the transition. The departmental approach to language policy development should take into consideration the views of teachers. The department should regularly organise sufficient teacher workshops aimed at addressing teachers’ second language instructional ability issues. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-10
- Authors: Ngozi, Moyisi Victor
- Date: 2022-10
- Subjects: English language -- Study and teaching , English language -- Study and teaching (Elementary)|
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26064 , vital:64787
- Description: Learners in South African schools are reportedly struggling with literacy when they reach grade four (PIRLS, 2016). This is attributed to instructional language transition between grades three and four that is underpinned by Language in Education policy (LiEP), whic9h enforces language transition from mother tongue instruction to English medium of instruction. Hence, the study focused on the grade four teachers’ experiences on using English as medium of instruction. The study used a qualitative research approach and adopted the interpretivism paradigm as well as a case study research design. A small target sample of the study included 15 participants sampled in two primary schools of Mdantsane Township in the Eastern Cape Province. Participants who are grade four teachers’, one of which is Head of the department (HOD) were selected through a purposive sampling technique. Semi-structured interviews and observations were used as methods of collecting data. The data were analysed through a thematic approach according to the themes taken from the sub research questions that were formulated to guide the study The study found that the learners’ transition from to grade four is a multifaceted one and presented teachers with a burden of having to deal with second language instructional issues among learners. There are no clearly defined guidelines to facilitate smooth language transition from grade three and four. There is lack of teacher involvement on language policy development and implementation. Furthermore, there are misconceptions regarding the use of code switching as a method of teaching and learning. The study recommended that the language transtion from mother tongue instruction to English medium of instruction should be separated from the multifaceted phase transition. Learners should be introduced to English medium of instruction earlier than grade four. The department should establish guidelines to manage the transition. The departmental approach to language policy development should take into consideration the views of teachers. The department should regularly organise sufficient teacher workshops aimed at addressing teachers’ second language instructional ability issues. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-10
Factors contributing to the speaking of English in Grade 4 literacy: Case studies of two schools in Chris Hani West District
- Authors: Kleinbooi, Cingile
- Date: 2022-09
- Subjects: English language -- Study and teaching , Language and languages -- Study and teaching , English teachers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26018 , vital:64781
- Description: The teachers and the learners have difficulties using English as a medium of instruction. In the classroom lessons, IsiXhosa dominated natural dialogues across everybody in the class. There was minimal use of English. The findings revealed that some teachers and learners struggle to speak fluently in English as their second language. This led to mother tongue usage in many grade 4 classes that is isiXhosa. This triggered the researcher to embark on this study since both teachers and learners lack the motivation to speak English. This is because most teachers are not qualified. They are allowed to teach without the teaching qualifications due to a shortage of teaching staff and over-grounded learners. In this view, code-switching is one of the dominant factors in helping learners understand English instructions better. The study adopted a qualitative research approach. The interviews for the teachers, focus groups for the learners, and document analysis were used to collect data, whereby the purposive sampling technique was used to identify the participants. A case study approach was also adopted as the data was collected from schools. The inductive analysis was adopted for data analysis. The constructivism paradigm was also adopted since it uses the experiences of humans in their settings or circumstances. Classroom observations were also used to get in-depth information on the ground. The study recommends an extensive evaluation and review of the Language policy of South Africa to measure the effectiveness of English as a medium of instruction in public schools. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-09
- Authors: Kleinbooi, Cingile
- Date: 2022-09
- Subjects: English language -- Study and teaching , Language and languages -- Study and teaching , English teachers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26018 , vital:64781
- Description: The teachers and the learners have difficulties using English as a medium of instruction. In the classroom lessons, IsiXhosa dominated natural dialogues across everybody in the class. There was minimal use of English. The findings revealed that some teachers and learners struggle to speak fluently in English as their second language. This led to mother tongue usage in many grade 4 classes that is isiXhosa. This triggered the researcher to embark on this study since both teachers and learners lack the motivation to speak English. This is because most teachers are not qualified. They are allowed to teach without the teaching qualifications due to a shortage of teaching staff and over-grounded learners. In this view, code-switching is one of the dominant factors in helping learners understand English instructions better. The study adopted a qualitative research approach. The interviews for the teachers, focus groups for the learners, and document analysis were used to collect data, whereby the purposive sampling technique was used to identify the participants. A case study approach was also adopted as the data was collected from schools. The inductive analysis was adopted for data analysis. The constructivism paradigm was also adopted since it uses the experiences of humans in their settings or circumstances. Classroom observations were also used to get in-depth information on the ground. The study recommends an extensive evaluation and review of the Language policy of South Africa to measure the effectiveness of English as a medium of instruction in public schools. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-09
Developing metacognition through the use of Technology in self-organised learning environments in grade 11 Physical Sciences
- Authors: Tsamago, Hodi Elias
- Date: 2022-06
- Subjects: Metacognition , Technology
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/59910 , vital:62687
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings. , Thesis (PHD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Tsamago, Hodi Elias
- Date: 2022-06
- Subjects: Metacognition , Technology
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/59910 , vital:62687
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings. , Thesis (PHD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
Emergent literacy skills in isiXhosa in selected Early Childhood Development Centres in the Mthatha District
- Authors: Mpondwana, Gloria Nonzukiso
- Date: 2022-06
- Subjects: Literacy , Child development , Language arts (Early childhood)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27864 , vital:70233
- Description: The study sought to establish how ECD practitioners understood emergent literacy skills in young children, examine how practitioners engage young learners in promoting emergent literacy skills in isiXhosa, document and analyse materials practitioners use to promote emergent literacy skills in young learners, and examine challenges practitioners come across in promoting emergent literacy skills. The study used the interpretivist research paradigm, which seeks a holistic understanding of an issue under investigation. A qualitative research approach was followed, and a case study design was utilised. Six purposefully selected ECD centres in the Mthatha urban district of the Eastern Cape province were studied. Six ECD practitioners, one from each of the selected centres, participated in the study. An in-depth individual interview was carried out with each of the ECD practitioners. Follow-up interviews were made to clarify issues that emanated from the initial interviews. The study found that the practitioners had different ways of how they understood the concept of emergent literacy. The practitioners emphasised the development of four language skills namely reading, writing, speaking, and listening in their understanding of emergent literacy. The study further found that the practitioners also included in their understanding of emergent literacy skills, the importance of dealing with sounds in the isiXhosa language. The study revealed several ways in which the practitioners engaged young learners in promoting emergent literacy skills in IsiXhosa. The storytelling approach was utilised by the practitioners as they used IsiXhosa stories and folktales in class. Picture books and posters were used by the practitioners to assist in developing emergent literacy skills. It was also found that the practitioners engaged the young children using songs and games in developing emergent literacy skills. Drama and role-play were also used to engage the children in promoting emergent literacy skills. The practitioners also made use of different materials to engage the children in the promotion of early literacy skills. They used storybooks, colouring and painting, as well as cartoons. There were many challenges that the practitioners encountered in the promotion of emergent literacy skills in young children, and these ranged from the use of ineffective teaching and learning approaches to the lack of professional development support for the practitioners. The study concludes that the understanding of emergent literacy as a concept varied from ECD practitioner to practitioner. While other practitioners appeared to have a broad and clear understanding of the concept others had a limited one. The promotion of emergent literacy skills varied but there were attempts to utilise different approaches and materials. There were also numerous challenges associated with the promotion of emergent literacy skills in isiXhosa. The study recommends the inclusion of emergent skills development in ECD practitioners' training and professional development programmes. Support programmes should be put in place to assist the ECD practitioners. More appropriate materials should be developed in the isiXhosa language for use in promoting emergent literacy skills. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Mpondwana, Gloria Nonzukiso
- Date: 2022-06
- Subjects: Literacy , Child development , Language arts (Early childhood)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27864 , vital:70233
- Description: The study sought to establish how ECD practitioners understood emergent literacy skills in young children, examine how practitioners engage young learners in promoting emergent literacy skills in isiXhosa, document and analyse materials practitioners use to promote emergent literacy skills in young learners, and examine challenges practitioners come across in promoting emergent literacy skills. The study used the interpretivist research paradigm, which seeks a holistic understanding of an issue under investigation. A qualitative research approach was followed, and a case study design was utilised. Six purposefully selected ECD centres in the Mthatha urban district of the Eastern Cape province were studied. Six ECD practitioners, one from each of the selected centres, participated in the study. An in-depth individual interview was carried out with each of the ECD practitioners. Follow-up interviews were made to clarify issues that emanated from the initial interviews. The study found that the practitioners had different ways of how they understood the concept of emergent literacy. The practitioners emphasised the development of four language skills namely reading, writing, speaking, and listening in their understanding of emergent literacy. The study further found that the practitioners also included in their understanding of emergent literacy skills, the importance of dealing with sounds in the isiXhosa language. The study revealed several ways in which the practitioners engaged young learners in promoting emergent literacy skills in IsiXhosa. The storytelling approach was utilised by the practitioners as they used IsiXhosa stories and folktales in class. Picture books and posters were used by the practitioners to assist in developing emergent literacy skills. It was also found that the practitioners engaged the young children using songs and games in developing emergent literacy skills. Drama and role-play were also used to engage the children in promoting emergent literacy skills. The practitioners also made use of different materials to engage the children in the promotion of early literacy skills. They used storybooks, colouring and painting, as well as cartoons. There were many challenges that the practitioners encountered in the promotion of emergent literacy skills in young children, and these ranged from the use of ineffective teaching and learning approaches to the lack of professional development support for the practitioners. The study concludes that the understanding of emergent literacy as a concept varied from ECD practitioner to practitioner. While other practitioners appeared to have a broad and clear understanding of the concept others had a limited one. The promotion of emergent literacy skills varied but there were attempts to utilise different approaches and materials. There were also numerous challenges associated with the promotion of emergent literacy skills in isiXhosa. The study recommends the inclusion of emergent skills development in ECD practitioners' training and professional development programmes. Support programmes should be put in place to assist the ECD practitioners. More appropriate materials should be developed in the isiXhosa language for use in promoting emergent literacy skills. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
The role of principals in supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape
- Authors: Sazi, Ndileka Christina
- Date: 2022-06
- Subjects: Computer-assisted instruction , Educational technology , Internet in education
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27876 , vital:70237
- Description: While some South African policies such as E-Education Policy of 2004 advocate for use of Information and Communication Technology in teaching and learning in schools as a strategy to meet the needs of the 21st Century and for improving the quality of educational outcomes. Principals as school leaders and managers ought to play a pivotal role in making links with different stakeholders to provide an enabling environment for learning as outlined in the South African Standards for Principal ship of 2015. This study sought how Principals are supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape. The study was guided by Lee’s (2000) framework on technological leadership. The study was grounded in interpretive paradigm, employing qualitative approach to elicit Principals’ insights on ICT support approaches they employed in their respective workstations. Each of the five Principals was conveniently selected and participated in semi structured interviews, school plans and inventories corroborating findings from interviews. Principals heavily relied on the Department of Basic Education to provide ICT infrastructure and related tools. The study recommends that ICT leadership be a component of Principals’ continuous professional development plans. Approaches for supporting teachers and provision of workshops by the Department of basic education, but little encouragement on forming communities of practice within and outside the school as promoted by SASP. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Sazi, Ndileka Christina
- Date: 2022-06
- Subjects: Computer-assisted instruction , Educational technology , Internet in education
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27876 , vital:70237
- Description: While some South African policies such as E-Education Policy of 2004 advocate for use of Information and Communication Technology in teaching and learning in schools as a strategy to meet the needs of the 21st Century and for improving the quality of educational outcomes. Principals as school leaders and managers ought to play a pivotal role in making links with different stakeholders to provide an enabling environment for learning as outlined in the South African Standards for Principal ship of 2015. This study sought how Principals are supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape. The study was guided by Lee’s (2000) framework on technological leadership. The study was grounded in interpretive paradigm, employing qualitative approach to elicit Principals’ insights on ICT support approaches they employed in their respective workstations. Each of the five Principals was conveniently selected and participated in semi structured interviews, school plans and inventories corroborating findings from interviews. Principals heavily relied on the Department of Basic Education to provide ICT infrastructure and related tools. The study recommends that ICT leadership be a component of Principals’ continuous professional development plans. Approaches for supporting teachers and provision of workshops by the Department of basic education, but little encouragement on forming communities of practice within and outside the school as promoted by SASP. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
Challenges experienced by Economics teachers without specialization in the subject in Amathole West Education District
- Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Authors: Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Date: 2022-05
- Subjects: Economics -- Study and teaching (Secondary) , Economics -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26007 , vital:64780
- Description: The purpose of the study was to investigate the challenges experienced by senior secondary school teachers teaching Economics without specialization in the subject. The study was done in three senior secondary schools in the Amathole West Education District in the Eastern Cape Province in South Africa. The intention of the study was to ascertain the challenges these teachers faced in teaching the subject and come up with strategies that can be used to support them. The study adopted a qualitative research approach that used face-to-face interviews and document reviews to collect the required data. Purposive sampling was used to select those who participated in the study. The participants were four educators who teach Economics without specialization, one School Management Team (SMT) member, one principal, and one subject advisor. Semi-structured interviews were used to collect required data from all the participants. Systems Theory and Pedagogical Content Knowledge are the Theoretical Frameworks that this study aligned itself with and relevant literature was also reviewed in the study. The study revealed reasons for teachers to teach Economics without specialization, challenges faced by these teachers, how these teachers cope with the challenges they face, and the support provided to these teachers. Based on the findings revealed by the study, some recommendations have been made. The major ones are: teachers teaching subjects without specialization in the subject should be reallocated to teach the subjects they specialized in, and/or the teachers should enrol for a study course(s) specially designed for them to capacitate themselves, and the Department of Education must fund these courses for these teachers. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-05
- Authors: Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Date: 2022-05
- Subjects: Economics -- Study and teaching (Secondary) , Economics -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26007 , vital:64780
- Description: The purpose of the study was to investigate the challenges experienced by senior secondary school teachers teaching Economics without specialization in the subject. The study was done in three senior secondary schools in the Amathole West Education District in the Eastern Cape Province in South Africa. The intention of the study was to ascertain the challenges these teachers faced in teaching the subject and come up with strategies that can be used to support them. The study adopted a qualitative research approach that used face-to-face interviews and document reviews to collect the required data. Purposive sampling was used to select those who participated in the study. The participants were four educators who teach Economics without specialization, one School Management Team (SMT) member, one principal, and one subject advisor. Semi-structured interviews were used to collect required data from all the participants. Systems Theory and Pedagogical Content Knowledge are the Theoretical Frameworks that this study aligned itself with and relevant literature was also reviewed in the study. The study revealed reasons for teachers to teach Economics without specialization, challenges faced by these teachers, how these teachers cope with the challenges they face, and the support provided to these teachers. Based on the findings revealed by the study, some recommendations have been made. The major ones are: teachers teaching subjects without specialization in the subject should be reallocated to teach the subjects they specialized in, and/or the teachers should enrol for a study course(s) specially designed for them to capacitate themselves, and the Department of Education must fund these courses for these teachers. , Thesis (MEd) -- Faculty of Education, 2022
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- Date Issued: 2022-05
Exploring the adaptation challenges faced by novice foundation phase teachers in the Nelson Mandela Metropole
- Authors: Grimbeek, Michelle Louise
- Date: 2022-04
- Subjects: First year teachers , Teachers -- Training of – South Africa – Nelson Mandela Municipality , Education, Primary -- South Africa -- Nelson Mandela Municipality
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56034 , vital:54941
- Description: The challenges faced by novice teachers have been widely discussed in the last decade (Caspersen & Raaen, 2014; Burkman, 2012). It is believed that the first year of teaching is found to be exceedingly challenging to the novice teacher due to the complex demands of the profession, as well as a result of a lack of training and induction into the work environment (Burkman, 2012). Researchers highlight that some of the many challenges that novice teachers experience are shortcomings in curricular planning, classroom management and discipline, instructional techniques, access to materials, and dealing with parents (Burkman, 2012). These challenges, along with feelings of inadequacy due to lack of experience in the working world, often have a negative effect on novice teachers and their ability to cope, subsequently resulting in high stress levels and burnout (Caspersen & Raaen, 2014). This qualitative study incorporated an interpretivist paradigm and used both semistructured interviews and a focus group discussion to explore the adaptation challenges experienced by novice Foundation Phase teachers in the Nelson Mandela Metropole. Grossman‟s Teacher Knowledge Theory and Vygotsky‟s Social Constructivist Theory were used to frame and make meaning of the findings of this study. The findings of this study indicate that novice teachers experience a range of challenges upon entering the working world. The numerous factors influencing these challenges experienced by novices include: the work environment; prior training and education; personal knowledge, values and attitudes toward teaching; and professional and social support received within the workplace. These findings were used to formulate guidelines to help support novice teachers in their adaptation from university to the professional work environment. , Thesis (MEd) -- Faculty of Education, 2022
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- Date Issued: 2022-04
- Authors: Grimbeek, Michelle Louise
- Date: 2022-04
- Subjects: First year teachers , Teachers -- Training of – South Africa – Nelson Mandela Municipality , Education, Primary -- South Africa -- Nelson Mandela Municipality
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56034 , vital:54941
- Description: The challenges faced by novice teachers have been widely discussed in the last decade (Caspersen & Raaen, 2014; Burkman, 2012). It is believed that the first year of teaching is found to be exceedingly challenging to the novice teacher due to the complex demands of the profession, as well as a result of a lack of training and induction into the work environment (Burkman, 2012). Researchers highlight that some of the many challenges that novice teachers experience are shortcomings in curricular planning, classroom management and discipline, instructional techniques, access to materials, and dealing with parents (Burkman, 2012). These challenges, along with feelings of inadequacy due to lack of experience in the working world, often have a negative effect on novice teachers and their ability to cope, subsequently resulting in high stress levels and burnout (Caspersen & Raaen, 2014). This qualitative study incorporated an interpretivist paradigm and used both semistructured interviews and a focus group discussion to explore the adaptation challenges experienced by novice Foundation Phase teachers in the Nelson Mandela Metropole. Grossman‟s Teacher Knowledge Theory and Vygotsky‟s Social Constructivist Theory were used to frame and make meaning of the findings of this study. The findings of this study indicate that novice teachers experience a range of challenges upon entering the working world. The numerous factors influencing these challenges experienced by novices include: the work environment; prior training and education; personal knowledge, values and attitudes toward teaching; and professional and social support received within the workplace. These findings were used to formulate guidelines to help support novice teachers in their adaptation from university to the professional work environment. , Thesis (MEd) -- Faculty of Education, 2022
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- Date Issued: 2022-04
Industrial attachment and graduate employability in technical vocational education and training: a case of agriculture education in Zimbabwe
- Authors: Edziwa, Xavier
- Date: 2022-04
- Subjects: Vocational education -- Zimbabwe , College graduates -- Employment , Technical education -- Zimbabwe
- Language: English
- Type: Doctoral , Thesis
- Identifier: http://hdl.handle.net/10948/56022 , vital:54939
- Description: Institutions of higher learning, the world over, have adopted means of producing graduates that are work-ready and Zimbabwe is no exception. In Zimbabwe, a Commission of Inquiry into Education and Training recommended the introduction of vocational education and the introduction of a programme that improves the work-readiness of higher education graduates. This culminated in the institutions of higher education introducing industrial attachments in their curricular. This study was designed to explore the nature and implementation of industrial attachment by agricultural technical and vocational education and training institutions in Zimbabwe, as a way of enhancing students’ graduate attributes. It was done to hopefully improve policy and practice in the use of industrial attachment in imparting skills among college students. The research presented in this thesis, focuses on three case studies that were eclectically sampled, and data collected through focus group discussion with students and face-to-face individual interviews with college academia and workplace mentors. The study commenced by first establishing what stakeholders perceived as the employability skills expected of a graduate who has gone through an agricultural technical and vocational and training programme, and then explored how the IA programmes have been operationalised. Kolb’s experiential learning theory was used in the designing of research instruments and answering the research questions. The study established that the students generally perceived graduate attributes differently from academia and industry personnel. It was also established that current industrial attachment practices in agricultural training appear to favour production of graduates that are geared towards looking for employment, as opposed to the students’ perceptions that the 21st higher education institutions should produce graduates who create employment. While industrial attachment has been adopted by the institutions, this study identified a myriad of challenges that call for vii improvement in the practice if students are to benefit from the industrial attachment endeavours. The study ends by proposing a model that embraces students’ voice and is deemed to produce agricultural technical and vocational education and training graduates who are employment creators. , Thesis (PhD) -- Faculty of Education, 2022
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- Date Issued: 2022-04
- Authors: Edziwa, Xavier
- Date: 2022-04
- Subjects: Vocational education -- Zimbabwe , College graduates -- Employment , Technical education -- Zimbabwe
- Language: English
- Type: Doctoral , Thesis
- Identifier: http://hdl.handle.net/10948/56022 , vital:54939
- Description: Institutions of higher learning, the world over, have adopted means of producing graduates that are work-ready and Zimbabwe is no exception. In Zimbabwe, a Commission of Inquiry into Education and Training recommended the introduction of vocational education and the introduction of a programme that improves the work-readiness of higher education graduates. This culminated in the institutions of higher education introducing industrial attachments in their curricular. This study was designed to explore the nature and implementation of industrial attachment by agricultural technical and vocational education and training institutions in Zimbabwe, as a way of enhancing students’ graduate attributes. It was done to hopefully improve policy and practice in the use of industrial attachment in imparting skills among college students. The research presented in this thesis, focuses on three case studies that were eclectically sampled, and data collected through focus group discussion with students and face-to-face individual interviews with college academia and workplace mentors. The study commenced by first establishing what stakeholders perceived as the employability skills expected of a graduate who has gone through an agricultural technical and vocational and training programme, and then explored how the IA programmes have been operationalised. Kolb’s experiential learning theory was used in the designing of research instruments and answering the research questions. The study established that the students generally perceived graduate attributes differently from academia and industry personnel. It was also established that current industrial attachment practices in agricultural training appear to favour production of graduates that are geared towards looking for employment, as opposed to the students’ perceptions that the 21st higher education institutions should produce graduates who create employment. While industrial attachment has been adopted by the institutions, this study identified a myriad of challenges that call for vii improvement in the practice if students are to benefit from the industrial attachment endeavours. The study ends by proposing a model that embraces students’ voice and is deemed to produce agricultural technical and vocational education and training graduates who are employment creators. , Thesis (PhD) -- Faculty of Education, 2022
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- Date Issued: 2022-04
Rethinking our understanding of career decision making: the views of students at a selected South African TVET colleges on what influences their career decisions
- Authors: Maluleke, Lucky
- Date: 2022-04
- Subjects: Career -- Decision making , Postsecondary education -- South Africa , Career development
- Language: English
- Type: Doctoral thesis , Thesis
- Identifier: http://hdl.handle.net/10948/56044 , vital:54946
- Description: In South Africa, technical and vocational education and training (TVET) has been identified as a potential solution to the triple challenge of inequality, poverty and unemployment. The 2013 White Paper for Post-School Education and Training: Building on Expanded, Effective and Integrated Post-School Education (DHET, 2013) identifies TVET colleges as an area of great expansion. Although such an expansion is important and necessary, it is unfortunate that in South Africa, research has paid little to no attention to what influences TVET college students' career decision making. Concerning this, the study reported in this dissertation aimed to investigate what influences the career decision making of TVET college students in the Nelson Mandela Bay Metro, Eastern Cape, South Africa. This qualitative study, located within the subjectivist ontology and interpretivist epistemology, contributes to understanding what influences the career decision making of TVET college students in a developing context of South Africa. Drawing on qualitative (individual and group) interviews with students, it examined the career decisions of a small sample of students enrolled at one South African public TVET college in the Nelson Mandela Bay Metro. In so doing, the study brings four elements to the study of career decision making. Firstly, empirically, it brings a fresh and subjective perspective of what 'TVET' and 'career' means to TVET students. Secondly, it brings to the literature on TVET, an analysis of the Careership Theory that draws from the TVET college students' experiences. Thirdly, it brings to our understanding of career decision making, the role of structure and agency from a Bourdieusian2 perspective. Fourthly, it transcends the heavily critiqued Bourdieusian model to encompass the notion of capacity to aspire, borrowed from Arjun Appadurai, to better explain the role of culture in social action. Data were collected using individual and group interview methods, which were later transcribed and analysed thematically. The findings show that career decision making is dependent on the perceptions of the primary decision makers and other social agents that learners interacted with in the field. Career decision making is situated in the vast social inequalities and unequal power relations shaped by unequal access to cultural, economic and social capital. However, as much as social structures influence career decision making, the role of agency must not be underestimated. The findings further reveal that career decisions are located in the objective and social structures, and these are influenced by capital (cultural, economic and social). Furthermore, career decisions are influenced by the capacity of the individuals to choose, to know what to choose, as well as structural enablers like finance. In short, the findings reveal that inequalities matter, for example, socio-economic and gender disparities. , Thesis (DEd) -- Faculty of Education, 2022
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- Date Issued: 2022-04
- Authors: Maluleke, Lucky
- Date: 2022-04
- Subjects: Career -- Decision making , Postsecondary education -- South Africa , Career development
- Language: English
- Type: Doctoral thesis , Thesis
- Identifier: http://hdl.handle.net/10948/56044 , vital:54946
- Description: In South Africa, technical and vocational education and training (TVET) has been identified as a potential solution to the triple challenge of inequality, poverty and unemployment. The 2013 White Paper for Post-School Education and Training: Building on Expanded, Effective and Integrated Post-School Education (DHET, 2013) identifies TVET colleges as an area of great expansion. Although such an expansion is important and necessary, it is unfortunate that in South Africa, research has paid little to no attention to what influences TVET college students' career decision making. Concerning this, the study reported in this dissertation aimed to investigate what influences the career decision making of TVET college students in the Nelson Mandela Bay Metro, Eastern Cape, South Africa. This qualitative study, located within the subjectivist ontology and interpretivist epistemology, contributes to understanding what influences the career decision making of TVET college students in a developing context of South Africa. Drawing on qualitative (individual and group) interviews with students, it examined the career decisions of a small sample of students enrolled at one South African public TVET college in the Nelson Mandela Bay Metro. In so doing, the study brings four elements to the study of career decision making. Firstly, empirically, it brings a fresh and subjective perspective of what 'TVET' and 'career' means to TVET students. Secondly, it brings to the literature on TVET, an analysis of the Careership Theory that draws from the TVET college students' experiences. Thirdly, it brings to our understanding of career decision making, the role of structure and agency from a Bourdieusian2 perspective. Fourthly, it transcends the heavily critiqued Bourdieusian model to encompass the notion of capacity to aspire, borrowed from Arjun Appadurai, to better explain the role of culture in social action. Data were collected using individual and group interview methods, which were later transcribed and analysed thematically. The findings show that career decision making is dependent on the perceptions of the primary decision makers and other social agents that learners interacted with in the field. Career decision making is situated in the vast social inequalities and unequal power relations shaped by unequal access to cultural, economic and social capital. However, as much as social structures influence career decision making, the role of agency must not be underestimated. The findings further reveal that career decisions are located in the objective and social structures, and these are influenced by capital (cultural, economic and social). Furthermore, career decisions are influenced by the capacity of the individuals to choose, to know what to choose, as well as structural enablers like finance. In short, the findings reveal that inequalities matter, for example, socio-economic and gender disparities. , Thesis (DEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
The impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo
- Authors: Peter, Bandile
- Date: 2022-04
- Subjects: Management -- College heads , Decision-making -- post-secondary Education -- Limpopo
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56091 , vital:55321
- Description: This study sought to examine the impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo. The purpose of the study was to better understand the prevailing path-goal leadership styles among college heads, the development and communication of college’s goals, vision and mission, involvement of lecturers and students in decision-making processes, motivation of students and lecturers, and continuous monitoring in the TVET colleges. The key research question that this study was based on was: What is the impact of the leadership styles used by college heads on the functioning of Limpopo TVET colleges? A mixed methods approach was adopted with questionnaires, interviews, observations and document review as a means of data collection. College heads (campus managers and HODs), lecturers and students were participants in this study. The participants were purposefully selected in three of the seven TVET colleges in the Limpopo Province. The findings indicated that all the four path-goal leadership styles were prevalent in the college heads. However, there was poor communication of the colleges’ goals, vision and mission. The study further found that lecturers and students were not on many occasions involved in the decision-making processes. Poor monitoring by college heads was also discovered by the study. Moreover, the study uncovered that lecturers and students were not properly rewarded for good performance. The subsequent recommendations include, among others, that as in-service training, DHET should provide the opportunity for college heads to take guided leadership courses that promote path-goal leadership styles. DHET should also provide college heads with the opportunity to study and enhance their qualifications in the areas of educational management and leadership. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
The impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo
- Authors: Peter, Bandile
- Date: 2022-04
- Subjects: Management -- College heads , Decision-making -- post-secondary Education -- Limpopo
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56091 , vital:55321
- Description: This study sought to examine the impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo. The purpose of the study was to better understand the prevailing path-goal leadership styles among college heads, the development and communication of college’s goals, vision and mission, involvement of lecturers and students in decision-making processes, motivation of students and lecturers, and continuous monitoring in the TVET colleges. The key research question that this study was based on was: What is the impact of the leadership styles used by college heads on the functioning of Limpopo TVET colleges? A mixed methods approach was adopted with questionnaires, interviews, observations and document review as a means of data collection. College heads (campus managers and HODs), lecturers and students were participants in this study. The participants were purposefully selected in three of the seven TVET colleges in the Limpopo Province. The findings indicated that all the four path-goal leadership styles were prevalent in the college heads. However, there was poor communication of the colleges’ goals, vision and mission. The study further found that lecturers and students were not on many occasions involved in the decision-making processes. Poor monitoring by college heads was also discovered by the study. Moreover, the study uncovered that lecturers and students were not properly rewarded for good performance. The subsequent recommendations include, among others, that as in-service training, DHET should provide the opportunity for college heads to take guided leadership courses that promote path-goal leadership styles. DHET should also provide college heads with the opportunity to study and enhance their qualifications in the areas of educational management and leadership. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
The perception of school management teams and Teachers about their role to implement the national school nutrition programme in the Sisonke District in KwaZulu-Natal
- Authors: Zulu, Xolani Wycliff
- Date: 2022-04
- Subjects: School management teams , nutrition -- Study and teaching -- KwaZulu-Natal
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56102 , vital:55420
- Description: This study focused on the perception of School Management Teams and Teachers about their role to implement the national school nutrition programme in the Sisonke District in KwaZulu-Natal (South Africa). The national school nutrition programme like any other projects in the country, faces some changes in the District which seem to interfere with the role of stakeholders in implementing the programme. This study explored the following research question with the set of secondary research questions: What are the perceptions of School Management Teams and Teachers in the Sisonke District of KwaZulu-Natal about their role in National School Nutrition Programme? • What perceptions do teachers and school managers have on the implementation of National School Nutrition Programme? • What challenges do Teachers and School Managers have to enhance the objectives of the National School Nutrition Programme? Both Teachers and School Managers were conveniently and purposively selected. For the generation of data, semi-structured interviews were used which were tape-recorded which were followed by transcription of data with interim analysis. Data was also generated through the use document analysis. Thematic analysis was used to analyse the data, which was theoretically framed by Maslow’s theory of motivation, Hertzberg two-factor motivation theory, Lawler and Porter’s Expectancy theory of motivation and the Situational theory of Hersey and Blanchard through which, I lens the study and managed to explain the findings. The study findings revealed that most Teachers and School Managers perceived national school nutrition programme as an important programme in the context of Umzimkhulu as it isa deep rural area. Despite the positive perceptions of Teachers and School Managers about their role, the study findings further revealed that they are facing some challenges in the implementation of the programme. The findings have several implications for poverty alleviation in the Sisonke District, job creation and improved learner’s attendance, improved health conditions of learners. They also highlighted the weaknesses of the DBE official’s nutrition sub-directorate about role players of the programme. Both stakeholders in fulfilling their role, should take into consideration the constitutional rights of learners as some of them are in Maslow’s hierarchy of needs. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Zulu, Xolani Wycliff
- Date: 2022-04
- Subjects: School management teams , nutrition -- Study and teaching -- KwaZulu-Natal
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56102 , vital:55420
- Description: This study focused on the perception of School Management Teams and Teachers about their role to implement the national school nutrition programme in the Sisonke District in KwaZulu-Natal (South Africa). The national school nutrition programme like any other projects in the country, faces some changes in the District which seem to interfere with the role of stakeholders in implementing the programme. This study explored the following research question with the set of secondary research questions: What are the perceptions of School Management Teams and Teachers in the Sisonke District of KwaZulu-Natal about their role in National School Nutrition Programme? • What perceptions do teachers and school managers have on the implementation of National School Nutrition Programme? • What challenges do Teachers and School Managers have to enhance the objectives of the National School Nutrition Programme? Both Teachers and School Managers were conveniently and purposively selected. For the generation of data, semi-structured interviews were used which were tape-recorded which were followed by transcription of data with interim analysis. Data was also generated through the use document analysis. Thematic analysis was used to analyse the data, which was theoretically framed by Maslow’s theory of motivation, Hertzberg two-factor motivation theory, Lawler and Porter’s Expectancy theory of motivation and the Situational theory of Hersey and Blanchard through which, I lens the study and managed to explain the findings. The study findings revealed that most Teachers and School Managers perceived national school nutrition programme as an important programme in the context of Umzimkhulu as it isa deep rural area. Despite the positive perceptions of Teachers and School Managers about their role, the study findings further revealed that they are facing some challenges in the implementation of the programme. The findings have several implications for poverty alleviation in the Sisonke District, job creation and improved learner’s attendance, improved health conditions of learners. They also highlighted the weaknesses of the DBE official’s nutrition sub-directorate about role players of the programme. Both stakeholders in fulfilling their role, should take into consideration the constitutional rights of learners as some of them are in Maslow’s hierarchy of needs. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04