Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
- Date Issued: 2012
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
- Date Issued: 2012
Teachers’ perspectives of learners’ indiscipline on Grade 12 academic performance: a case of the Libode District
- Authors: Tuta, Thamsanqa Clifford
- Date: 2012
- Subjects: Indiscipline -- Learners Academic performance -- Grade twelve -- Learners School discipline -- South Africa -- Eastern Cape Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/889 , vital:30007
- Description: Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.
- Full Text:
- Date Issued: 2012
- Authors: Tuta, Thamsanqa Clifford
- Date: 2012
- Subjects: Indiscipline -- Learners Academic performance -- Grade twelve -- Learners School discipline -- South Africa -- Eastern Cape Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/889 , vital:30007
- Description: Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.
- Full Text:
- Date Issued: 2012
Teaching strategies in Grade 11 multilingual Life Sciences classrooms: a case of two schools in East London District
- Authors: Jekwa, Noxolo
- Date: 2012
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16169 , http://hdl.handle.net/10353/488 , Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Description: It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.
- Full Text:
- Date Issued: 2012
- Authors: Jekwa, Noxolo
- Date: 2012
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16169 , http://hdl.handle.net/10353/488 , Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Description: It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.
- Full Text:
- Date Issued: 2012
Teaching strategies to improve the writing skills for grade and 9 learners in English first additional language: a case study of Forth High School in the Cradock Education district
- Authors: Kalipha, Zimkhitha
- Date: 2014
- Subjects: Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16215 , http://hdl.handle.net/10353/d1017297 , Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Description: Writing skills is are an essential requirement to lifelong learner success yet the way teachers teach and provide feedback to their learners on writing is quite challenging. This study sought to explore the teaching strategies to improve writing skills as an essential requirement for effective learning in schools for grade 8 and 9 learners in English First Additional Language. For people living in the townships and rural areas in South Africa, exposure to English is limited, because the majority of people communicate with each other in local languages. With teachers and learners residing in the townships where communication occurs mostly in isiXhosa, problems in language proficiency, in particular writing in English First Additional Language, are often encountered not only by the learners, but by educators as well. This was a case study of four high schools in the Cradock Education District. In-depth interviews were conducted with eight participants in the four schools. There were eight main findings, which are as follows: Lack of support for teachers, lack of a culture of learning amongst learners, and lack of competence in English for both learners and parents, which need to be addressed; and strategies proposed to improve writing skills are: the importance of creative writing; regular feedback and the importance of drafts.
- Full Text:
- Date Issued: 2014
- Authors: Kalipha, Zimkhitha
- Date: 2014
- Subjects: Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16215 , http://hdl.handle.net/10353/d1017297 , Teaching strategies -- writing skills , Writing skills -- Study and teaching -- South Africa , English language -- Study and teaching -- South Africa
- Description: Writing skills is are an essential requirement to lifelong learner success yet the way teachers teach and provide feedback to their learners on writing is quite challenging. This study sought to explore the teaching strategies to improve writing skills as an essential requirement for effective learning in schools for grade 8 and 9 learners in English First Additional Language. For people living in the townships and rural areas in South Africa, exposure to English is limited, because the majority of people communicate with each other in local languages. With teachers and learners residing in the townships where communication occurs mostly in isiXhosa, problems in language proficiency, in particular writing in English First Additional Language, are often encountered not only by the learners, but by educators as well. This was a case study of four high schools in the Cradock Education District. In-depth interviews were conducted with eight participants in the four schools. There were eight main findings, which are as follows: Lack of support for teachers, lack of a culture of learning amongst learners, and lack of competence in English for both learners and parents, which need to be addressed; and strategies proposed to improve writing skills are: the importance of creative writing; regular feedback and the importance of drafts.
- Full Text:
- Date Issued: 2014
Teenage fathers as learners in a Butterworth Secondary School: implications for sex education
- Authors: Njambatwa, Mluleki
- Date: 2013
- Subjects: Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16195 , http://hdl.handle.net/10353/d1006294 , Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Description: Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.
- Full Text:
- Date Issued: 2013
- Authors: Njambatwa, Mluleki
- Date: 2013
- Subjects: Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16195 , http://hdl.handle.net/10353/d1006294 , Teenage pregnancy -- South Africa -- Eastern Cape , Teenagers -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape , Sex instruction -- South Africa -- Eastern Cape , Teenage fathers -- South Africa -- Eastern Cape
- Description: Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.
- Full Text:
- Date Issued: 2013
The delivery of the clothing and textiles curriculum in Zimbabwean universities: towards an integrated approach to vertical and horizontal discourses
- Authors: Muzenda, Verity
- Date: 2014
- Subjects: Clothing and dress -- Study and teaching --Zimbabwe , Education -- Curricula -- Zimbabwe , Textile industry -- Study and teaching -- Zimbabwe , Universities and colleges -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16227 , http://hdl.handle.net/10353/d1019748 , Clothing and dress -- Study and teaching --Zimbabwe , Education -- Curricula -- Zimbabwe , Textile industry -- Study and teaching -- Zimbabwe , Universities and colleges -- Zimbabwe
- Description: The introduction of Technical Vocational Education (TVE) has been marred by a myriad of challenges, and this has not spared universities. The incompetency of lecturers, the perceptions of both lecturers and students, the relationship between universities and the world of work as well as support strategies have been the most contested issues in TVE. The researcher used the mixed method design which is rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of the data. Post-positivist research paradigm attempts to enhance one’s understanding of the way certain phenomena are and that objectivity is an ideal that can never be achieved. The sample of the study comprised two Heads of Department (HODs) from the universities under study, 18 lecturers for the interviews, 18 lecturers who responded to the questionnaire, 24 students formed the 4 focus groups for both universities with 6 students each. Two industrial personnel were also interviewed. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, observations and document analysis. The researcher employed the Statistical Packages for Social Sciences (SPSS) to summarise, compile tables and graphs on quantitative data and qualitative data was analysed using content analysis through emerging themes. The study established that lecturers were not competent enough to deliver CT curriculum in universities and this was as a result of the type of training lecturers received which was no longer congruent with the technological advancement which have taken place in the textile industry. It was also instituted that universities were producing students who lacked the hands-on skills necessary for them to be acceptable in the world of work. There was a stern shortage of equipment and machinery in CT departments in universities. The machinery and equipment in the departments were too old and broken. Furthermore, the study established that there was no collaboration between universities and industries. Industrial personnel lamented that universities were not willing to put into consideration all the suggestions they gave them and that time for Work-Integrated Learning (WIL) or placement was too short for them to impart all the requisite skills to students. It was also established that students were discontented by the teaching methods that lecturers were using and the way they were being assessed. Students conveyed their desire for the industry to be involved in assessing them whilst they were in universities. Based on the above findings, the study concluded that lecturers were incapacitated to deliver CT due to the training they received in colleges and universities which was no longer congruent with the dynamics of technology. The study also concluded that the shortage of machinery and equipment also demotivated lecturers and incapacitated them. It was also concluded that the lack of collaboration between universities and industries posed serious challenges to both lecturers and students. The study recommends that the quality of the existing lecturing force must be improved mainly through extensive staff development training programmes.There is need for lecturers to be staff developed through training workshops in order to improve on competence. There should be collaboration among University management, lecturers and the industry during curriculum design, implementation and monitoring to improve their attachment and sense of ownership of CT programmes. To improve on students’ acquisition of skills, the study recommends that time for Work-Integrated Learning should be lengthened so that students leave the industry well equipped with relevant skills and knowledge.
- Full Text:
- Date Issued: 2014
- Authors: Muzenda, Verity
- Date: 2014
- Subjects: Clothing and dress -- Study and teaching --Zimbabwe , Education -- Curricula -- Zimbabwe , Textile industry -- Study and teaching -- Zimbabwe , Universities and colleges -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16227 , http://hdl.handle.net/10353/d1019748 , Clothing and dress -- Study and teaching --Zimbabwe , Education -- Curricula -- Zimbabwe , Textile industry -- Study and teaching -- Zimbabwe , Universities and colleges -- Zimbabwe
- Description: The introduction of Technical Vocational Education (TVE) has been marred by a myriad of challenges, and this has not spared universities. The incompetency of lecturers, the perceptions of both lecturers and students, the relationship between universities and the world of work as well as support strategies have been the most contested issues in TVE. The researcher used the mixed method design which is rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of the data. Post-positivist research paradigm attempts to enhance one’s understanding of the way certain phenomena are and that objectivity is an ideal that can never be achieved. The sample of the study comprised two Heads of Department (HODs) from the universities under study, 18 lecturers for the interviews, 18 lecturers who responded to the questionnaire, 24 students formed the 4 focus groups for both universities with 6 students each. Two industrial personnel were also interviewed. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, observations and document analysis. The researcher employed the Statistical Packages for Social Sciences (SPSS) to summarise, compile tables and graphs on quantitative data and qualitative data was analysed using content analysis through emerging themes. The study established that lecturers were not competent enough to deliver CT curriculum in universities and this was as a result of the type of training lecturers received which was no longer congruent with the technological advancement which have taken place in the textile industry. It was also instituted that universities were producing students who lacked the hands-on skills necessary for them to be acceptable in the world of work. There was a stern shortage of equipment and machinery in CT departments in universities. The machinery and equipment in the departments were too old and broken. Furthermore, the study established that there was no collaboration between universities and industries. Industrial personnel lamented that universities were not willing to put into consideration all the suggestions they gave them and that time for Work-Integrated Learning (WIL) or placement was too short for them to impart all the requisite skills to students. It was also established that students were discontented by the teaching methods that lecturers were using and the way they were being assessed. Students conveyed their desire for the industry to be involved in assessing them whilst they were in universities. Based on the above findings, the study concluded that lecturers were incapacitated to deliver CT due to the training they received in colleges and universities which was no longer congruent with the dynamics of technology. The study also concluded that the shortage of machinery and equipment also demotivated lecturers and incapacitated them. It was also concluded that the lack of collaboration between universities and industries posed serious challenges to both lecturers and students. The study recommends that the quality of the existing lecturing force must be improved mainly through extensive staff development training programmes.There is need for lecturers to be staff developed through training workshops in order to improve on competence. There should be collaboration among University management, lecturers and the industry during curriculum design, implementation and monitoring to improve their attachment and sense of ownership of CT programmes. To improve on students’ acquisition of skills, the study recommends that time for Work-Integrated Learning should be lengthened so that students leave the industry well equipped with relevant skills and knowledge.
- Full Text:
- Date Issued: 2014
The effect of an agency-based HIV/AIDS education programme on the knowledge and attitudes of undergraduate students at WSU
- Authors: Wopula, Luvuyo David
- Date: 2012
- Subjects: HIV/AIDS -- Educational programme -- Students
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18451 , http://hdl.handle.net/11260/d1007757
- Description: The aim of this study was to investigate the effects of an agency-based HIV/AIDS Education programme on knowledge and attitudes of undergraduate students at the Walter Sisulu University (WSU) in South Africa. Participants were divided into experimental and control groups. A questionnaire was designed, validated and used to assess knowledge and attitudes of students towards HIV/AIDS who went through the HIV/AIDS education programme (HAEP) and those who did not. The questions were derived and based on basic HIV/AIDS information as part of the 'Alternative National Curriculum on Responsibility' (AANCHOR) programme used by first year WSU staff which was used in the United States of America. The study findings indicate that knowledge and attitudes of the students improved after the intervention. After the intervention, the t-test showed that students‟ attitudes on HIV/AIDS were found to be significant (p=0.045) when comparing the pre- experimental and intervention groups. However, the study also found that some participants displayed ignorance on the knowledge of HIV/AIDS and its effects. For example, some students believe that mosquitoes can spread HIV/AIDS. On the basis of findings the researcher recommends that all first year students should be expose to WSU HAEP because it is a necessity for empowerment with social, self- dependent skills (against HIV/AIDS) and self efficacy. Key words: HIV/AIDS, knowledge, attitudes, Education programme, students.
- Full Text:
- Date Issued: 2012
- Authors: Wopula, Luvuyo David
- Date: 2012
- Subjects: HIV/AIDS -- Educational programme -- Students
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18451 , http://hdl.handle.net/11260/d1007757
- Description: The aim of this study was to investigate the effects of an agency-based HIV/AIDS Education programme on knowledge and attitudes of undergraduate students at the Walter Sisulu University (WSU) in South Africa. Participants were divided into experimental and control groups. A questionnaire was designed, validated and used to assess knowledge and attitudes of students towards HIV/AIDS who went through the HIV/AIDS education programme (HAEP) and those who did not. The questions were derived and based on basic HIV/AIDS information as part of the 'Alternative National Curriculum on Responsibility' (AANCHOR) programme used by first year WSU staff which was used in the United States of America. The study findings indicate that knowledge and attitudes of the students improved after the intervention. After the intervention, the t-test showed that students‟ attitudes on HIV/AIDS were found to be significant (p=0.045) when comparing the pre- experimental and intervention groups. However, the study also found that some participants displayed ignorance on the knowledge of HIV/AIDS and its effects. For example, some students believe that mosquitoes can spread HIV/AIDS. On the basis of findings the researcher recommends that all first year students should be expose to WSU HAEP because it is a necessity for empowerment with social, self- dependent skills (against HIV/AIDS) and self efficacy. Key words: HIV/AIDS, knowledge, attitudes, Education programme, students.
- Full Text:
- Date Issued: 2012
The effects of HIV/AIDS epidemic on teachers and learners of one secondary school in Mthatha District
- Authors: Ntshanga, Nandipa
- Date: 2013
- Subjects: HIV/AIDS -- Epidemic -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18458 , http://hdl.handle.net/11260/d1008205
- Description: The aim of this research study was to investigate the effects of HIV/AIDS on teachers and learners of one Secondary School in Mthatha District of Eastern Cape, South Africa. The research design used was a case study; both quantitative and qualitative techniques were employed. The research was conducted in one secondary school, where data was collected using the interview schedules and the questionnaires. The teachers and learners were the respondents. Close-ended responses were analysed using Statistical Programme for Social Sciences (SPSS) computer software. Open-ended responses and interviews were analysed manually using sentence analysis, themes, categories and pattern. Interview responses were also analysed and interpreted using descriptions. From the analysis and interpretation of results, the following main findings emerged: HIV/AIDS has a devastating and deadly effect on both learners and teachers such as:-early sick pensions, redeployments, high teacher death rate, high learner death rate and learner absenteeism. Learner and teacher absenteeism trough HIV/AIDS epidemic, learner drop-out from school because of HIV/AIDS, non-fulfillment of future goals by the learners were discovered by the researcher as some of the findings from the study. From the findings it emerged that HIV/AIDS has devastating and deadly effect on both learners and educators. Support on those who are affected by HIV/AIDS epidemic is recommended by the researcher and the strategies that can be used to control HIV/AIDS epidemic.
- Full Text:
- Date Issued: 2013
- Authors: Ntshanga, Nandipa
- Date: 2013
- Subjects: HIV/AIDS -- Epidemic -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18458 , http://hdl.handle.net/11260/d1008205
- Description: The aim of this research study was to investigate the effects of HIV/AIDS on teachers and learners of one Secondary School in Mthatha District of Eastern Cape, South Africa. The research design used was a case study; both quantitative and qualitative techniques were employed. The research was conducted in one secondary school, where data was collected using the interview schedules and the questionnaires. The teachers and learners were the respondents. Close-ended responses were analysed using Statistical Programme for Social Sciences (SPSS) computer software. Open-ended responses and interviews were analysed manually using sentence analysis, themes, categories and pattern. Interview responses were also analysed and interpreted using descriptions. From the analysis and interpretation of results, the following main findings emerged: HIV/AIDS has a devastating and deadly effect on both learners and teachers such as:-early sick pensions, redeployments, high teacher death rate, high learner death rate and learner absenteeism. Learner and teacher absenteeism trough HIV/AIDS epidemic, learner drop-out from school because of HIV/AIDS, non-fulfillment of future goals by the learners were discovered by the researcher as some of the findings from the study. From the findings it emerged that HIV/AIDS has devastating and deadly effect on both learners and educators. Support on those who are affected by HIV/AIDS epidemic is recommended by the researcher and the strategies that can be used to control HIV/AIDS epidemic.
- Full Text:
- Date Issued: 2013
The experiences of the development support group DSG in the integrated quality management system IQMS in Butterworth District, Eastern Cape
- Ndandani- Msindwana, Judith Nonkululeko
- Authors: Ndandani- Msindwana, Judith Nonkululeko
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16173 , http://hdl.handle.net/10353/467 , School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Description: This study investigated the experiences of the Development Support Group (DGS) when implementing the IQMS (Integrated Quality Management System) in Butterworth District of the Eastern Cape. The aim of the study was to explore the experiences of the DSG when implementing the IQMS in an attempt to determine whether the DSG can cope with the task of being part of evaluation in education, and how the negative experiences could be improved. In order to get the experiences of the DSG when implementing the IQMS, the researcher embarked on this phenomenological study. Data were collected by means of one-on-one semi-structured interviews and the perusal of the IQMS document, Resolution 8 of 2003. Responses from the participants were tape-recorded and eventually transcribed, analyzed and interpreted. The main feature revealed by the study is gross lack of confidence, feeling of insecurity and ambivalence on the part of the DSG. On the basis of the findings, recommendations that will assist the DSG (and other IQMS implementers) to improve IQMS implementation, have been made. This study also serves as the voice of the DSG for they have also made suggestions to improve on the negative experiences they have highlighted. The conclusions arrived at in this study are specific to the DSG of the sampled schools. The conclusions reflect and explain the challenges faced by the DSG in Butterworth district. But the findings give a reflective explanatory depth to the experiences the DSG when implementing the IQMS.
- Full Text:
- Date Issued: 2012
- Authors: Ndandani- Msindwana, Judith Nonkululeko
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16173 , http://hdl.handle.net/10353/467 , School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Description: This study investigated the experiences of the Development Support Group (DGS) when implementing the IQMS (Integrated Quality Management System) in Butterworth District of the Eastern Cape. The aim of the study was to explore the experiences of the DSG when implementing the IQMS in an attempt to determine whether the DSG can cope with the task of being part of evaluation in education, and how the negative experiences could be improved. In order to get the experiences of the DSG when implementing the IQMS, the researcher embarked on this phenomenological study. Data were collected by means of one-on-one semi-structured interviews and the perusal of the IQMS document, Resolution 8 of 2003. Responses from the participants were tape-recorded and eventually transcribed, analyzed and interpreted. The main feature revealed by the study is gross lack of confidence, feeling of insecurity and ambivalence on the part of the DSG. On the basis of the findings, recommendations that will assist the DSG (and other IQMS implementers) to improve IQMS implementation, have been made. This study also serves as the voice of the DSG for they have also made suggestions to improve on the negative experiences they have highlighted. The conclusions arrived at in this study are specific to the DSG of the sampled schools. The conclusions reflect and explain the challenges faced by the DSG in Butterworth district. But the findings give a reflective explanatory depth to the experiences the DSG when implementing the IQMS.
- Full Text:
- Date Issued: 2012
The explanations for the lack of parental involvement in school governance: A case study of a junior secondary school in Sisonke District, KwaZulu-Natal
- Authors: Mqatu, Lumkile W
- Date: 2011
- Subjects: Parenting -- School governance
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18454 , http://hdl.handle.net/11260/d1007760
- Description: This research project investigates the reasons why parents are not fully involved in school governance of a selected school in the Sisonke District of KwaZulu-Natal. As a professional educator the researcher has noted that within the rural communities, especially those in KwaZulu-Natal, an area which he knows intimately, there is a general lack of involvement on the part of parents in the way in which schools, that are educating their children, are being run. The researcher has observed that the parents‟ overall contact with the school is very limited - often confined to the beginning of the school year. Thereafter the parents withdraw from all matters pertaining to the running of the school, in effect abdicating their contribution to their children‟s education by handing over all responsibility to the teachers. This, in turn, has created a demarcation that has divided the teachers and the parents, with the parents‟ input stopping at the school gate, in a manner of speaking. What should be a combined effort of both parents and teachers to achieve the best possible results for the learners, has become a rift. And, as with all splitting of resources, this has had a negative impact on the functionality of these educational institutions. In order to get insight into the possible reasons why this is as it is, the researcher collected data, primarily interviews with parents, teachers and learners. Observations of governing body meetings, parents meetings and school management meetings were also conducted. In addition to these, minutes of meetings of the school related to other relevant documents, for example, school finance committee meetings, were also examined. The approach used in this study is the qualitative study method. The researcher also tried to determine to what extent, if any, factors such as lack of knowledge, lack of experience in school governance, lack of time, insufficient training to capacitate parents for school governance, low levels of education, lack of communication, no invitations being extended from the principal, and also teachers' and parents‟ attitudes contribute to this serious lack of parental involvement in the governance of this school. Another consideration was whether educators and learners have any knowledge that parents have a right to come to school and assist with the activities in the classroom. In essence, all the research hinged on the core question: „What are the explanations for the lack of parental involvement in public schools?‟ From the data gathered, the researcher then suggests or recommends possible solutions to rectifying what is fundamentally a misunderstanding of responsibilities, in order to propose means to rectify the situation for the future benefit of the learners. It is also recognised that due to potential limitations of the study, further studies on the effects of parental involvement in schools‟ governance may need to be undertaken. To get a clearer representation of the extent and where this impacts on our society as a whole, the researcher suggests further studies to encompass other school models, as well as other schools with different racial and social/economic compositions be undertaken.
- Full Text:
- Date Issued: 2011
- Authors: Mqatu, Lumkile W
- Date: 2011
- Subjects: Parenting -- School governance
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18454 , http://hdl.handle.net/11260/d1007760
- Description: This research project investigates the reasons why parents are not fully involved in school governance of a selected school in the Sisonke District of KwaZulu-Natal. As a professional educator the researcher has noted that within the rural communities, especially those in KwaZulu-Natal, an area which he knows intimately, there is a general lack of involvement on the part of parents in the way in which schools, that are educating their children, are being run. The researcher has observed that the parents‟ overall contact with the school is very limited - often confined to the beginning of the school year. Thereafter the parents withdraw from all matters pertaining to the running of the school, in effect abdicating their contribution to their children‟s education by handing over all responsibility to the teachers. This, in turn, has created a demarcation that has divided the teachers and the parents, with the parents‟ input stopping at the school gate, in a manner of speaking. What should be a combined effort of both parents and teachers to achieve the best possible results for the learners, has become a rift. And, as with all splitting of resources, this has had a negative impact on the functionality of these educational institutions. In order to get insight into the possible reasons why this is as it is, the researcher collected data, primarily interviews with parents, teachers and learners. Observations of governing body meetings, parents meetings and school management meetings were also conducted. In addition to these, minutes of meetings of the school related to other relevant documents, for example, school finance committee meetings, were also examined. The approach used in this study is the qualitative study method. The researcher also tried to determine to what extent, if any, factors such as lack of knowledge, lack of experience in school governance, lack of time, insufficient training to capacitate parents for school governance, low levels of education, lack of communication, no invitations being extended from the principal, and also teachers' and parents‟ attitudes contribute to this serious lack of parental involvement in the governance of this school. Another consideration was whether educators and learners have any knowledge that parents have a right to come to school and assist with the activities in the classroom. In essence, all the research hinged on the core question: „What are the explanations for the lack of parental involvement in public schools?‟ From the data gathered, the researcher then suggests or recommends possible solutions to rectifying what is fundamentally a misunderstanding of responsibilities, in order to propose means to rectify the situation for the future benefit of the learners. It is also recognised that due to potential limitations of the study, further studies on the effects of parental involvement in schools‟ governance may need to be undertaken. To get a clearer representation of the extent and where this impacts on our society as a whole, the researcher suggests further studies to encompass other school models, as well as other schools with different racial and social/economic compositions be undertaken.
- Full Text:
- Date Issued: 2011
The impact of mergers on managers and educators in public FET Colleges at Buffalo City College, East London
- Authors: Magadana, Zukile
- Date: 2011
- Subjects: Managers and Educators -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18427 , http://hdl.handle.net/11260/d1006967
- Description: The merger of higher institutions in South Africa after 1994 was an important change seen by the ANC-led government to break the shackles of the apartheid era. Notwithstanding the many positives that resulted from these mergers a lot of problems were experienced. This research study sets out to investigate the impact of mergers on managers and educators in the Buffalo City Public FET College (BCC) in East London in the Eastern Cape Province. The purpose of the study was to establish whether the working conditions of managers and educators at BCC had improved and whether managers and educators of the Public FET Colleges were able to interpret the FET Act, No. 16 of 2006 properly in order to improve the operational functions of the BCC. It tried to establish what measures were taken to assist managers and educators to improve the participatory decision-making within the structure of management of the college and whether the merger had any influence on the existing human relationship between staff members from different colleges. To this end an exhaustive literature review was conducted looking at an international perspective as well as a national perspective. The empirical design was a case study which made use of structured interviews to collect data from the three satellite campuses of BCC, using managers and educators. Emerging from the case study was that the merger policies within the FET sector have not properly addressed what might be the issues which would be expected to be achieved. The FET Act, Act No. 16 of 2006 affects the operational functions of the college in such a manner that some educators decided not to transfer their services to the College Council. There was a contradiction in terms of accountability, in the sense that when the employees had grievances the Provincial Department of Education referred the matter to the College Council and the College Council referred back to the Provincial Department of Education. It seemed that nobody would like to deal with the challenges of the college. Most of the participants expressed their dissatisfaction that principals and senior managers were remained employees of the Department of Education, while they, the educators, were classified as employees of the College Council. As far as the conditions of service were concerned, the participants mentioned that the qualified educators were not interested to join the FET College sector because of the salary structure; instead they opted to join the industrial sector where they received better salaries and conditions of service than at the college. Based on the findings emerging from the literature and case study it was recommended that the college must formulate credible policies for effective and efficient operations. A committee should be established to deal with fund-raising. The college must be given a chance to govern their affairs (autonomous status) as the FET Act, Act No. 16 of 2006 stipulates very clearly. Transparency in operational issues was seen as an important prerequisite. Transparency in Public FET Colleges means handling matters in such a manner that such as done openly either in the presence of all affected parties or allowing such parties to demand explanations or documentation or both.
- Full Text:
- Date Issued: 2011
- Authors: Magadana, Zukile
- Date: 2011
- Subjects: Managers and Educators -- Education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18427 , http://hdl.handle.net/11260/d1006967
- Description: The merger of higher institutions in South Africa after 1994 was an important change seen by the ANC-led government to break the shackles of the apartheid era. Notwithstanding the many positives that resulted from these mergers a lot of problems were experienced. This research study sets out to investigate the impact of mergers on managers and educators in the Buffalo City Public FET College (BCC) in East London in the Eastern Cape Province. The purpose of the study was to establish whether the working conditions of managers and educators at BCC had improved and whether managers and educators of the Public FET Colleges were able to interpret the FET Act, No. 16 of 2006 properly in order to improve the operational functions of the BCC. It tried to establish what measures were taken to assist managers and educators to improve the participatory decision-making within the structure of management of the college and whether the merger had any influence on the existing human relationship between staff members from different colleges. To this end an exhaustive literature review was conducted looking at an international perspective as well as a national perspective. The empirical design was a case study which made use of structured interviews to collect data from the three satellite campuses of BCC, using managers and educators. Emerging from the case study was that the merger policies within the FET sector have not properly addressed what might be the issues which would be expected to be achieved. The FET Act, Act No. 16 of 2006 affects the operational functions of the college in such a manner that some educators decided not to transfer their services to the College Council. There was a contradiction in terms of accountability, in the sense that when the employees had grievances the Provincial Department of Education referred the matter to the College Council and the College Council referred back to the Provincial Department of Education. It seemed that nobody would like to deal with the challenges of the college. Most of the participants expressed their dissatisfaction that principals and senior managers were remained employees of the Department of Education, while they, the educators, were classified as employees of the College Council. As far as the conditions of service were concerned, the participants mentioned that the qualified educators were not interested to join the FET College sector because of the salary structure; instead they opted to join the industrial sector where they received better salaries and conditions of service than at the college. Based on the findings emerging from the literature and case study it was recommended that the college must formulate credible policies for effective and efficient operations. A committee should be established to deal with fund-raising. The college must be given a chance to govern their affairs (autonomous status) as the FET Act, Act No. 16 of 2006 stipulates very clearly. Transparency in operational issues was seen as an important prerequisite. Transparency in Public FET Colleges means handling matters in such a manner that such as done openly either in the presence of all affected parties or allowing such parties to demand explanations or documentation or both.
- Full Text:
- Date Issued: 2011
The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District
- Authors: Shadaya, Girlie
- Date: 2012
- Subjects: Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16183 , http://hdl.handle.net/10353/d1006239 , Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Description: Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.
- Full Text:
- Date Issued: 2012
- Authors: Shadaya, Girlie
- Date: 2012
- Subjects: Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16183 , http://hdl.handle.net/10353/d1006239 , Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Description: Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.
- Full Text:
- Date Issued: 2012
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe Teaching -- Zimbabwe -- Aids and devices Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , M Ed
- Identifier: http://hdl.handle.net/10353/2127 , vital:27612
- Description: Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text:
- Date Issued: 2016
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe Teaching -- Zimbabwe -- Aids and devices Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , M Ed
- Identifier: http://hdl.handle.net/10353/2127 , vital:27612
- Description: Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text:
- Date Issued: 2016
The managerial leadership styles of school principals for school effectiveness: a study of six Secondary schools of the Dutywa Education District
- Authors: Ziduli, Mlungiseleli
- Date: 2016
- Subjects: High school -- Management Secondary education performance -- School leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/504 , vital:27279
- Description: The purpose of this study was to investigate the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District in the Eastern Cape Province of the Republic of South. The literature review reflects theories concerning the managerial leadership styles of school principals for school effectiveness. In order to attain the aims and objectives of the study, the researcher used the qualitative research method, both in collecting and analyzing the data. The case study design was used to describe and access the phenomenon and the purposive sampling method was used to select (6) secondary school principals. An open ended interview schedule was used for the face-to-face in-depth interviews on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District. Themes were drawn from the responses of the participants and analysed. Some of the findings were: Democratic and participatory leadership styles were used by the school principals to achieve maximum co-operation from both experienced and beginning teachers and the learners in the schools. Laissez fair and autocratic styles of leadership appeared to be undesirable for the management of schools. For school principals’ effective management, they need to do proper planning, organising and scheduling of activities, assigning duties to teachers and delegating some of their work to competent teachers. The reasons for school principals’ ineffectiveness in this study were: favouritism, over-familiar relationships with some teachers, ignoring teachers’ personal problems, workload, lack of support and co-operation from teachers. Incorrect interpretation of educational policies were seen to lead to chaotic situations, poor performance of both teachers and learners, division between learners and teachers, a lack of unity between school stake-holders, poor job satisfaction and lack of trust and respect for the principals concerned. Factors contributing to principals’ incorrect interpretation of educational policies and execution of management roles were: negligence, lack of knowledge and ability to interpret educational policies, lack of proper induction programmes and training of principals and lack of support on policy matters from the Department of Education. Contributing factors resulting in barriers to principals’ ineffectiveness in the management of schools were: failure to give proper instructions to teachers and learners, failure to effectively use of available funds in the school, failure to implement all educational programmes in the school including co-curricular and extra mural activities, lack of experience, lack of support from both the Department of Education and the parents, lack of resources, high staff turnover, favourtisms and failure to hold teachers accountable for poor work done. Mechanisms deemed to overcome the factors leading to barriers to principals’ execution of their management roles at schools were: making the effort to be knowledgeable about educational policies, timely responses to problems in the school, regular consultation with stakeholders, employment of SGB teachers, taking direct supervision of instructions in classrooms and endeavoring to have good relations and gaining support from the SGB and the parents. The researcher made some recommendations on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District.
- Full Text:
- Date Issued: 2016
- Authors: Ziduli, Mlungiseleli
- Date: 2016
- Subjects: High school -- Management Secondary education performance -- School leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/504 , vital:27279
- Description: The purpose of this study was to investigate the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District in the Eastern Cape Province of the Republic of South. The literature review reflects theories concerning the managerial leadership styles of school principals for school effectiveness. In order to attain the aims and objectives of the study, the researcher used the qualitative research method, both in collecting and analyzing the data. The case study design was used to describe and access the phenomenon and the purposive sampling method was used to select (6) secondary school principals. An open ended interview schedule was used for the face-to-face in-depth interviews on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District. Themes were drawn from the responses of the participants and analysed. Some of the findings were: Democratic and participatory leadership styles were used by the school principals to achieve maximum co-operation from both experienced and beginning teachers and the learners in the schools. Laissez fair and autocratic styles of leadership appeared to be undesirable for the management of schools. For school principals’ effective management, they need to do proper planning, organising and scheduling of activities, assigning duties to teachers and delegating some of their work to competent teachers. The reasons for school principals’ ineffectiveness in this study were: favouritism, over-familiar relationships with some teachers, ignoring teachers’ personal problems, workload, lack of support and co-operation from teachers. Incorrect interpretation of educational policies were seen to lead to chaotic situations, poor performance of both teachers and learners, division between learners and teachers, a lack of unity between school stake-holders, poor job satisfaction and lack of trust and respect for the principals concerned. Factors contributing to principals’ incorrect interpretation of educational policies and execution of management roles were: negligence, lack of knowledge and ability to interpret educational policies, lack of proper induction programmes and training of principals and lack of support on policy matters from the Department of Education. Contributing factors resulting in barriers to principals’ ineffectiveness in the management of schools were: failure to give proper instructions to teachers and learners, failure to effectively use of available funds in the school, failure to implement all educational programmes in the school including co-curricular and extra mural activities, lack of experience, lack of support from both the Department of Education and the parents, lack of resources, high staff turnover, favourtisms and failure to hold teachers accountable for poor work done. Mechanisms deemed to overcome the factors leading to barriers to principals’ execution of their management roles at schools were: making the effort to be knowledgeable about educational policies, timely responses to problems in the school, regular consultation with stakeholders, employment of SGB teachers, taking direct supervision of instructions in classrooms and endeavoring to have good relations and gaining support from the SGB and the parents. The researcher made some recommendations on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District.
- Full Text:
- Date Issued: 2016
The relationship between Union Representatives and school management teams in the Tsolo District: implications for school management
- Authors: Maqhubela, V
- Date: 2011
- Subjects: School management -- Labour Unions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18416 , http://hdl.handle.net/11260/d1006573
- Description: This dissertation is a report of the study that was conducted in rural schools of Tsolo district in Eastern Cape Province of South Africa. The study was about the relationship between union representatives and school management teams. The study was conducted because the researcher is a site steward in the present school where the researcher working and is always dealing with conflicts that usually occur between the S.M.T and Union members and has to address these issues regularly. This problem made the researcher to be interested and want to know further from other schools of what is the situation. This was done through focus group interviews and the study was qualitative research paradigm. There were questions that were drafted and participants were asked to respond according to the questions. The participants were as follows 11 SMT members and 18 union representatives. The study findings highlighted the role that SMT could play in the smooth running of the school and in addressing tensions to enhance effective work. The study also illuminated the issue of being bias among the SMT in some unions and dictatorship by S.M.T members. The study findings highlight the role the S.M.T should play and the issue of consultation before any decision should be taken as an integral part. The study also showed that there was a need for schools to know the South African legislation so as to go along with correct rules and regulations when addressing different issues.
- Full Text:
- Date Issued: 2011
- Authors: Maqhubela, V
- Date: 2011
- Subjects: School management -- Labour Unions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18416 , http://hdl.handle.net/11260/d1006573
- Description: This dissertation is a report of the study that was conducted in rural schools of Tsolo district in Eastern Cape Province of South Africa. The study was about the relationship between union representatives and school management teams. The study was conducted because the researcher is a site steward in the present school where the researcher working and is always dealing with conflicts that usually occur between the S.M.T and Union members and has to address these issues regularly. This problem made the researcher to be interested and want to know further from other schools of what is the situation. This was done through focus group interviews and the study was qualitative research paradigm. There were questions that were drafted and participants were asked to respond according to the questions. The participants were as follows 11 SMT members and 18 union representatives. The study findings highlighted the role that SMT could play in the smooth running of the school and in addressing tensions to enhance effective work. The study also illuminated the issue of being bias among the SMT in some unions and dictatorship by S.M.T members. The study findings highlight the role the S.M.T should play and the issue of consultation before any decision should be taken as an integral part. The study also showed that there was a need for schools to know the South African legislation so as to go along with correct rules and regulations when addressing different issues.
- Full Text:
- Date Issued: 2011
The role of principals as instructional leaders in two underperforming senior secondary schools in the King William's Town education district
- Authors: Sijako, Bantu
- Date: 2017
- Subjects: School principals -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape Effective teaching -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape Instructional systems
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/619 , vital:26474
- Description: School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess particular skills to enable them to effectively deliver on their responsibilities of supporting teaching and learning. This means that a school principal is at the centre of any change that must occur at school level. He/she is expected to create a positive learning space by providing a healthy climate for teaching and learning in the school. However, some secondary schools in the King William’s Town Education District are performing far below the national average when it comes to the Grade 12 results. For this reason, this study sought to explore the views of the school management team members in two such schools on the role of principals as instructional leaders. The case study was premised within the qualitative research approach and the interpretivist paradigm was used as an epistemological base to investigate the views of the school management teams on the role of principals as instructional leaders. Eight school management team members were selected from both schools and the data was collected by means of face-to-face semi-structured interviews and documentary analysis. The data showed that participants had divergent views on how principals play the instructional leadership role. It appeared that principals employed different strategies in supporting teaching and learning in their schools and the focus was on control rather than support. It also emerged from the data that there was a lack of professional support at all levels in the selected schools, and parents were not involved in their children’s academic work. The researcher concludes that there seemed to be no systemic and coherent support strategy focusing on teaching and learning, as there were divergent views on how principals perform their instructional leadership roles. The study therefore recommends that principals be trained on instructional leadership to give them a deeper insight into supporting curriculum implementation in their schools.
- Full Text:
- Date Issued: 2017
- Authors: Sijako, Bantu
- Date: 2017
- Subjects: School principals -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape Effective teaching -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape Instructional systems
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/619 , vital:26474
- Description: School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess particular skills to enable them to effectively deliver on their responsibilities of supporting teaching and learning. This means that a school principal is at the centre of any change that must occur at school level. He/she is expected to create a positive learning space by providing a healthy climate for teaching and learning in the school. However, some secondary schools in the King William’s Town Education District are performing far below the national average when it comes to the Grade 12 results. For this reason, this study sought to explore the views of the school management team members in two such schools on the role of principals as instructional leaders. The case study was premised within the qualitative research approach and the interpretivist paradigm was used as an epistemological base to investigate the views of the school management teams on the role of principals as instructional leaders. Eight school management team members were selected from both schools and the data was collected by means of face-to-face semi-structured interviews and documentary analysis. The data showed that participants had divergent views on how principals play the instructional leadership role. It appeared that principals employed different strategies in supporting teaching and learning in their schools and the focus was on control rather than support. It also emerged from the data that there was a lack of professional support at all levels in the selected schools, and parents were not involved in their children’s academic work. The researcher concludes that there seemed to be no systemic and coherent support strategy focusing on teaching and learning, as there were divergent views on how principals perform their instructional leadership roles. The study therefore recommends that principals be trained on instructional leadership to give them a deeper insight into supporting curriculum implementation in their schools.
- Full Text:
- Date Issued: 2017
The role of school discipline in combating violence in schools in the East London region
- Authors: Smit, Marie Elizabeth
- Date: 2010
- Subjects: School violence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16164 , http://hdl.handle.net/10353/224 , School violence -- South Africa -- Eastern Cape
- Description: This study focuses on the role of discipline in the establishment and maintenance of a safe school environment for learners and educators. In a mainly qualitative investigation, empirical data from four primary schools and five high schools in the East London Region of the Eastern Cape Province were collected by means of individual interviews and questionnaires. Historico-legal research also formed part of the literature review, thus law reports and articles from South Africa and other countries were included as part of the research process. This was done to shed light on the legal consequences of school violence and discipline, affecting the safe learning environment of learners. Perceptions of educators and learners in the selected schools regarding discipline and violence at their schools were collected by means of a survey. Three hundred and thirty questionnaires were completed by learners from the selected schools, and nine interviews were conducted with either the principal or a member of the senior management team of each school. The researcher also conducted further in-depth interviews with twenty learners from four schools (two primary and two high schools). These data were analysed in accordance with accepted procedures for qualitative data processing. The data revealed that a culture of violence exists in these schools, and that corporal punishment is still practised. Learners’ perceptions on safety and discipline at their schools revealed that bullying persists, especially when there is no teacher supervision. Participating educators’ experiences suggested the need for promoting positive discipline, and creating a safe learning environment for all, by involving parents in the education process and involving them in drawing up a code of conduct for the school.
- Full Text:
- Date Issued: 2010
- Authors: Smit, Marie Elizabeth
- Date: 2010
- Subjects: School violence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16164 , http://hdl.handle.net/10353/224 , School violence -- South Africa -- Eastern Cape
- Description: This study focuses on the role of discipline in the establishment and maintenance of a safe school environment for learners and educators. In a mainly qualitative investigation, empirical data from four primary schools and five high schools in the East London Region of the Eastern Cape Province were collected by means of individual interviews and questionnaires. Historico-legal research also formed part of the literature review, thus law reports and articles from South Africa and other countries were included as part of the research process. This was done to shed light on the legal consequences of school violence and discipline, affecting the safe learning environment of learners. Perceptions of educators and learners in the selected schools regarding discipline and violence at their schools were collected by means of a survey. Three hundred and thirty questionnaires were completed by learners from the selected schools, and nine interviews were conducted with either the principal or a member of the senior management team of each school. The researcher also conducted further in-depth interviews with twenty learners from four schools (two primary and two high schools). These data were analysed in accordance with accepted procedures for qualitative data processing. The data revealed that a culture of violence exists in these schools, and that corporal punishment is still practised. Learners’ perceptions on safety and discipline at their schools revealed that bullying persists, especially when there is no teacher supervision. Participating educators’ experiences suggested the need for promoting positive discipline, and creating a safe learning environment for all, by involving parents in the education process and involving them in drawing up a code of conduct for the school.
- Full Text:
- Date Issued: 2010
The role of Teacher Unions in the governance of schools in Mthatha District of the Eastern Cape Province of South Africa
- Authors: Viti, Anderson Madodomzi
- Date: 2015
- Subjects: Teachers Unions -- School Governance Labour Unions -- School management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1278 , vital:30789
- Description: The study sought to investigate the role of teacher unions in the implementation of policies in the Department Of Education in Mthatha District. The study developed out of complaints and a lot of noise that has been done by the public towards the department of education complaining about lack of commitment and necessary enforcement of policies. This has been noticed after 1994 when teacher unions became more vocal and played a noticeable role in the education system. Many teachers became members of teacher unions and the department of education has to involve teacher unions in the decisions that it has to take. Teachers began to have rights to an extent that when they feel like striking they began to have a right to do so. Schools now began to be in totally governed by SGBs. Teachers and particularly the principals and their SMTs no longer have power to enforce any of the policies to teachers and as well as to learners. It was for that reason that the researcher became interested in conducting a study on the role played by teacher unions in the implementation of policies by the DOE in Mthatha District. In the study both qualitative and quantitative research methodology has been used. Questioners have been used to collect data. In the process of collecting data 5 schools within Mthatha district were selected. All these schools were on the Mqanduli part of Mthatha District because by the time the sturdy was started researcher was working as a principal in Mqanduli. Among schools that were selected there were 2 senior secondary schools and 3 junior secondary schools. From each school a sample of 5 educators was purposely ii selected according to their duties in running g the school i.e. in each school there has to be one or two members of the SMT. The position of the person in the SMT was not considered as long as the person is serving in the SMT. Also it was considered that people who are selected are members of a teacher union regardless of which teacher union. Some of the main findings of the study were: teacher unions are confusing the SMTs in that they sometimes get confused in knowing who to listen to between the department of education and the teacher unions. Teacher unions are sometimes helpful in that they train their members in understanding the professionalism that is required at work. Sometimes teacher unions have a tendency of protecting their members even if they act irresponsible. Among many recommendations that the researcher has done he has recommended that there must be constant meetings between all stakeholders in the education system to avoid unnecessary clashes. All parties concerned about the education system must respect the learner and as such he must be always at the centre of the education system. Also those SGB members who are expected to develop policies for their schools must be trained.
- Full Text:
- Date Issued: 2015
- Authors: Viti, Anderson Madodomzi
- Date: 2015
- Subjects: Teachers Unions -- School Governance Labour Unions -- School management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1278 , vital:30789
- Description: The study sought to investigate the role of teacher unions in the implementation of policies in the Department Of Education in Mthatha District. The study developed out of complaints and a lot of noise that has been done by the public towards the department of education complaining about lack of commitment and necessary enforcement of policies. This has been noticed after 1994 when teacher unions became more vocal and played a noticeable role in the education system. Many teachers became members of teacher unions and the department of education has to involve teacher unions in the decisions that it has to take. Teachers began to have rights to an extent that when they feel like striking they began to have a right to do so. Schools now began to be in totally governed by SGBs. Teachers and particularly the principals and their SMTs no longer have power to enforce any of the policies to teachers and as well as to learners. It was for that reason that the researcher became interested in conducting a study on the role played by teacher unions in the implementation of policies by the DOE in Mthatha District. In the study both qualitative and quantitative research methodology has been used. Questioners have been used to collect data. In the process of collecting data 5 schools within Mthatha district were selected. All these schools were on the Mqanduli part of Mthatha District because by the time the sturdy was started researcher was working as a principal in Mqanduli. Among schools that were selected there were 2 senior secondary schools and 3 junior secondary schools. From each school a sample of 5 educators was purposely ii selected according to their duties in running g the school i.e. in each school there has to be one or two members of the SMT. The position of the person in the SMT was not considered as long as the person is serving in the SMT. Also it was considered that people who are selected are members of a teacher union regardless of which teacher union. Some of the main findings of the study were: teacher unions are confusing the SMTs in that they sometimes get confused in knowing who to listen to between the department of education and the teacher unions. Teacher unions are sometimes helpful in that they train their members in understanding the professionalism that is required at work. Sometimes teacher unions have a tendency of protecting their members even if they act irresponsible. Among many recommendations that the researcher has done he has recommended that there must be constant meetings between all stakeholders in the education system to avoid unnecessary clashes. All parties concerned about the education system must respect the learner and as such he must be always at the centre of the education system. Also those SGB members who are expected to develop policies for their schools must be trained.
- Full Text:
- Date Issued: 2015
The role of the peer educators in enhancing social and emotional learning: a case of foursecondary schools in Fort Beaufort district
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
- Date Issued: 2012
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
- Date Issued: 2012
The teachers’ perceptions of female principal leadership: a case study of two primary schools in the East London district
- Authors: Webu, Kiki Corrina
- Date: 2014
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1399 , vital:26552
- Description: In the South African context, the leadership positions in both public and private sectors are dominated by males. After 1994, there was an improvement in the employment of females in leadership positions, particularly in the Department of Education. But the female principals are still facing challenges that emanate from them, as well as extrinsic challenges. Studies highlighted leadership traits, leadership styles, the teachers‟ attitudes, prejudice and gender stereotypes that contribute towards female principalship challenges.This study focused on the perceptions of teachers of female principal leadership in two primary schools. Furthermore, it highlighted limitations as well as successes of female principal leader as perceived by the teachers. The qualitative research approach was used to investigate the perceptions of teachers in terms of the limitations and successes of female principal leaders. A case study of two primary schools with six Post Level One teachers across the phases and two Heads of Department (HODs) was conducted. One-to-one semi-structured interviews were used as qualitative research tools to collect data from the teachers. The findings of this study revealed that the female principals demonstrated two sides in their leadership, the positive side and the negative side. The respondents had expectations that the female principals would be more nurturing in character when they encountered personal problems. The respondents became happy when the female principals demonstrate the motherly traits such as warmth, care and love to them when they had personal problems. The female principal demonstrates sympathy and humanity by being there when the teacher is experiencing personal problems and shows interest in how the teacher is feeling. On the other hand, the respondents claimed that they did not feel that quality of motherhood when the female principal was not protecting them against angry parents. The respondents also perceived the female principals as being competent in solving the personal problems of teachers while, on the other hand, they were not able to solve the school problems. The respondents felt that the female principals showed little interest in the learners‟ wellbeing with regard to issues such as bursaries and involvement of social workers.
- Full Text:
- Date Issued: 2014
- Authors: Webu, Kiki Corrina
- Date: 2014
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1399 , vital:26552
- Description: In the South African context, the leadership positions in both public and private sectors are dominated by males. After 1994, there was an improvement in the employment of females in leadership positions, particularly in the Department of Education. But the female principals are still facing challenges that emanate from them, as well as extrinsic challenges. Studies highlighted leadership traits, leadership styles, the teachers‟ attitudes, prejudice and gender stereotypes that contribute towards female principalship challenges.This study focused on the perceptions of teachers of female principal leadership in two primary schools. Furthermore, it highlighted limitations as well as successes of female principal leader as perceived by the teachers. The qualitative research approach was used to investigate the perceptions of teachers in terms of the limitations and successes of female principal leaders. A case study of two primary schools with six Post Level One teachers across the phases and two Heads of Department (HODs) was conducted. One-to-one semi-structured interviews were used as qualitative research tools to collect data from the teachers. The findings of this study revealed that the female principals demonstrated two sides in their leadership, the positive side and the negative side. The respondents had expectations that the female principals would be more nurturing in character when they encountered personal problems. The respondents became happy when the female principals demonstrate the motherly traits such as warmth, care and love to them when they had personal problems. The female principal demonstrates sympathy and humanity by being there when the teacher is experiencing personal problems and shows interest in how the teacher is feeling. On the other hand, the respondents claimed that they did not feel that quality of motherhood when the female principal was not protecting them against angry parents. The respondents also perceived the female principals as being competent in solving the personal problems of teachers while, on the other hand, they were not able to solve the school problems. The respondents felt that the female principals showed little interest in the learners‟ wellbeing with regard to issues such as bursaries and involvement of social workers.
- Full Text:
- Date Issued: 2014