Theses and Dissertations (Education Management and Policy Studies)

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Evaluering van bestuurstyle van opleiers in nie-formele onderwys : 'n fundamenteel-andragogiese begronding
(University of Pretoria, 1992-10) Moller, T.; Van Aardt, Nicolaas Johannes
Afrikaans: Vanuit 'n fenomenologiese perspektief het die volwassene 'ninherente strewe om toenemend iemand te wil word, dus om te leer. Vanwee sy normatiewe ingesteldheid wil hy sy volle potensiaal binne werkverband ontplooi ten einde die maatskappy te help om gestelde doelwitte te bereik. Die individu-in-indiensopleiding in die bedryfsektor word meer as ooit tevore met die vrae van waardes, lewensdoel en optimale betekenis van die lewe gekonfron-teer. Hulle verkeer in nood en vra leiding. Hoe meer die w~reld se kompleksiteit toeneem, hoe grater die mens se nood. Die werk- nemer raak verward in die nuwe geYndustraliseerde samelewing waarin ans, ans tans in bevind omdat nie genoegsame aandag gegee word aan die essensies van menswees nie. Die gevolg van hierdie verwardheid waarin die werknemer horn tans in bevind, lei daartoe dat produktiwiteit in die slag bly. Die bestuurder gee nie genoegsame aandag aan die menslikheid van sy ondergeskiktes ten einde produktiwi tei t van sy werknemers te bevorder nie. Die andragogiese-essensies van menswees naamlik in-betekenis- wees, medesyn, temporaliteit en self-iemand-wees word nie verwerklik in die sakesektor nie. Die andragogiese-essensies is nie net mensweesessensies nie, maar produktiwiteitessensies. Indien die andragogiese-essensies nie verwerklik word in die sakesektor nie, sal produktiwiteit nooit verbeter word in geindustraliseerde werkomgewing nie. Die fundamentele andrago-giese-essensies moet toegepas word binne 'n maatskappy ten einde verhoogde produktiwiteit mee te bring. Individue-in-indiensopleiding beskik oor die potensiaal om produktief te wees en wil graag hierdie potensiaal tot uiting bring. Die bestuurder as opleier moet die klimaat skep waarbinne hierdie werknemer in die maatskappy kan funksioneer. Indien die bestuurder die andragogiese-essensies ontken, ontken hy menswees. Die werknemer as volwassene strewe inherent na uitnemendheid en het die wil om te presteer. Indien hulle deur deelname gelei word, sal dit lei tot verbondenheid wat op sy beurt lei tot kreatiwiteit. Die werknemer wil 'n betekenisvolle lewe lei en hy wil aan alle aspekte van sy lewe betekenis gee en dus ook in die maatskappy waar hy werk betekenisvol wil funksioneer. Die kernbegrip hoe volwasse leer by die werknemer plaasvind, is dat die volwassene selfrigtend is. Die vo--lwasse leerder wil deur andere gesien word as onafhanklik en selfbepalend. Wanneer die ondergeskikte dus 'n. situasie ervaar waar hy/sy nie toegelaat word om onafhanklik en selfbepalend op te tree nie, kan dit lei tot 'n onderbewuste gevoel van weerstand en woede. Dit kan lei tot onproduktiwiteit deurdat hy nie die geleentheid gegun word om sy potensiaal tot uiting te bring nie. Uit die navorsing het geblyk dat die wyse hoe volwasse leer plaasvind nie net mensge-orienteerde leerteoriee bevat nie, maar byvoorbeeld assosiatiewe, funksionele en kognitiewe leerteoriee. Die werknemer strewe na die transendente. Dit beteken dat hy gedurig in wording is en dat hy op pad is om iemand te word. Die andragogiese-essensies is daarop gemik om vir die werknemer wat ongeborgenheid beleef, vertroue in die eie saak te gee. Die Christelike lewensopvatting in besonder bepaal dat God Drie-Enig, die Skepper, Onderhouer en Regeerder van die ganse werklikheid is en dat die werknemer groepe is om God in al sy aktiwiteite te eer en te verheerlik. Hierdie lewensopvatting soos gehuldig deur 80% van die RSA se bevolking moet dus as basis dien vir 'n gesonde bedryfsektor. English: From a phenomenoligical perspective the adult has an inherent desire to be entertained increasingly; that is, to learn. Because of his normative propensity, he strives to develop his full potential in the working context in order to assist the company in reaching his objectives. The individual in in-service training in the operations sector is more than ever before, being confronted with questions regarding values, the purpose of life and the optimum value of life. They find themselves in distress and seek guidance. The more the world's complexity increases, the greater man's distress. The employee becomes perplexed in the new industrialised society in which we are presently became inadequate attention is being given to the essentials of humanity. The result of this confusion in which the employee finds himself presently, leads to a decline in productivity. The manager does not give sufficient attention to the humanity of his subordinates which could promote the productivity of his in-service training personnel. The andragogical essentials of humanity namely being a part of a meaningful world, fellowship, temporality and self-esteem are not being satisfied in the business sector. The andragogical essentials are not human~ essential, but productivity essentials. If the andragogical essentials do not materialise in the 1:fosiness sector, productivity will never improve in the industrialised working environment. The fundamental andragogical essentials have to be applied within, the company in order to bring about increased productivity. Individuals engaged in in-service training have the potential to be productive and have the need to express this potential. The manager must create the climate in which the employee can function within the company. The manager who denies the andragogical essentials denies humanity. The employee as adult inherently strives toward excellence and has the will to perform. If they are guided through participation, it will lead to commitment which in turn leads to creativity. The employee wishes to lead a meaningful life and wants to add significance to all aspects of his life as well as in the company where he works. The basic concept of how the adult doctrine transpires, is that the adult is self-directed. The adult learner wants others to regard him as independent and self-determined. When the employee therefore, experiences a situation in which he is not allowed to act independently and self-determining, it may lead to unproductivity because he is denied the opportunity to demonstrate his potential. Research revealed that the adult doctrine not only contains human orientated learning theories, but for instance, contains associative, functional and cognitive learning theories. The employee strives towards the transcendental. This means that the employee is constantly in the making and on the way of becoming someone. The andragogical essentials are aimed at giving the employee experiencing insecurity, trust in his own situation. The Christian outlook in particular determines that God triune is Creater, Provider and Ruler of the entire universe and that the employee is destined to honour and glorify God in all his activities. This outlook, recognised by 80 % of the population of the RSA, must therefore serve as basis for a sound operations sector.
Implementation of legal principles in learner disciplinary processes in secondary schools
(University of Pretoria, 2024-08) Ogina, Teresa Auma ; kabelosegapo@gmail.com; Segapo, Tshepang Kabelo
Learner discipline management continues to be a common problem for educators, parents and learners in most South African schools. The purpose of this research was to examine the implementation of the legal principles pertaining to learner disciplinary processes in secondary schools. Three (3) secondary schools were chosen from the Ngaka Modiri Molema district, in the North West province as research sites. The study adopted a qualitative approach through an interpretive paradigm, and it employed a case study design. The conceptual framework for this study was developed with the set of legal principles that govern the learner disciplinary processes. The participants in the study involved the principals/deputy principals, educators, SGB Chairpersons/deputy chairpersons and SGB parent components. Semi-structured individual interviews were conducted to gather data from the participants. The study’s findings revealed that participants held diverse perceptions regarding the legal principles related to learner disciplinary processes. The majority of school disciplinary committee members demonstrated an unclear understanding of their roles in accordance with the legal framework governing learner disciplinary processes. Schools reported several challenges with complying with legal principles in learner disciplinary processes which included the development and implementation of the code of conduct for learners, the absence or limited involvement of parents, and insufficient support from the Department of Basic Education (DBE). One school explored strategies such as involving legal experts to ensure proper implementation of legal principles. There were expectations for the DBE to provide support in drafting and implementing disciplinary policy documents and to offer ongoing training for school disciplinary committee members on learner discipline.
Utilising information and communication technology in classroom management practices in Gauteng independent primary schools
(University of Pretoria, 2024-10) Aina, Adebunmi; Du Plessis, Andre; pascaletmichael1@gmail.com; Bakos, Pascale
The global significance of ICT integration in education has been widely acknowledged, prompting nations across the world to prioritise equipping educators with the requisite skills for the seamless integration of technology into their pedagogical practices. Consequently, a comprehensive examination of ICT’s impact on the management skills of educators promises to provide profound insights into the enhancement of teaching practices and the improvement of learner outcomes. However, many educators still lack the necessary competencies to use technology for teaching and learning and this poses a problem in the context of the technological advancement of the education landscape. This study examines the role of Information and Communication Technology (ICT) in classroom management practices among educators at independent primary schools in Gauteng. The research seeks to answer the main question: How do educators in Gauteng independent primary schools use ICT to manage their classrooms? The chosen theoretical frameworks for this study are the Technology Acceptance Model (TAM) and Actor-Network Theory (ANT), each offering unique perspectives on the integration of Information and Communication Technology (ICT) in classroom management practices. A qualitative research methodology was employed, utilising semi-structured interviews and classroom observations to gather rich, detailed data. Thematic analysis was conducted on the collected data. Findings indicate that educators are increasingly reliant on ICT tools to facilitate various aspects of classroom management. It was also revealed that ICT integration has significantly transformed classroom management practices, with educators reporting its time-saving benefits in administrative tasks, improved learner engagement, and more effective monitoring of learner behaviour. However, the study highlights challenges, such as the need for ongoing professional development, and the digital divide among learners and educators.
Managing the integration of information and communication technology in township secondary schools in Gauteng
(University of Pretoria, 2024-09) Aina, Adebunmi; Du Plessis, Andre; kgabokganyago721@gmail.com; Kganyago, Kgabo Ezekiel
The rapid change in the pedagogical landscape has increased the incorporation of information and communication technology (ICT) into the classroom globally. However, there has been relatively limited progress in increasing ICT integration in South African public schools. Integrating ICT into the classroom can be innovative and transformative, potentially accelerating, enriching, and deepening learners’ understanding of the curriculum. However, it comes with several challenges, as discovered by other researchers. Such ICT integration is a complex process that fully supports useful resources, teaching, and learning rather than completing it through a single step. As such, the effective management of the complex process of ICT integration is essential. This research study aimed to explore the management of ICT integration in teaching by the school management team (SMT) in Ekurhuleni North township secondary schools. Activity Theory and the Technology-Organisation Environment Framework guided this study. This qualitative study used a purposive sampling technique to select 16 participants four school principals, four departmental heads, and eight educators from four secondary schools. Data generation was done through semi-structured interviews, document analysis, and non-participant observation. The findings of this study seem to indicate that participants have a positive perception of ICT integration in teaching and recognise its benefits in improving teaching and learning. Participating schools employed various strategies, including educator training and technical support, to manage ICT integration effectively. However, challenges related to policy, technical issues, and power supply hinder seamless implementation. The study proposed a model for managing the integration of ICT in teaching that involves a structured framework that schools can follow effectively to use ICT in the teaching process.
South African school principals' perspectives on continuing professional teacher development for knowledge economy
(University of Pretoria, 2024-03-30) Marishane, R.N. (Nylon); mahlaelama@gmail.com; Mahlaela, Mphuphuthane Abram
Continuing professional teacher development is a global phenomenon and the focus of all education departments. However, with its dynamic education system, South Africa faces challenges implementing successful teacher development programmes. The national curriculum has changed several times in the democratic era, and teacher development has been affected. The role of school principals in national teacher development policies has also been ever-changing. In the previous Education Labour Relations Council collective agreement, the Integrated Quality Management System [IQMS], principals played a smaller role because the responsibility of staff development fell on the chairperson of the staff development team, who was not necessarily the principal of the school. The recent Collective Agreement, the Quality Management System [QMS], has restored the responsibility to the principal. Therefore, this study examined how South African school principals connect continuing professional teacher development to the knowledge economy. The researcher believes that school principals are responsible for implementing teacher development. The study adopted a qualitative research approach to collect data through semi-structured interviews. A qualitative case study design was used, and the sample comprised 10 school principals. Thematic analysis was used to analyse the collected empirical data. The findings from the data analysis underscore the significant challenges that South African school principals encounter when attempting to link continuing professional teacher development to the knowledge economy. These challenges, as the study reveals, must be effectively addressed. In response, the study proposes a model for continuing professional teacher development that can facilitate this connection and enhance the economic value of teaching staff. KEYWORDS: school leadership, continuing professional teacher development, knowledge economy, school context, social learning theory
The role of principals and departmental heads as curriculum leaders in fee-paying Gauteng secondary schools
(University of Pretoria, 2024-06) Aina, Adebunmi; Sing, Nevensha; bhila.johnson@gmail.com; Bhila, Johnson
This study employed a qualitative descriptive case study design that investigated the roles of curriculum leadership in South African fee-paying secondary schools in the Gauteng Province. Adopting an interpretive paradigm, the study used Instructional Leadership theory as the theoretical framework. The study responds to challenges associated with poor coordination in the implementation of the curriculum, teaching, assessment, and evaluation to promote quality teaching and learning. The study’s target population comprised principals and departmental heads in fee-paying secondary schools within the Gauteng Province. Purposive sampling was used to select 12 participants, comprising principals and departmental heads from six secondary schools, to explore the roles of these curriculum leaders through in-depth interviews and document analysis. The data was analysed thematically, and findings indicated that principals adopt holistic responsibilities, encompassing teaching, community engagement, and overall school functionality. In contrast, departmental heads focus on specific domains, ensuring high-quality teaching within their departments and highlighting the collaborative nature of educational management. The study exposed challenges curriculum leaders face, such as external pressures and resource constraints. Results indicated that addressing these challenges necessitates balanced approaches, integrating collaborative professionalism, evidence based practices, and comprehensive leadership training. Strategic initiatives, including stakeholder engagement and positive school climate promotion, emerge as key strategies in effective curriculum leadership, aligned with established educational leadership principles. The research paints a comprehensive picture of curriculum leadership in South African fee-paying secondary schools. The study argues that despite the identified challenges, strategic, evidence-based, and collaborative approaches pave the way for effective curriculum leadership. The study offers practical, policy, and theoretical recommendations, emphasizing continuous professional development, standardized disciplinary guidelines, and the integration of Instructional Leadership Theory into official policies.
How women principals negotiate school culture
(University of Pretoria, 2008-11) Phendla, T S; mabusmp@unisa.ac.za; Mabusela, Mapula Rebecca
School leadership remains a male-dominated position in many schools. This is largely the reason why few women, who happen to be principals, find it difficult to command respect as core partners within the educational arena, and, they, therefore, need to negotiate school culture. This research intends to explore how women principals negotiate school culture in the rural schools of the North-West Province of South Africa. The purpose is to understand how women handle this leadership role as they handle the business of the day in a school setting. The research took the form of a case study to provide detailed descriptive information of each participant. The case study used semi-structured interviews, observation and document analysis to collect data. I purposefully selected three women principals to participate in this research. Selection was made from the three categories of schools: primary school, middle school and high school. The multiple setting was deliberate, in order to explore the differences and commonalities that might occur amongst the women principals in their leadership role. A consent form covering all the ethical issues of voluntary participation, confidentiality and anonymity was sent to the participants. The use of qualitative research methods helped me to understand how women, as leaders, navigate the way things are done, given the demands of school-based management in the midst of adversity, discrimination, marginalisation and lack of support. The study is based on the data drawn from two semi-structured interviews of one hour each, a one-day shadowing session and the analysis of one artefact of each woman. The study is significant in that the findings might add to the growing body of information about women in leadership.
Influence of the quality management system on the professional development of secondary school educators
(University of Pretoria, 2024-07-26) Sing, Nevensha; u15191771@tuks.co.za; Clarke, Chanté
The shift from an integrated quality management system to the current quality management system has unveiled fresh avenues for research. This study, conducted in Tshwane, South Africa, delved into how the quality management system affects the growth of secondary school educators. A conceptual framework was constructed, combining Sims' four developmental purposes with Gilmour's factors for enriching teacher quality. This framework focussed on the dynamic relationship between quality management and professional development. Employing a qualitative research methodology, the study conducted semi-structured interviews with eight purposively chosen participants. Their insights revealed a consensus: the quality management system held substantial value and was acknowledged for its influence on educators' professional growth. It suggested that educators who highly regard such a system and consistently advance professionally can significantly elevate the quality of teaching and learning. The study underscores the potential of a quality management policy to augment educators' professional development, emphasizing the need to merge this system into professional growth initiatives. The study argues for implementing continuous classroom monitoring overseen by departmental heads, accompanied by meaningful and constructive feedback for educators. Essential to this process is the sustained professional advancement of educators, which necessitates ongoing training opportunities, whether internally conducted within schools or externally sourced. Ultimately, the research reaffirms that an active, supportive approach motivates and assists educators in leveraging a quality management system for their professional progression. This integration promises not just the improvement of committed educators but, by extension, the enhancement of the overall quality of the teaching and learning landscape.
Departmental Heads' mentorship experiences of novice teachers' professional development in low socio-economic schools
(University of Pretoria, 2024-03) Sing, Nevensha; Ogina, Teresa Auma; chantelle.antoniadis@gmail.com; Antoniadis, Chantellé
Despite ongoing professional development efforts in South Africa, novice teachers in low socioeconomic areas are still struggling with low morale and high turnover rates. Challenges like inadequate infrastructure, crime, violence, and health risks are particularly pronounced in these settings. Global research indicates that adequate professional development and mentoring can help novice teachers overcome these challenges and succeed. Despite mentoring, novice teachers continue to face pedagogical and managerial difficulties. This qualitative study investigated the professional development of novice teachers at two low socioeconomic primary schools in the Cape Town Metropolitan district, Western Cape Province. Twelve individuals, including six departmental heads and six novice teachers, were purposively selected. The study utilised a conceptual framework examining the interplay between socioeconomic status, professional development, and mentoring, which guided the research. Data collection involved semi-structured interviews and document analysis, gathering rich data related to the participants' experiences. These results were cross-referenced to validate the findings. The study revealed a gap between what novice teachers expect from the teaching profession and their actual experiences, signalling insufficient preparatory training from universities to tackle professional challenges. This study found that the professional development in low socioeconomic status schools does not meet the specific needs of these environments, resulting in misalignment with teachers’ and learners' needs. Burdened by limited time and resources, departmental heads face difficulties in providing effective mentoring. Based on the findings, this study recommends that professional development programmes be made relevant to teaching large classes and guided by novice teachers' challenges in low socioeconomic status schools.
Rural school principals and teachers' perception of the contribution of parental involvement in learner performance
(University of Pretoria, 2024) Sebidi, Simon Diatleng; Nthontho, Maitumeleng; njivamzoli@gmail.com; Njiva, Mzolisi
ABSTRACT There is a need to enhance parental involvement in rural primary schools in South Africa. There is evidence in the literature that parental involvement in the learning process of learners may influence the quality of learners’ academic performance. However, the former apartheid education system in South Africa, where parents were not regarded important in education of their children has contributed in parents’ negligence of their children education. For this study, Epstein theory for parental involvement was used as a lens through which data was scrutinized. Using qualitative research approach within the interpretivist paradigm, the study explored the rural school principals and teachers’ perceptions of the contribution of parental involvement to learner performance. A sample of three principals and six teachers were purposively selected from three rural primary school in Eastern Cape Department of Education in South Africa using case study research design. Data were collected through interviews. Data analysis for the study adopted data analysis procedures advocated by Creswell where the data was organised, read through, coded, allocated themes, interpreted and validated for the generation of theory. The principals and teachers in this study confirmed their passion to involve parents in their children’s education. However, there are problems of poor attendance and non-attendance of school activities by parents. These challenges are exacerbated by poor communication of parents with the school, poor attendance of meetings, inconsistent implementation classrooms and SGBs parental involvement policies. Consequently, the study recommends to schools to adhere to their parental involvement policies and make follow-up of the invites issued to the parents to attend school activities. It also recommends to schools to provide training to the parents regarding the importance and the benefits of their involvement in education of their children.
The implementation of information communication technology for teaching and learning in Tshwane West District
(University of Pretoria, 2024-06-25) Kgwete, Ephraim; smafampe@gmail.com; Mafampe, Mokware Sarah
The development of information and communication technology (ICT) has fundamentally altered how we teach and learn. This study investigates the implementation of ICT to promote teaching and learning in Tshwane West District. The research questions were: How do teachers perceive the implementation of ICT to promote teaching and learning in the classroom? What strategies do teachers use in ICT implementation to promote teaching and learning? What are the challenges experienced by teachers when implementing ICT to promote teaching and learning in the classroom? The study sample consisted of 12 secondary school teachers. The participating teachers were from t wo secondary schools in the Tshwane West District in Gauteng province. The participants were selected using a purposive sampling method. A multiple-case study design was used in this study and the data collection instrument used was semi-structured interviews. The interviews were analyzed using a thematic data analysis technique. The research findings identified that ICT implementation was beneficial to some participants since they indicated that ICT makes the class lesson interesting and exciting wherein the learners who used to be bored in class tend to feel excited and show keenness to learn using computers and other ICT tools. The study also revealed that some teachers were frustrated when they had to implement ICT using the computer because they said when it gave them problems the technical team seemed not to respond swiftly to the matter. It was also found that teachers use team building as their strategy in ICT implementation and they see it as extremely beneficial for building trust, confidence, and understanding. Further, the study found that among other challenges, load shedding and lack of enough computers for learners was a problem affecting teaching and learning. The study recommended that to create a conducive teaching environment for the effective implementation of ICT in classrooms, schools should ensure the availability of computer resources for all learners and provide generators for use during load-shedding. The study further recommended that there should be well-equipped technical teams at schools and that teachers ought to stay in charge of the class to prevent learners from using their phones for anything other than academic purposes.
School management teams’ experiences in implementing a school feeding programme in Nigeria public primary schools
(University of Pretoria, 2023-09) Mhlanga, Nontuthuzelo; Mthiyane, Siphiwe; u20771330@tuks.co.za; Ogunbayo, Shakirat Bola
School Management Teams (SMTs) implement a School Feeding Programme (SFP)to achieve their set objectives. However, the emerging demand placed on SMT to act as implementers of an SFP prompted the need to determine whether the working practices and relationships in selected Nigeria public primary schools were healthy enough to act out their roles despite the challenges experienced. This study investigated the experiences of SMTs in implementing aSFP in Nigeria public primary schools. A qualitative case study within a constructive/interpretivist paradigm was adopted for the research. The theoretical framework of this study is grounded in Administrative Management Theory by Henry Fayol (1949), which postulates that managers have to adapt to the five elements of the management procedure, namely planning, organising, commanding, coordinating and controlling, to implement a programme effectively. Six schools participating in the SFP in the Ado-Odo Ota Local Government Area of Ogun State were purposefully selected for this study. The SMTs that consisted of the headteacher, deputy headteacher and Heads of Department were the participants in this study. The data was obtained from different sources that included semi-structured interviews, document analysis and observations. The data was thematically analysed and the results were categorised according to themes and sub-themes. The findings of the study highlight the role of SMTs in implementing aSFP in their schools; inadequate funding and poor infrastructure were identified as the challenges that affected SFP implementation. Formulation of polic, as well as adequate monitoring and evaluation mechanisms of the SMTs,s seems to be a common strategy used by SMTs in these schools to overcome the SFP challenges. SMTs applied other relevant administrative management practices in implementing aSFP in the schools. The study concluded that the management practices of SMTs seemed to be based on understanding and interaction of self and the school in which the programme was implemented.
Management of learner progression in public primary schools in Gauteng
(University of Pretoria, 2023-06) Adeyemo, K.S. (Kolawole Samuel); doronamane@gmail.com; Moeketse, Dorothia Molobane
The dissertation builds on and contributes to work in learner performance and achievement. The specific focus of this study was on learner progression in schools. The learner progression policy stipulates that the learner can only repeat a phase once. Although several studies examined the effects of learner progression, there has not been a strong focus on managing intervention strategies and support. The purpose of the dissertation was to explore the different effects of the learner progression policy in schools, how this policy is managed and what support is made available to learners affected by this policy. This study further examined the School Management Team’s (SMT) roles in managing progressed learners' academic performance through realistic and managed intervention strategies. The data for this qualitative study was collected through individual semi-structured interviews with purposive sampling of Deputy Principals (DPs), Heads of Department (HDs) and educators. The data was collected from the four sampled primary schools in Ekurhuleni, east of Johannesburg, in the Gauteng East District. The data population for this study were one Grade 3 educator, one Grade 4 educator, one Foundation Phase Departmental Head, one Intermediate Phase Departmental Head and the Deputy Principals in each school. The dissertation draws on the work of Bronfenbrenner, whose ecological systems theory explores student achievement best understood as the developmental outcome that emerges as a result of interaction among layers within a complex system. The findings from this study unveiled the pressures that are brought by the policy requirements, including the assessment requirements and the reporting procedures, which tend to then prioritise the issues of data collection rather than ensuring that learners grasp the required basic content that will be used throughout the schooling system.
The management of learner discipline in secondary schools of Limpopo province
(University of Pretoria, 2024-05-30) Sebidi, Simon Diatleng; Nthotho, Maitumeleng; rembu.israel@gmail.com; Tshimilandou, Rembuluwani Israel
This study explored the management of learner discipline in secondary schools of Limpopo province. Teaching and learning primarily depends on a disciplined and respectful environment for learning. Ill-discipline in education systems worldwide has been pronounced a hindrance in schools to achievement education objectives. Using the Skinner Behaviour of Organism theoretical framework, this study adopted a qualitative approach within the interpretivist approach. Using a case study design, five principals and five teachers from secondary schools in the Mvudi circuit of Vhembe district in Limpopo were purposively selected. Data was collected using face-to-face semi-structured interviews and analysed using thematic data analysis steps advocated by Braun and Clarke where the data was familiarised, initial codes generated, potential themes reviewed, themes defined and the report for the study was written. Ethical considerations and trustworthiness were observed when the study was conducted. The study’s findings revealed that ill-discipline continue to ruin teaching and learning in many South African schools. The findings of the study assign this challenge to drug abuse and engagement in cliques’ activities, over-protection of learners by their parents, too many rights provided to learners by South African legislation, limited authority provided to schools to manage discipline and overcrowding in the classrooms. This study recommends that teachers and principals educate parents on school disciplinary policies and procedures, promote school discipline at community events, and involve parents in the discipline of their own children. In order to prevent disciplinary incidents in the classrooms, this study also advises the Department of Basic Education to ensure that teachers respect time on task and instructing the students.
Stakeholder management of student absenteeism at a TVET college in Tshwane North district
(University of Pretoria, 2024-05-15) Nthontho, Maitumeleng; Madonda, Nonjabulo; joe4thelma@gmail.com; Ndlalane-Bapela, Tinyeko Thelma
The purpose of the study was to investigate how a TVET college in Pretoria manages absenteeism among students. My rationale for the study was to reduce recurring absenteeism among students which results in lecturers not completing work scheduled for the week. The study adopted a qualitative case study within an Interpretivism paradigm. A sample of 14 participants was purposefully selected and drawn from TVET lecturers, heads of department (HoDs), student support officers and National Certificate Vocational (NCV) students experiencing high rates of absenteeism. The data were analysed thematically and synthesised to form themes which addressed the research questions. The findings of this study revealed factors contributing to student absenteeism to include personal factors, family factors, socioeconomic factors and institutional factors. However, the National Student Financial Aid Scheme (NSFAS) was found to be the main contributing factor owing to its late payments to students. The findings of the study further revealed that lecturers are finding it difficult to complete the syllabus on time. It is recommended that the college should have a nurse on campus, lecturers should stick to the syllabus, and the college should have accommodation and arrange transport for those students who live a long way from the college. When students apply to the NSFAS for assistance, this should be facilitated at the beginning of the academic year. It is further recommended that the policy be reviewed to make it mandatary for parents to be involved in their children’s education.
Principals’ experiences in implementing the National Code of Professional Conduct in Khomas secondary schools, Namibia
(University of Pretoria, 2024-05-24) Nthontho, Maitumeleng; alsiboli@gmail.com; Siboli, Ausbert Licaba
The study investigated the experiences of secondary school principals in the Khomas Region of Namibia in implementing the National Teachers’ Code of Professional Conduct, officially called the Code of Conduct for the Teaching Service of 2004. The said document sets minimum standards and expectations that teachers are expected to meet. The responsibility to implement it in schools naturally rests on school principals as custodians of schools. Teachers’ conduct, however, was regrettably not consistent with the document’s stipulations at the time of the study. There was therefore a need to explore Khomas Region secondary school principals’ understanding of the document; their implementation strategies; the challenges that they faced in implementation, and how they dealt with them so as to suggest a better implementation model. The Hersey-Blanchard Situational Leadership Theory guided the study which was carried out through a qualitative approach with interpretivism as the research paradigm. A case study design was employed in order to collect rich data on the phenomenon. Sixteen Khomas Region secondary school principals were subjected to semi-structured interviews, and a thematic analysis was used to present, analyse and interpret data. The study generated the following findings: (i) School principals understand the document to be both aspirational and deontological meant to guide and discipline teachers; (ii) many school principals do not conduct fully-fledged, formal induction and/or continuing professional development (CPD) on the document, (iii) the disciplinary process is long and flawed and sometimes the Regional Office does not act on disciplinary cases referred to it (iv) NANTU defends non-compliant teachers, (v) school principals are not adequately trained to counsel non-compliant teachers; (vi) they do not compel HODs to enforce the National Teachers’ Code of Professional Conduct, (vii) school principals’ own weaknesses such as having scant knowledge of the document impede the effectiveness of implementation, (viii) it is difficult to evenly apply the document since schools are complex organisations comprising teachers with diverse personalities and values and, and (x) teachers’ lack of love and passion for teaching trigger disregard for the National Teachers’ Code of Professional Conduct.
Lived mentoring experience of early-career teachers in selected Gauteng public schools : a narrative inquiry
(University of Pretoria, 2021-03) Myende, Phumlani; u29640718@tuks.co.za; Maseko, Vivian Zinhle
This study reports on an investigation into the lived mentoring experiences of earlycareer teachers in selected Gauteng public schools. Although several studies have examined mentoring of early-career teachers, international evidence suggests that the experiences of mentoring for early-career teachers in different schools are not the same, hence the need to understand the same phenomenon in the context of South African schools. Therefore, this study focused on how early-career teachers in selected Gauteng public schools construct their mentoring experiences, what meanings are deduced from these experiences about the nature of mentoring and the benefits of a mentoring programme, and how mentoring of early career teachers could be improved. This study uses the ONSIDE mentoring framework. The research was conducted using a qualitative design and made use of narrative inquiry. Purposive sampling was used to select the eight participants. Data was generated by means of letter writing and narrative interviews; the generated data was then analysed using narrative analysis and analysis of narratives. From the narratives of participants, all early-career teachers, it emerged that mentoring in the selected schools took place formally and informally, and that the teachers were all allocated a senior teacher as their mentor. While mentoring occurs, it emerged that it happens outside deliberate plans on how it should happen and what are the expectations from mentors and mentees. While it is unplanned, the findings further reveal that the participants benefit from psychosocial support, they learn more about classroom management, discipline and subject matter, and benefit from careerrelated support. The study further finds that these early career teachers believe that mentoring can be improved by allocating multiple mentors to one early career teacher, by monitoring and by the creation of space for independence and constructive feedback. This study concludes that the mentoring support available for early-career teachers in schools is inadequate. Schools need to review and improve their mentoring programmes so that early-career teachers can fully benefit from them.
Novice supervisors' experiences of postgraduate supervision at a South African university
(University of Pretoria, 2023-11-30) Nthontho, Maitumeleng; radebelesiba4@gmail.com; Radebe, Lesiba John
This study aimed to investigate novice supervisors' experiences of postgraduate supervision at a South African university. My research was based on the Social Learning Theory (Bandura, 1971), and throughout this thesis, I aimed to demonstrate that novice supervisors were social beings and, therefore, learned the behavior of postgraduate supervision from other postgraduate supervisors, past or current. The study engaged a qualitative approach based on a single study. Eighteen novice supervisors from one university in South Africa were interviewed. These novice supervisor participants illuminated their views, experiences and beliefs regarding their journey as novice supervisors. I presented and interpreted qualitative data of the experiences they had of their work as postgraduate supervisors. The findings revealed that novice supervisors relied on supervision received for their highest qualification acquired or still studying for, to supervise postgraduate students. Novice supervisors also viewed postgraduate supervision as a vital support structure for postgraduate students who need support from the institution. Furthermore, findings revealed that the university had a support system to support novice supervisors, although it was ineffective. Novice supervisors also encountered student-orientated and institution-based challenges as postgraduate supervisors, and strategies to overcome these were outlined. The findings in this study were applied to Bandura's Social Learning Theory concerning the four modelling processes of attention, retention, reproduction and motivation. The study findings were in sync with the four modelling processes of this social learning theory. Bandura's Social Learning Theory suggested that new behavior patterns could be acquired through direct experiences or by observing the behavior of others. Therefore, novice supervisors observed and replicated postgraduate supervision behavior from other postgraduate supervisors through the modelling processes.
A capability-informed policy analysis of higher education access for rural youth in Botswana
(University of Pretoria, 2023-09) Calitz, Talita; e.mmashabile@gmail.com; Mashabile, Esther
The thesis: A capability-informed policy analysis of higher education access for rural youth in Botswana, focused on rural youth’s experiences with arrangements with access in higher education to identify capabilities and constrain factors of access for the rural youth in Botswana. The mixed-method study found that factors within the home, school and community constrained participants’ agency to create pathways and aspirations for higher education. Furthermore, unevenly distributed resources increased participants’ vulnerability to unequal access which can have corrosive effect on students’ aspirations and achievement. Findings also suggest the few students who achieve access face challenges in satisfying basic material resources which decrease their opportunities of success in higher education. However, family support and school support emerged as significant factors enabling access. Despite systemic inequalities in education, students exercised agency to leverage limited opportunities, expanding their options for achieving educational goals.
Doctoral student attrition in Namibian higher education institutions
(University of Pretoria, 2024-01-29) Sing, Nevensha; Sehoole, Chika T.; sshekupeh@gmail.com; Nuuyoma, Esther
The attrition of postgraduate students is a major concern researched on a global scale. This study aimed to investigate and analyse the factors contributing to high attrition rates among doctoral students at two selected higher education institutions in Namibia. Student integration theory provided a framework for this study. The study employed purposive and snowball sampling techniques to select participants. Semi-structured interviews were conducted to gather qualitative data from a sample of twenty-three doctoral students enrolled between 2013 and 2019. Data collection also included documents on the policies of the two institutions. Thematic data analysis of the interview data set revealed four primary themes. These themes include factors that lead to doctoral attrition, implications of delayed doctoral degree completion, experiences with institutional policies, structures and strategies and retention strategies for reducing doctoral attrition. The study found that timeous completion of doctoral studies is hindered by various research supervision issues, including lack of support and feedback, limited knowledge of students’ research topics, strained supervisor-student relationships and the heavy workloads of supervisors. Based on these, this study proposes potential strategies for retention that could limit attrition and encourage persistence toward attaining doctoral degrees. The study argues for the introduction and implementation of a Memorandum of Understanding to be agreed upon between students and supervisors. Additional factors that significantly hinder academic achievement include the added pressure of personal, work and family responsibilities and lack of financial resources. Therefore, the study recommends that a university postgraduate office be formalised with free and accessible student counselling services. Doctoral students attributed the lack of interest and commitment shown by policy-makers, researchers and prospective participants in their studies as a contributing factor to attrition. The analysis of institutional policies revealed that, notwithstanding these documents' well-crafted and comprehensive nature, the implementation process by university authorities responsible for higher degrees is deficient. The study cautions that the poor state of doctoral education in Namibia as demonstrated by the high attrition of students will persist unless the government and universities work together to support its 2030 vision. The study recommends that legislators should involve university managers and postgraduate students in policy formulation to enhance understanding, effective implementation and improved throughput rates.

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