Chalenges of implimenting South African school administration and management system at Junior Secondary Schools in circuit 16, OR Thambo Coastal District
- Authors: Nkwanca, Loyiso Collis
- Date: 2022-00
- Subjects: Evaluation and Training
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10779 , vital:75220
- Description: The purpose of this study was to investigate the challenges of implementing South African School Administration and Management System at Junior Secondary Schools in Circuit 16 in OR Tambo Coastal District. Literature review looked mainly at aspects of challenges resulting from policy issues guiding the implementation of SASAMS, challenge of ICT and SA-SAMS training, other challenges that influence implementation of SASAMS in circuit 16, OR Tambo District. The study was qualitative in nature and employed case study research design. Convenient sampling was used to select two junior secondary schools in Circuit 16 in Port St. Johns Circuit Management Centre (CMC) in OR Tambo Coastal Education District. The principal, one (1) educator, one (1) school clerk were purposively selected from each school and this made a total of six (6) participants. Face-to-face individual semi-structured interviews were conducted to gather data about the views and opinions of the participants. Data were analysed using the interpretational analytical strategies. Themes were drawn from the responses of the participants. The major findings were: School personnel lack the ICT skills for them to be able to operate SASAMS for administration and management; there is a lack of connection network for the school personnel to provide data promptly to the Department of Education; school personnel had not received appropriate training on using SASAMS for administration and management; the use of SASAMS is not guided by clearly spelt out policies and guidelines in all the school that were visited; participants unanimously agreed that SASAMS could be a user-friendly system only if all personnel were to get thorough training; due to lack training and knowledge for other personnel, at times especially when school clerks are not at work submissions are not done promptly; the school personnel have no expertise when there is break down of computers or the system crushes, they have to travel long distances to try and find help; when it is time to enter marks for learners, it is impossible for teacher to connect at the same time, only about four laptops can connect at a time and the Department of Education delays to install the latest patch. It is recommended that: SASAMS be incorporated in Teacher Education programmes in Universities and training colleges; there should be enough ICT and SASAMS technicians on standby for any technical error that might occur in schools; school principals, teachers and administrative clerks need to be equipped with training in ICT and SASAMS; there is a need for Department of Basic Education to ensure that each school has Wi-Fi connection so that all computers in the school are connected to the main-server at the same time; the DBE should consider formulating guiding policies where, for example, schools are allowed to factor in a certain percentage in enrolment increase, as it creates a good foundation for data falsification by unscrupulous officials. , Thesis (Masters) -- Faculty of Education, 2024
- Full Text:
- Date Issued: 2022-00
- Authors: Nkwanca, Loyiso Collis
- Date: 2022-00
- Subjects: Evaluation and Training
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10779 , vital:75220
- Description: The purpose of this study was to investigate the challenges of implementing South African School Administration and Management System at Junior Secondary Schools in Circuit 16 in OR Tambo Coastal District. Literature review looked mainly at aspects of challenges resulting from policy issues guiding the implementation of SASAMS, challenge of ICT and SA-SAMS training, other challenges that influence implementation of SASAMS in circuit 16, OR Tambo District. The study was qualitative in nature and employed case study research design. Convenient sampling was used to select two junior secondary schools in Circuit 16 in Port St. Johns Circuit Management Centre (CMC) in OR Tambo Coastal Education District. The principal, one (1) educator, one (1) school clerk were purposively selected from each school and this made a total of six (6) participants. Face-to-face individual semi-structured interviews were conducted to gather data about the views and opinions of the participants. Data were analysed using the interpretational analytical strategies. Themes were drawn from the responses of the participants. The major findings were: School personnel lack the ICT skills for them to be able to operate SASAMS for administration and management; there is a lack of connection network for the school personnel to provide data promptly to the Department of Education; school personnel had not received appropriate training on using SASAMS for administration and management; the use of SASAMS is not guided by clearly spelt out policies and guidelines in all the school that were visited; participants unanimously agreed that SASAMS could be a user-friendly system only if all personnel were to get thorough training; due to lack training and knowledge for other personnel, at times especially when school clerks are not at work submissions are not done promptly; the school personnel have no expertise when there is break down of computers or the system crushes, they have to travel long distances to try and find help; when it is time to enter marks for learners, it is impossible for teacher to connect at the same time, only about four laptops can connect at a time and the Department of Education delays to install the latest patch. It is recommended that: SASAMS be incorporated in Teacher Education programmes in Universities and training colleges; there should be enough ICT and SASAMS technicians on standby for any technical error that might occur in schools; school principals, teachers and administrative clerks need to be equipped with training in ICT and SASAMS; there is a need for Department of Basic Education to ensure that each school has Wi-Fi connection so that all computers in the school are connected to the main-server at the same time; the DBE should consider formulating guiding policies where, for example, schools are allowed to factor in a certain percentage in enrolment increase, as it creates a good foundation for data falsification by unscrupulous officials. , Thesis (Masters) -- Faculty of Education, 2024
- Full Text:
- Date Issued: 2022-00
The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/10593 , vital:75188
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/10593 , vital:75188
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
Geometry Proficiency Of Grade 11 Learners In Alfred Nzo Education District, Eastern Cape Province, South Africa
- Qwele, Benedicta Nonstikelelo
- Authors: Qwele, Benedicta Nonstikelelo
- Date: 2020-11
- Subjects: Special education--Geometry
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6660 , vital:47201
- Description: This is a mixed method research study that aims to investigate the Geometry Proficiency of Grade 11 learners in rural senior secondary schools of Mount Frere in Alfred Nzo Education District, in the Eastern Cape, South Africa. The study is oriented in interpretive paradigm and utilizes both quantitative and qualitative methods. The study was conducted in 10 rural senior secondary schools that were selected using convenient sampling technique. The quantitative part employed a survey that consisted of 19 mathematics teachers and total of 162 Grade 11 learners. Out of 10 rural senior secondary schools, three were purposively selected with their three (3) classes, three (3) Mathematics teachers and three (3) Heads of Mathematics and Science Divisions for qualitative part. Questionnaires were administered to 19 Mathematics teachers and 162 learners. Three teachers in three different schools were observed as they taught Grade 11 learners Circle Geometry in their respective classes. Qualitative data through observations, interviews and document analysis were gathered. The study targeted to provide an in-depth understanding of the Geometry Proficiency of the learners in the sample. The quantitative data were analysed using IBM Statistical Package for Social Sciences (SPSS) Version 22. The study found the failure of teachers to instate teaching strategies appropriate for generating acceptable levels of Geometry Proficiency and a myriad of challenges that were experienced by learners. These included inadequate preparation by teachers, lack of learning and teaching support materials, the manner in which Geometry was taught, learners' problem solving skills, absenteeism, illiterate and impoverished parents, and failure to understand the utilitarian value of Geometry. The study recommends that Van Hiele’s levels of Geometric thought as well as the Van Hiele’s phases of learning be implemented in the schools particularly in rural schools. These should be integrated with appropriate teaching strategies and learner teaching support materials, particularly the ones that include practical investigations. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2020-11
- Authors: Qwele, Benedicta Nonstikelelo
- Date: 2020-11
- Subjects: Special education--Geometry
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6660 , vital:47201
- Description: This is a mixed method research study that aims to investigate the Geometry Proficiency of Grade 11 learners in rural senior secondary schools of Mount Frere in Alfred Nzo Education District, in the Eastern Cape, South Africa. The study is oriented in interpretive paradigm and utilizes both quantitative and qualitative methods. The study was conducted in 10 rural senior secondary schools that were selected using convenient sampling technique. The quantitative part employed a survey that consisted of 19 mathematics teachers and total of 162 Grade 11 learners. Out of 10 rural senior secondary schools, three were purposively selected with their three (3) classes, three (3) Mathematics teachers and three (3) Heads of Mathematics and Science Divisions for qualitative part. Questionnaires were administered to 19 Mathematics teachers and 162 learners. Three teachers in three different schools were observed as they taught Grade 11 learners Circle Geometry in their respective classes. Qualitative data through observations, interviews and document analysis were gathered. The study targeted to provide an in-depth understanding of the Geometry Proficiency of the learners in the sample. The quantitative data were analysed using IBM Statistical Package for Social Sciences (SPSS) Version 22. The study found the failure of teachers to instate teaching strategies appropriate for generating acceptable levels of Geometry Proficiency and a myriad of challenges that were experienced by learners. These included inadequate preparation by teachers, lack of learning and teaching support materials, the manner in which Geometry was taught, learners' problem solving skills, absenteeism, illiterate and impoverished parents, and failure to understand the utilitarian value of Geometry. The study recommends that Van Hiele’s levels of Geometric thought as well as the Van Hiele’s phases of learning be implemented in the schools particularly in rural schools. These should be integrated with appropriate teaching strategies and learner teaching support materials, particularly the ones that include practical investigations. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2020-11
Causes of Orthographic Errors In English Second Language Essay Writing With Whatsapp Among High School Learners In Mthatha, Oliver Reginald Tambo Inland Education District
- Authors: Sincuba, Limkani
- Date: 2020-05
- Subjects: English language--Writing
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6656 , vital:47203
- Description: This study aimed at investigating causes of orthographic errors in English Second Language essay writing with WhatsApp among High School learners in Mthatha, Oliver Reginald Tambo Inland Education District. The study was conducted among Grade 10 learners in three high schools. The study used a mixed research method with an interpretive paradigm to explore learners’ orthographic errors. A descriptive research design approach was adopted. The study sample consisted of 180 Grade 10 learners, as participants who were purposely selected from three high schools that offer English Second Language and use it as a language of learning and teaching. Data was collected using narrative essays written by Grade 10 learners after a pilot study was carried out on Grade 10 participants of this study. The written EL2 essays were carefully analysed for WhatsApp orthographic errors, and a few pictures of the essays were taken as examples of the depicted orthographic errors. A questionnaire was also used to find out commonly used social media platforms. Data were analysed manually and presented by the use of frequency tables and graphs. Besides, learners’ responses were categorised into themes. Findings revealed that WhatsApp word cut (WN), grammar errors (GR), word omission (WO), and shortened words, numerals in place of words were used by learners. Another finding was a direct translation (DHE) from mother tongue and words with multiple meanings and formal word meanings with multiple errors. Some of the recommendations resulting from the findings were that WhatsApp language be formally taught, a LEE SINCUBA WhatsApp model was proposed to help share the future of EL2 essays written with less orthographic errors, and a side-by-side LEE WhatsApp DICTIONARY was also proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2020-05
- Authors: Sincuba, Limkani
- Date: 2020-05
- Subjects: English language--Writing
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6656 , vital:47203
- Description: This study aimed at investigating causes of orthographic errors in English Second Language essay writing with WhatsApp among High School learners in Mthatha, Oliver Reginald Tambo Inland Education District. The study was conducted among Grade 10 learners in three high schools. The study used a mixed research method with an interpretive paradigm to explore learners’ orthographic errors. A descriptive research design approach was adopted. The study sample consisted of 180 Grade 10 learners, as participants who were purposely selected from three high schools that offer English Second Language and use it as a language of learning and teaching. Data was collected using narrative essays written by Grade 10 learners after a pilot study was carried out on Grade 10 participants of this study. The written EL2 essays were carefully analysed for WhatsApp orthographic errors, and a few pictures of the essays were taken as examples of the depicted orthographic errors. A questionnaire was also used to find out commonly used social media platforms. Data were analysed manually and presented by the use of frequency tables and graphs. Besides, learners’ responses were categorised into themes. Findings revealed that WhatsApp word cut (WN), grammar errors (GR), word omission (WO), and shortened words, numerals in place of words were used by learners. Another finding was a direct translation (DHE) from mother tongue and words with multiple meanings and formal word meanings with multiple errors. Some of the recommendations resulting from the findings were that WhatsApp language be formally taught, a LEE SINCUBA WhatsApp model was proposed to help share the future of EL2 essays written with less orthographic errors, and a side-by-side LEE WhatsApp DICTIONARY was also proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2020-05
Perceptions of school based support teams about providing support to Foundation Phase Teachers in two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2018
- Subjects: School based support--Teams Foundation phase--Teachers--Eastern Cape Education support--Primary schools
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1410 , vital:34373
- Description: The policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of SBSTs whose main function is to support teaching and learning in schools. This study used interpretive paradigm to explore perceptions of SBST about providing support to foundation phase (FP) teachers and to interpret what they said. Nonetheless, there seemed to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study was to explore the perceptions of the School-Based Support Teams (SBSTs) about providing support to the foundation phase teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Semi-structured interviews using one on one, observations and document analysis were used to collect the data from the SBSTs about their perceptions of providing support to the FP teachers. Purposeful sampling was used where two mainstream primary schools were conveniently selected with six SBST participants from each school, making a total of six participants. Twelve SBST members were interviewed. Data were analysed and common themes emerged. The findings revealed that the SBSTs did not have enough knowledge and skills to support the FP teachers. Some of the challenges they cited included inadequate training, lack of communication, overcrowding and lack of support from the parents. In an attempt to alleviate the above-raised challenges, a model was proposed. These are some of the recommendations that resulted from the findings: all schools should have SBSTs, they should be composed of all the important stakeholders as proposed by the DoE, frequent SBST meetings should be held and further recommendations are made.
- Full Text:
- Date Issued: 2018
- Authors: Luningo, Mziwonke
- Date: 2018
- Subjects: School based support--Teams Foundation phase--Teachers--Eastern Cape Education support--Primary schools
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1410 , vital:34373
- Description: The policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of SBSTs whose main function is to support teaching and learning in schools. This study used interpretive paradigm to explore perceptions of SBST about providing support to foundation phase (FP) teachers and to interpret what they said. Nonetheless, there seemed to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study was to explore the perceptions of the School-Based Support Teams (SBSTs) about providing support to the foundation phase teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Semi-structured interviews using one on one, observations and document analysis were used to collect the data from the SBSTs about their perceptions of providing support to the FP teachers. Purposeful sampling was used where two mainstream primary schools were conveniently selected with six SBST participants from each school, making a total of six participants. Twelve SBST members were interviewed. Data were analysed and common themes emerged. The findings revealed that the SBSTs did not have enough knowledge and skills to support the FP teachers. Some of the challenges they cited included inadequate training, lack of communication, overcrowding and lack of support from the parents. In an attempt to alleviate the above-raised challenges, a model was proposed. These are some of the recommendations that resulted from the findings: all schools should have SBSTs, they should be composed of all the important stakeholders as proposed by the DoE, frequent SBST meetings should be held and further recommendations are made.
- Full Text:
- Date Issued: 2018
Perceptions Of School Based Support Teams About Providing Support To Foundation Phase Teachers In Two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School support teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6668 , vital:47202
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2017-11
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School support teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6668 , vital:47202
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2017-11
Perceptions of School Based Support Teams about Providing Support to Foundation Phase Teachers in Two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School Support Teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6653 , vital:47204
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Date Issued: 2017-11
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School Support Teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6653 , vital:47204
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
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- Date Issued: 2017-11
Perspectives on the effects of Teenage pregnancy on Learning and teaching in Junior Secondary Schools of the Butterworth Education District
- Authors: Lubambo, Mzikayise Wiseman
- Date: 2015
- Subjects: Teenage pregnancy , Education (Primary schools)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/867 , vital:29939
- Description: The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.
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- Date Issued: 2015
- Authors: Lubambo, Mzikayise Wiseman
- Date: 2015
- Subjects: Teenage pregnancy , Education (Primary schools)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/867 , vital:29939
- Description: The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.
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- Date Issued: 2015
Factors influencing women teachers underrepresentation in principalship positions of Dutywa senior secondary schools in Eastern Cape
- Authors: Mokotho, Themba
- Date: 2013
- Subjects: Women principals -- Dissertations -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/211 , vital:26585
- Description: First of all, South Africa‟s struggle against racial discrimination has received international exposure but the focus now is on gender disenfranchisement which is, however, eclipsed by the struggle for racial redress. In the current climate of redress, post Apartheid South Africa has pledged an unequivocal commitment to the promotion of a unitary, non-sexist, non-racist South Africa in all facets of life. Several enabling national policies have been legislated to promote equity and access to those previously excluded by virtue of race and gender, particularly in assuming leadership roles in key public domains. The catalyst for this study is encapsulated from historical trajectories of women lives, in apparent intractable patriarchal higher echelons, monolithic patriarchal South African school organizations and visible paucity of women in principalship positions of Senior Secondary Schools (SSS) in Dutywa Education District. Significantly, this study actually refers to causality factors of gender imbalance in work places as a provocative factor leading to constant marginalization of women in leadership positions irrespective of sound and clear government policies. This is a principal subject of concern that has grounded this present researcher to undertake this study. Views and ideas applicable in addressing this phenomenon were invited from women teachers of Dutywa Education District and most crucially about the scarcity of women teachers in principalship positions of this District. Questionnaires were distributed to research sites of three sub-districts of concern. The population had been sampled from women teachers of Dutywa Education District, Eastern Cape Province of South Africa. Quantitative results show that organisational factors, culture, women‟s personalities and colonial legacies are obstacles challenging the effectiveness of females in school administration. Specifically, teachers' negative attitudes towards being a female, particularly female principal in schools are cited as the major impediments to women principals of high schools. The study implores governments to continue appointing more women to school leadership positions despite the identified challenges.
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- Date Issued: 2013
- Authors: Mokotho, Themba
- Date: 2013
- Subjects: Women principals -- Dissertations -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/211 , vital:26585
- Description: First of all, South Africa‟s struggle against racial discrimination has received international exposure but the focus now is on gender disenfranchisement which is, however, eclipsed by the struggle for racial redress. In the current climate of redress, post Apartheid South Africa has pledged an unequivocal commitment to the promotion of a unitary, non-sexist, non-racist South Africa in all facets of life. Several enabling national policies have been legislated to promote equity and access to those previously excluded by virtue of race and gender, particularly in assuming leadership roles in key public domains. The catalyst for this study is encapsulated from historical trajectories of women lives, in apparent intractable patriarchal higher echelons, monolithic patriarchal South African school organizations and visible paucity of women in principalship positions of Senior Secondary Schools (SSS) in Dutywa Education District. Significantly, this study actually refers to causality factors of gender imbalance in work places as a provocative factor leading to constant marginalization of women in leadership positions irrespective of sound and clear government policies. This is a principal subject of concern that has grounded this present researcher to undertake this study. Views and ideas applicable in addressing this phenomenon were invited from women teachers of Dutywa Education District and most crucially about the scarcity of women teachers in principalship positions of this District. Questionnaires were distributed to research sites of three sub-districts of concern. The population had been sampled from women teachers of Dutywa Education District, Eastern Cape Province of South Africa. Quantitative results show that organisational factors, culture, women‟s personalities and colonial legacies are obstacles challenging the effectiveness of females in school administration. Specifically, teachers' negative attitudes towards being a female, particularly female principal in schools are cited as the major impediments to women principals of high schools. The study implores governments to continue appointing more women to school leadership positions despite the identified challenges.
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- Date Issued: 2013
Factors that contribute to teachers' job satisfaction/dissatisfaction as perceived by teachers in Libode District: A case study of two schools
- Authors: Mvo, Nelisa Enid
- Date: 2013
- Subjects: Teachers -- Job satisfaction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18442 , http://hdl.handle.net/11260/d1007266
- Description: The study investigates factors that contribute to job satisfaction/dissatisfaction in a case study of two Public Senior Secondary Schools as perceived by teachers of Libode District in the Eastern Cape. The point of departure of the study is the fact that the researcher has observed high rate of resignations and transfers of teachers. The study was conducted through a case study design. A total of thirty-five sample subjects from both schools were selected using purposive methods. The instruments used to collect the data were the questionnaires and interviews. The targeted population was teachers teaching in both schools at the area of the research site. Pilot study was done. Ethical issues were taken into consideration. The data collected was, analyzed and interpreted within a specified time frame. The findings were based on the data collected; thereafter the conclusions and recommendations were drawn based on the findings of both the quantitative and qualitative methods. The main findings of the study indicated clearly that poor working conditions, low salaries and ill discipline of learners contribute to job dissatisfaction. Findings were discussed in the context of the main and sub research questions and recommendations were made. The study will help the Department of Education to identify teachers' concern regarding job satisfaction/dissatisfaction.
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- Date Issued: 2013
- Authors: Mvo, Nelisa Enid
- Date: 2013
- Subjects: Teachers -- Job satisfaction
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18442 , http://hdl.handle.net/11260/d1007266
- Description: The study investigates factors that contribute to job satisfaction/dissatisfaction in a case study of two Public Senior Secondary Schools as perceived by teachers of Libode District in the Eastern Cape. The point of departure of the study is the fact that the researcher has observed high rate of resignations and transfers of teachers. The study was conducted through a case study design. A total of thirty-five sample subjects from both schools were selected using purposive methods. The instruments used to collect the data were the questionnaires and interviews. The targeted population was teachers teaching in both schools at the area of the research site. Pilot study was done. Ethical issues were taken into consideration. The data collected was, analyzed and interpreted within a specified time frame. The findings were based on the data collected; thereafter the conclusions and recommendations were drawn based on the findings of both the quantitative and qualitative methods. The main findings of the study indicated clearly that poor working conditions, low salaries and ill discipline of learners contribute to job dissatisfaction. Findings were discussed in the context of the main and sub research questions and recommendations were made. The study will help the Department of Education to identify teachers' concern regarding job satisfaction/dissatisfaction.
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- Date Issued: 2013
Implementation of the integrated quality management system (IQMS) in selected schools in the Libode District of the Eastern Cape Province
- Authors: Mbangata, Luvuyo Stanley
- Date: 2013
- Subjects: Integrated quality management system -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18429 , http://hdl.handle.net/11260/d1007143
- Description: The purpose of this study was to investigate the extent to which Integrated Quality Management System (IQMS) is implemented in schools in the Libode education district. The study focused on the existence of IQMS documents as evidence or proof that IQMS is being implemented. In addition, the study looked at the existence and functionality of structures and processes for the implementation of IQMS in the selected schools. Lastly, the study focused on the deliverables and outcomes arising out of the implementation of IQMS in schools. The pragmatic paradigm and the case study design were used to frame and focus the research. Data was obtained from sixty (60) educators who were surveyed, principals of the three (3) selected schools, and three (3) Education District Officials (EDOs) selected on purpose for interviews. Data thus obtained was analysed both quantitatively using descriptive statistics, and qualitatively through extraction of themes. The study draws conclusions on findings based on the attendance of IQMS workshops meant to capacitate teachers on the conceptualisation and practice of IQMS; the availability and quality of IQMS workshops; understanding of IQMS processes by teachers and the officials; IQMS evaluation processes underwent by teachers; alignment between School Improvement Plans and the District Improvement Plan, and the connection between individual growth and school improvement; the constitution and functioning of IQMS structures; and the form and content of IQMS deliverables and outcomes. This research makes recommendations for IQMS implementation and further research.
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- Date Issued: 2013
- Authors: Mbangata, Luvuyo Stanley
- Date: 2013
- Subjects: Integrated quality management system -- Schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18429 , http://hdl.handle.net/11260/d1007143
- Description: The purpose of this study was to investigate the extent to which Integrated Quality Management System (IQMS) is implemented in schools in the Libode education district. The study focused on the existence of IQMS documents as evidence or proof that IQMS is being implemented. In addition, the study looked at the existence and functionality of structures and processes for the implementation of IQMS in the selected schools. Lastly, the study focused on the deliverables and outcomes arising out of the implementation of IQMS in schools. The pragmatic paradigm and the case study design were used to frame and focus the research. Data was obtained from sixty (60) educators who were surveyed, principals of the three (3) selected schools, and three (3) Education District Officials (EDOs) selected on purpose for interviews. Data thus obtained was analysed both quantitatively using descriptive statistics, and qualitatively through extraction of themes. The study draws conclusions on findings based on the attendance of IQMS workshops meant to capacitate teachers on the conceptualisation and practice of IQMS; the availability and quality of IQMS workshops; understanding of IQMS processes by teachers and the officials; IQMS evaluation processes underwent by teachers; alignment between School Improvement Plans and the District Improvement Plan, and the connection between individual growth and school improvement; the constitution and functioning of IQMS structures; and the form and content of IQMS deliverables and outcomes. This research makes recommendations for IQMS implementation and further research.
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- Date Issued: 2013
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.
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- 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
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