Theses and Dissertations
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Browsing Theses and Dissertations by Author "Litshani, N. F."
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Item Open Access Capacity-building of school governing bodies in area of policy interpretation and implementation(2016-05) Makhuvele, Sevha Thomas; Litshani, N. F.; Mashau, T. S.; Manwadu, L. R.The aim of the study was to investigate the capacity-building of School Governing Bodies (SGBs) in the area of policy interpretation and implementation. The research was carried out in schools under Klein Letaba Circuit in the Mopani Education District, in the Limpopo Province. This was a qualitative study where the researcher used purposive sampling to select schools and participants and interviews and document analysis to collect requisite data. In analysing data collected, content analysis was used. On the basis of data analysed and interpreted, the research findings revealed that SGBs do not have the necessary capacity to interpret and implement policies in schools. This is as a result of the inadequate training that they receive during their term of office, high level of illiteracy among them and lack of monitoring and support by the Department of Basic Education (DBE). The study therefore recommends that SGBs be adequately trained in their home languages and encouraged to form cluster committees to share experiences to develop their capacity. The DBE should continuously monitor and support SGBs in the execution of their duties.Item Open Access The effect of mentoring as a strategy for teacher professional development in Mopani District, Limpopo Province.(2019-09-20) Maake, Mmamodimo; Mudzielwana, N. P.; Litshani, N. F.The aim of this study was to explore the effect of mentoring as a strategy for teacher professional development. The study was underpinned by Vygotsky, Piaget and Bandura socio-cultural theories. The study is anchored on the interpretivist or constructivist paradigm to enable the investigator to deconstruct the realities of the experiences of practicing teachers during the mentoring process. The qualitative research approach was adopted in the study. The population comprised all teachers at six (6) selected high schools in the Thabina Cluster schools. Purposeful sampling method was employed to select 12 teachers that participated in the study. Qualitative data was generated through face-to-face interviews, observations and document analysis. Data was analysed thematically. The study established that teachers value and acknowledge the importance of mentoring as a strategy for teacher professional development. There is also a need for mentoring to be conducted with new teachers to offer them opportunities for professional growth. The study recommendations are that the Department of Education should develop and regularly implement mentoring programmes to enhance the competency of teachers.Item Open Access Effectiveness of the information for planning purposes with particular reference to the South African - school administration management systems in John Taolo Gaetsewe District in the Northern Cape(2018-09-21) Moyo, Herbert; Litshani, N. F.; Mashau, T. S.The study investigated the effectiveness of information collected through the SASAMS form in the Department of Basic Education in John Taolo Gaetsewe District in the Northern Cape. The research adopted the two research paradigms, namely, positivism and interpretivism. The research is situated within theories of leadership and organizational effectiveness. The mixed methods research design was used in this study. The study used the survey, interviews, documentary analysis and observation as research methods. The population comprised 171 schools in John Taolo Gaetsewe District. A simple random sampling procedure was employed to get a sample of 30 schools comprised 240 teachers, 3 teacher union representatives and 5 school governing body (SGB) members. Purposive sampling technique was also employed to choose 6 school principals and two EMIS Unit personnel. Qualitative data was generated through interviews, observation and documentary analysis. A survey was administered to obtain quantitative data. Statistical Package for Social Sciences (SPSS) version 24 was used for statistical information. Grounded theory was also employed, and it further provided a descriptive framework which assists in the understanding of a phenomenon that was being investigated. It was established that there were big disparities between enrolment figures declared and the actual ones that prevailed in schools. The study recommends that Circuit District Offices should constantly check and monitor the existence and maintenance of data source documents in schools in order that correct enrolment figures are maintained in schools at all times to enable effective planning processes. The SA-SAMS form should also incorporate a mechanism for detecting ‘ghost personnel’ and ‘ghost learners.’ The study further recommends the linking of HRMS and SA-SAMS tools to play complimentary roles so as to curb malpractices bedeviling the DBE. Additionally, the DBE should consider revising the policy where schools are allowed to factor in a 10% enrolment increase as it creates a good foundation for data falsification by unscrupulous officials.Item Open Access An investigative research into merger of school programmes in the Department of Education in Vhembe District for the academic years 2010 to 2016(2019-09-20) Hon'wana, Xinyata Nhlazini Cartson; Litshani, N. F.; Sinthumule, D. A.; Makhwathana, R. M.The aim of this study was to investigate the merger of schools’ programmes in the Department of Basic Education (DBE) in Vhembe District for the academic years 2010 to 2016. When small schools are not merged, it is difficult for the Department of Basic Education to adequately allocate resources for effective and efficient teaching and learning. The study adopted Eisner’s Connoisseur Model of Enquiry as its theoretical framework. Besides the theoretical framework, the study also adopted a legal framework: SASA, Act No. 84 of 1996. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research design. Data was collected through interviews and document analysis. The population of the study was eighty-five (85) schools identified for merger in the Vhembe District. Purposive sampling was used to select nine (09) principals from the merging schools, three (03) Deputy Manager Governance officials from the identified circuits and one (01) district governance official in Vhembe District. Hence the sample of the study was thirteen (13) participants. Data was analysed thematically. The study revealed that most schools identified for merger were merged prematurely; that is, schools were merged before the provision of relevant infrastructure and resources in the merging centres and this caused the communities to reject mergers. The study recommends that proper consultation with relevant local structures like traditional leaders in particular is crucial to ensure that the merging of schools is implemented with minimal challenges. Correct interpretation, implementation of policies and effective monitoring of programmes should be ensured to advocate for school merging.Item Open Access The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province(2018-09-21) Mohale, Assan Bottomly; Litshani, N. F.; Mashau, T. S.The purpose of this study was to investigate the leadership role of principals in creating a culture of teaching and learning in rural public schools of Mopani District, Limpopo Province. The performance of learners below the expected standards in the National Senior Certificate (NSC) examinations, despite, massive resources that the Department of Basic Education (DBE) is providing annually to schools to improve quality of teaching and learning, has raised public concern. When seeking answers to these schools’ dysfunctionality, focus, however, was laid on the leadership role of school principals in some rural public schools of Mopani District, Limpopo Province. The study was guided by Hersey and Blanchard Situational Leadership theory, complemented by Maslow’s Hierarchy of needs. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research approach. A qualitative case study was used with four rural public high schools. A total of sixteen participants were purposefully selected, made up of four school principals, four deputy principals and eight Heads of Departments (HoDs). Research data were gathered through individual interviews, observations and documents analysis. Data from interviews were thematically analysed, and data from documents and observations were analysed descriptively in words. Findings from interviews revealed that school principals do not monitor and support curriculum implementation. In supporting the findings from interviews, the documents analysed revealed the absence of an administered class-visits monitoring-tool. Data from the observations revealed that schools were without vision and mission statements and had inadequate resources. The study recommended principals to monitor and support curriculum implementation, and develop staff professionally. Suggestions for further study were provided. A proposed model of Action-Based COTL was developed to assist school principals in creating a COTL in schools.Item Open Access Management of safety concerns in rural primary schools of Maleboho West Circuit in Limpopo Province(2019-09-20) Mapaya, Mabotseke Dina; Litshani, N. F.; Sinthumule, D. A.The aim of the study was to investigate management of safety concerns in rural primary schools of Maleboho West circuit in Capricorn District. In rural areas, management of safety at primary school level is not adequate. Safety issues such as the carrying of sharp objects to classrooms, lack of scholar patrols and security guards, vandalizing of school property, poor condition of school buildings do not receive special attention in order to secure quality teaching and learning. To achieve the above aim, the study employed the interpretive paradigm to understand safety concerns from participants’ perspectives. The study was guided by a comprehensive approach theory to school safety. The study population comprised principals, teachers, governance official, chairpersons of School Governing Bodies and security personnel in Maleboho West circuit. In line with the interpretive research paradigm, purposive sampling was used to choose 11 participants that formed the study sample. Data was collected through interviews and document analysis. Data was analysed thematically. The results show that poor management of safety concerns is real and compromises the quality of teaching and learning. Amongst other measures, the study recommends enforcing discipline amongst learners and teachers; abolishment of pit toilets; availability of scholar patrols and security guards and ensuring the general monitoring of the safety of learners and school property.Item Open Access The role of subject advisors in supporting mathematics educators in the further education and training band with regards to pedagogical content knowledge(2015-02-11) Maudu, Mukhethwa Isaac; Litshani, N. F.; Kaheru, S. J. M.Item Open Access The roles of the principal in the implementation of the culture of learning, teaching, and service (colts) in the secondary schools in Mopani District of Limpopo Province - South Africa(2018-09-21) Sebopetsa, Ngwako Stephen; Mashau, T. S.; Litshani, N. F.The study aims to compare the role of the principal in implementing the culture of learning, teaching and service (COLTS) in the effective, ineffective and schools experiencing fluctuating NSC results for the past five years. The study explores why secondary schools located within the same socio-economic environment, with the same resources, uniformly funded and controlled by the same government and ultimately there are commitment variation, hence effective schools, ineffective schools and schools with fluctuating results. Therefore, in an attempt to attempt to answer the main research question for this thesis: What role should be played by the secondary school principals in implementing the culture of learning, teaching and service? Other identified sub-questions were raised. Furthermore, a review of relevant literature was conducted and uncovered what makes a good and good school leadership, management and provision of quality service on international scale, that is, in developed, developing and under-developed countries. The Situational Leadership Theory (SLT) of Hersey and Blanchard was regarded as the most suitable theory since the theory proposes that individuals can change their leadership style (behaviour) depending on the situation and the readiness of the followers. Mopani District consists of 24 circuits and 6 circuits were purposively sampled and data was collected from these 6 circuits which have effective, ineffective and secondary schools experiencing fluctuating NSC results for the past five years. Quantitatively, a total number of 38 secondary school principals as key-informants subjects were given a questionnaire to respond on the set questions which was later analysed through the SPSS version 17.1 programme and empirical deduction was made. Additionally, qualitative method of data collection was used on 20 participants, on-site observation and document analysis. The researcher utilised the focus group (semi-structured) interview on 7 secondary school principals and 7 SGB members and one-on-one semi-structured interview on 3 Curriculum advisors and 3 Governance officers in order to gather rich qualitative data. The principle of anonymity was utilised on which codes were used in order to conceal the identity of the participants so that they could participate freely in data collection. The researcher analysed data collected from focus group interview and visited vi schools (on-site observation) of the principals who participated in the interview in order to verify the authenticity of data and also checked school records to validate collected data. All the collected qualitative data (from interviews) and confirmed through site-observation and school records. Collected data was analysed and themes were developed linked to the objectives of the study. A number of findings emanated from this study. The principals were found to be the final authority and accounting officer for the school on which teaching, learning and service is the primary duty. The study revealed that the principals play a substantial impact for the implementation of the culture of learning, teaching and service. The study recommends that principals must ensure that planning, monitoring and support of teaching and learning must be a priority duty of the principal. Furthermore, basic policies that are necessary for the school to be effective must be compulsory to all schools and the DBE must ensure that its implementation is strictly monitored, for instance school starting and departure time and school uniform. The researcher developed a model which contributes to the new body of knowledge which emphasises the support from different stake-holders that can contribute extensively towards the implementation of the culture of learning, teaching and service in schools.Item Open Access School-parent partnership in the enhancement of effective teaching and learning of the children(2014-01-10) Chauke, Ndzangumuni Dorris; Litshani, N. F.; Muthambi S. K.