Theses and Dissertations

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Open Access
Administrattion of school fund by the school management team in the secondary schools in Mvudi Circuit of the Vhembe District
(2015-01-22) Nyathela, Azwinndini Gilbert; Ravhudzulo, M. A.
Open Access
An Assessment of Teacher - Parent Collaboration in Promoting Quality Teaching and Learning in the Foundation Phase: A Case Study of Sibasa Circuit Primary Schools, Limpopo Province
(2020) Murunwa, Ndifelani Bridgette; Sikhwari, M. G.; Tshisikhawe, M. P.
The South African legislation through the constitution and the South African Schools Act (SASA) of 1996 allows for parents make meaningful contribution towards their children’s school activities. In many countries, including South Africa, one of the strongest trends in education reform has been to give parents and community members, an increased role in governing schools. Lack of parental involvement has been identified as an obstacle in many primary schools in South African, particularly among the lower socioeconomic groups. As an educator, the researcher noticed that many learners in the Foundation phase either fail to do their homework or partially complete them due to lack of assistance and supervision back home. The study assessed teacher-parent collaboration in the Foundation Phase in primary schools in Sibasa circuit of Limpopo Province. The researcher used a qualitative case study approach and employed semistructured interviews and observation checklist to obtain data. A total of 4 primary schools with Foundation phase were purposively selected for the study. A total of 4 principals, 13 educators and 21 parents were purposively selected and interviewed for the study. Content analysis was used as the main method of data analysis. It involved identifying, coding and categorizing the primary patterns of data. The data in this study consisted mainly of individual interview transcripts and observations checklist. The findings indicated that the involved schools are not well resourced in terms of infrastructure. Based on the interviews, the benefits of parental involvement at the Foundation phase are well appreciated by the principals, educators and parents and despite that appreciations, barriers to effective parental involvement were evident. These included parents low level education status, broken families, inadequate resources in schools, inadequately prepared teachers in terms of parental involvement and poor communication between schools and parents. It was thus recommended that all stakeholders put measures and programmes in place for successful and effective parental involvement particularly for learners in the Foundation phase for better educational outcomes.
Open Access
Barriers to effective science teaching and learning in secondary schools in grade twelve
(2012-12-19) Tsiga, George; Mutshaeni, H. N.; Kaheru, S. J. M.
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.
Open Access
Challenges confronting school management teams in the implementation od school-based moderation of mathematics assessment tasks in the Thohoyandou Cluster in the Limpopo Province, South Africa
(2017-09-18) Nndwamato, Tendani Elizabeth; Tshiovhe, T. E.; Monobe, R. J.; Mulaudzi, N. O.
The aim of the study was to investigate challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks. An in-depth study of literature was undertaken, taking into consideration the following research question: What are the challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks in the Thohoyandou cluster of the Limpopo Province? The study used the qualitative and quantitative approaches. Purposive sampling was used in the selection of participants for the qualitative data and simple random sampling was used in the selection of participants for the quatitative data. Qualitative data was collected through the interviews and quantitative data was collected through questionnaires. The interview schedule was employed to collect qualitative data and 12 participants (8 SMT members and 4 curriculum advisors for Mathematics in the Thohoyandou cluster) were interviewed. Questionnaires were used to collect quantitative data and were completed by 75 Mathematics teachers. Qualitative data was analysed thematically and quantitative data was analysed through SPSS version 23. The study revealed that: Lack of understanding and knowledge of the process of school-based moderation of mathematics is a serious worm that needs to be addressed soon. Moderation of school-based assessment was not monitored appropriately. The study recommended that the Department of Basic Education should conduct workshops and train SMT members on the importance of school-based moderation to ensure quality teaching and learning of Mathematics.
Open Access
Challenges facing educators with regards to the Annual National Assessment (ANA) of Thohoyandou Cluster in Vhembe District
(2015-05) Neluvhalani, Mbudziseni Olga; Kutame, A. P.
See the attached abstract below
Open Access
Challenges facing female managers in rural primary schools : a case study of Dzindi Circuit
(2015-02-11) Mulaudzi, Israel Creleanor; Kutame, A. P.
Open Access
Challenges facing primary school governing bodies in financial management within the Shiluvane Circuit of Mopani District, Limpopo Province
(2012-12-07) Makgopa, Mmatjie Evelyn; Sadiki, N. B.
Open Access
Challenges facing subject heads of departments in promoting quality teaching and learning of dysfuctional secondary schools of Mopani District
(2018-09-21) Malatji, Maruping William; Mashau, T. S.
Subject heads of departments (SHDs) play pivotal role in the leadership and curriculum delivery in secondary schools; yet they are still expected to lead departmental teams and to promote quality of teaching and learning. They find themselves in complex situations of leading departmental teams and of leading instructions in secondary schools. The purpose of this study is to investigate the challenges facing SHDs in promoting quality teaching and learning of dysfunctional Secondary schools. Qualitative research methodology was employed using case study research design to collect data through interviews and on-site observation checklists. Purposive sampling procedure was used to select four (4) out of seven (7) dysfunctional secondary schools. Sixteen (16) SHDs from the seven secondary schools were the population of this study. A total of ten (10) SHDs were sampled to be the participants in this study. Semi-structured individual interview schedules and on-site observation check list were used to collect data from participants. A voice recorder was used to record interviews and data collected was interpreted verbatim. The purpose of using on-site observation was to serve check the practicability and verification of data collected during interviews. Data from the two instruments was triangulated, analysed and interpreted verbatim. Common themes were drawn followed by interpretations and conclusions. The researcher presented general views of participants and linked them with relevant literature. The researcher hoped that this study will benefit teachers, school management teams (SMT) and researchers in understanding the challenges facing SHDs in promoting quality teaching and learning in dysfunctional Secondary schools (DSS). Empirical findings revealed that SHDs are facing complex challenges of promoting quality teaching and learning in dysfunctional Secondary Schools. Furthermore, it is recommended that SHDs should be supported internally by Principals and deputy principals. Equally importance is that external support by curriculum advisors should be ongoing.
Open Access
Challenges of managing a shool with migrant learners : a case of Tshipise- Sagole Rural District
(2016-01-07) Maila, Ntshengedzeni; Mulaudzi, M. P.; Marishane, R. N.
Open Access
Characteristics of poor performing schools within Tshinane Circuit in Vhembe District
(2014-10-06) Muedi, Fhulufhelo Patrick; Kutame, A. P.
Open Access
A comparative study of state funding models of basic education : implications for the provision of quality education
(2013-09-17) Mashau, Takalani Samuel; Mutshaeni, H. N.; Kutame, A. P.
Open Access
Conflict management styles by school management teams in secondary schools
(2009-01) Nemaguvhuni, Adziambei; Ravhudzulo, M. A.
See the attached abstract below
Open Access
The coping strategies of teachers after the abolishment of corporal punishment at schools
(2015-02-12) Rambane, Tshendela Stephen; Denhere, C.; Mutshaeni, H. N.
Open Access
Creating a safe and secure teaching and learning environment: a successful school leadership imperative
(2017-09-18) Sinthumule, Dzivhonele Albert; Monobe, R. J.; Mulaudzi, M. P.; Runhare, T.;
This study focuses on safety and security in public schools. School violence is a sad reality encountered by whoever takes up the responsibility for the safety of learners and teachers. Both teachers and learners have the right to feel safe and secure at school. The aim of the study was to investigate how school management teams and school governing bodies take reasonable measures to ensure the safety and security of learners at schools. A mixed-methods research design was used in this study. The quantitative data, collected through questionnaires, were analysed through Statistical Package for Social Sciences version 23, while the qualitative data, gathered through semi-structured interviews, were thematically analysed. The study revealed that successful school leaders have the potential to tremendously reduce safety and security challenges when necessary support is provided. Establishing partnerships with other sectors not only manage and improve the learners' behaviour and lessen learning difficulties but also create a more supportive climate within the school, home and society. Unavailability of school psychologists and/or social workers who would join forces with teachers, parents, and other professionals to create safe and supportive learning environments increase the manifestations of school safety and security challenges.
Open Access
Development of science process skills in the teaching of physical science in secondary schools
(2013-12-10) Maumela, Ntsundeni Eric; Mutshaeni, H. N.; Kaheru, S. J.
Open Access
Deviant behaviours of adolescent students who abuse alcohol in secondary schools in Vhembe District
(2015-02-26) Mukhuba, Langanani Priscilla; Kutame, A. P.; Mpeta, M.
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.
Open Access
The effectiveness of teaching English first additional language vocabulary to Grade 3 learners within the Vhembe District
(2016-05) Tshidavhu, Funzani Sarah; Mulaudzi, M. P.; Mudzielwana, N. P.
See the attached abstract below
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.