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Item Embargo Managing Teaching and Learning of Social Sciences by Departmental Heads in the General Education and Training (GET) Band in North-West Rural Primary Schools, Ganyesa Circuit(2024-09-06) Manenzhe, Fhumulani; Muremela, M. G.; Tshiovhe, T. E.The major purpose of this study was to investigate how to manage the teaching and learning of Social Sciences by Departmental Heads in the General Education and Training Band in North-West rural primary schools, Ganyesa Circuit. During the period 2004-2012 in the National Curriculum Statements (NCS), there were two separate subjects History and Geography however the new Curriculum and Assessment Policy Statement (CAPS), has combined those two subjects known as “Social Sciences”. This study examined the managing of teaching and learning of Social Sciences in the GET band. The assumptions of the study are the SMTs members face challenges in managing the teaching of Social Sciences in the GET band and SMTs lack knowledge and understanding of optimal management strategies/approaches on how Social Sciences should be taught in the GET band. Furthermore teachers are not well trained in the teaching of Social Sciences. This study was qualitative, using a case study approach and purposive sampling was used to select participants for data collection. The sample comprised of 4 principals (2 males, 2 females), 4 departmental heads (DHs) (2 males, 2 females), 8 educators (4 males, 4 females) from the selected schools; in-depth interviews were used to gather data from the participants. A thematic approach guided by Tesch’s 8 steps model was employed to identify themes and sub-themes on management strategies for the subject. It is believed that the results would assist in identifying the difficulties that school stakeholders are having in managing the teaching and learning of social sciences, which has prevented them from achieving favourable educational outcomes. The findings showed that the DHs are not giving full support to the educators which hampers learner’s performance, DHs and the educators are not qualified to teach Social Sciences which show that there is a problem with recruitment and subject allocation. Furthermore, most of the educators are not getting full support from their DHs due to them not having enough content knowledge therefore DHs need proper trainings to empower them. The researcher identified the management strategies for the teaching and learning of Social Sciences which were subsequently utilized to develop a framework for efficiently and effectively managing Social Sciences, not only in the Ganyesa Circuit, but in other schools in South Africa. It is anticipated that the findings will be published in accredited journals and disseminated in the form of reports to all school stakeholders and the Provincial Department of Basic Education (PDBE).Item Open Access The role of school management teams in curriculum management of the intermediate phase in Mopani West District, Limpopo Province(2023-10-05) Neluheni, Nthatheni Samson; Mashau, T. S.; Nesengani, A. T.The aim of this research was to examine the function of school management teams (SMTs) in managing the intermediate phase curriculum in the Mopani West District of Limpopo Province. The implementation of SMTs is a significant change brought about by the new education system, which requires school leaders and their SMTs to undergo comprehensive training to contribute effectively to curriculum management. However, despite the training provided, there is evidence of poor curriculum management in the intermediate phase, as demonstrated by learners’ academic performance. Guided by Hersey and Blanchard's (2014:215) Situational Leadership theory, this study adopted an interpretive paradigm within the qualitative research approach. A total of 18 participants, comprising six school principals, six deputy principals, and six departmental heads, were purposefully selected for the study. Data was gathered through observation, individual interviews, and document analysis. Thematic content analysis was used to analyse the data in three interrelated stages, guided by the study’s four research questions. The study’s findings revealed that SMTs are responsible for the daily management of school affairs and implementing departmental policies. Resources were identified as the most critical support structures, as curriculum management largely depends on the resources available in schools. The study recommends that SMTs should monitor and support curriculum implementation and suggests the development of a Curriculum Management and Delivery Model (CMDM) to assist school management teams in enhancing their curriculum management roles. Additionally, the study highlights the need for comprehensive training to be provided by the Department of Basic Education.Item Open Access Strengthening the performance of progressed learners in Grade 12 at Vhembe East District(2023-10-05) Nemutandani, Ntsandeni; Nesengani, A. T.; Mashau, T. S.In the context of this study a progressed learner refers to learner who has failed Grade 11 twice and cannot be kept in this grade but must be permitted to go to Grade 12. Moreover, progressed learners are learners who do not meet the pass requirements and find themselves repeating the grade and who are likely to stay in a phase for more than four years, who need special attention in order to move to the next grade. A learner must meet all National Senior Certificate (NSC) criteria in order to be given the matric certificate at the completion of the Grade 12. This research aims to explore the requirements, analyze the performance and find out the intervention strategies that may be utilized to enhance the performance of progressed learners in Grade 12 in the Vhembe East District. Recorded interviews along with field notes and a review of documents such as circulars concerning progressed learners, minutes of the School Management Team meetings, schedules, and quarterly outcomes statistics were utilized to gather data. The population in this study consisted of secondary school principals, SMT members, Grade 12 teachers of progressed learners, circuit managers, and curriculum advisers. Using purposeful sampling, the researcher selected three secondary school principals with a high enrollment of progressed learners, three SMT members, each from three different circuits in Vhembe East District, three curriculum advisors from different circuits, six educators from different circuits, and three circuit managers. This study's findings will assist school principals, School Management Teams, circuit managers, curriculum advisers, and educators in developing, implementing, and monitoring intervention strategies to improve the performance of progressed learners in Grade 12 in South African and international schools.Item Open Access The effects of educator's rationalization on school governance in Public school of the Vhembe District, Limpopo Province(2022-07-15) Netshivhuyu, Ndanganeni Phyllis; Mashau, T. S.; Sinthumule, D. A.As a way of addressing inequity, the Department of Basic Education had to address racial discrimination to equalize the supply of human resources in terms of teacher-pupil ratio, through staff rationalization and redeployment in the education system in consideration of South African Schools Act (SASA) (Act 84 of 1996). It was to ensure that a uniform system of school governance was introduced in all public schools. The implementation of those changes in education procedurally posed a serious challenge to some of the educators. Some even refused to be redeployed to new schools. This study aimed at investigating effects of staff rationalization on school governance. The quantitative approach was followed in this study, and sixty experienced participants were purposely sampled. The sample size comprises 28 educators, 8 school managers, 8 HOD members, 6 SGB members, 6 Trade Union members and 4 circuit officials. Participants were drawn within the Vhembe District in Limpopo Province. From there, data was obtained from those participants through means of constructed questionnaires. The researcher analyzed quantitative data through the Statistical Package for Social Science (SPSS). It was expected that the results would reveal the outcomes of the implementation of staff rationalization by the Department of Basic Education. Finally, it was found that the implementation of rationalization and redeployment created a negative effect to most schools, which influenced the way in which schools are governed. Such ungovernability was a mechanism used by SGB members to demand more educators to address staff shortages at their schools. This research aimed at influencing the implementation of rationalization to be re- planned and implemented in a stress-free manner.Item Open Access Experiences of primary school heads of department with curriculum implementation and management: A case of Soutpansberg East Circuit, Limpopo Province(2022-07-15) Netshiombo, Lufuno Asnat; Mafenya, N. P.; Tshisikhawe, M. P.This study investigated primary schools Heads of Departments’ (HoDs) experiences regarding curriculum implementation and management at primary schools in the Soutpansberg East Circuit in Limpopo Province. The study employed an anti-positivist paradigm and a qualitative research design. Purposive sampling was used to select participants for the study. Data were collected using face to face interviews and focus group discussions. Thematic data analysis technique was used to analyse data. The findings of the study revealed that work load for HoDs should be reduced considering that they have dual roles, they are managers on the other hand, class teachers.Item Open Access Managing inclusive education in mainstream public primary schools: A case of four primary schools in Zimbabwe and four primary schools in South Africa(2022-07-15) Chibelu, Priscilar; Mulaudzi, M. P.; Tshiovhe, T. E.Schools should mirror the nature of inclusiveness of societies they serve, by accommodating learners with diverse abilities. The purpose of this study was to investigate how inclusive education is managed in public mainstream primary schools. The study used the qualitative research design because qualitative researchers study phenomena in their natural settings without the manipulation of variables under study. The reseacher used interviews, observation and document analysis to collect the qualitative data. The population of this study were school principals, heads of department and teachers in public inclusive mainstream schools. Data was collected from 4 purposively selected primary schools in Zimbabwe and 4 purposively selected primary schools in South Africa. 8 school principals 16 heads of department and 16 teachers were interviewed, that is, 4 principals 8 heads of department and 8 teachers were from Zimbabwe while 4 school principals, 8 heads of department and 8 teachers were from South Africa. Data was analysed thematically. The major findings of the study were that, lack of adequate policies, negative attitudes from some stake holders, shortage of relevant material resources, shotage of expert teachers to teach inclusive classes and unsuitable environments were some crucial factors that hampered mainstream schools from maximising inclusive education. The study recommends the development of inclusive, friendly schools through the designing of relevant policies, modification of the curriculum, both in teachers’ colleges and mainstream schools, training of more teachers and the provision of resources that are more sensitive to the diverse needs of learners with special needs.Item Open Access The significance of outsourced science teachers on learner academic performance: An educational management perspective(2020) Nesane, Mmbengwa Alfred Nesane; Ramabulana, L. P.; Kaheru, S. J. M.This study explored the significance of outsourced Science teachers on the learners’ academic performance. The focus was on academic performance of learners in Physical Sciences in Limpopo Province and outsourced teachers from other countries continentally and abroad. The research population constituted all learners, outsourced teachers, parents, school managers and curriculum advisors involved in Physical Sciences in Limpopo Province. Purposive random sampling was used to obtain 1200 learners, 80 outsourced Science teachers, 40 parents, 40 school managers, and 16 curriculum advisors, all from 8 of the 10 newly demarcated districts of Limpopo Province. Three conceptual frameworks, namely, Structural Functionalism, Social Constructivism and Community of Practice coherently underpinned the study. This qualitative study used document analysis as well as face-to-face (individual) and focus-group interview schedules that were semi-structured to solicit data from the participants. Trustworthiness was guaranteed through Guba’s model of trustworthiness of qualitative research study. Data was processed, summarized and analyzed, through thematic analysis. The following research questions guided the study: What is the significance of outsourced Science teachers on the learner academic performance? What are the factors that influence outsourced Science teachers to teach effectively? What are the challenges faced by outsourced Science teachers and how do they deal with them? What model could be created which schools can envisage for insourced teachers to use? The study revealed that more than 75% of schools that performed well in 2018 Grade 12 Science from all the ten districts of Limpopo Province are manned by outsourced teachers. Several other reasons attributable to the academic achievement together with the challenges that outsourced Physical Sciences teachers face in their trade were revealed by the study. The study recommended that collaborative work approach among stakeholders to bring about good results.Item Open Access Factors influencing discipline in secondary school in Namakgale Circuit, Limpopo Province(2021-06-23) Matlou, Matladi Herman; Mashau, T. S.; Nesengani, T. A.Discipline is a moral practice of behaviour, care, order, and respect to other people. Discipline of learners in all schools has been and is still regarded as a very important and valuable cornerstone of learning. This study was influenced by the level of discipline in schools and it has become a concern to teachers. The purpose of this study was to investigate factors that influence discipline in secondary schools in Namakgale Circuit. The study adopted a qualitative research method. The population of the study included teachers and learners in secondary schools in Namakgale Circuit. The sample size of twenty-four (24) participants (teachers and learners) were randomly selected from the six secondary schools. The sample consisted of 2 teachers and 2 learners both male and female from each secondary school. The structured questions were used to collect data from the participants in which interviews were conducted. After data collection, the thematic analysis method was involved to organize data, generating categories, searching for explanations of the data and then writing a report. The findings of this study will assist schools in improving discipline.Item Open Access The experiences of primary school educators on the implementation of integrated quality management system in Vhembe District Municipality, Limpopo Province(2021-06-23) Budeli, Mpfariseni Bolberth; Mashau, T. S.; Nesengani, A. T.As outlined in the Collective Agreement No.8 of 2003, IQMS is a collective concept of Whole School Development (WSD), namely, the Developmental Appraisal System (DAS), the Performance Measurement (PM) and Whole School Evaluation (WSE). However, the implementation of this agreement created challenges for some educators, especially in primary schools. This study examines the experiences of primary school educators in the Vhembe District Municipality regarding the implementation of an Integrated Quality Management System (IQMS) at school level. The study is based on an interpretive explanatory research design collecting data through interviews. A purposive sampling procedure was used to select the participants. The scope of the research was restricted to ten primary schools within the Vhembe District. In each school, three participants were interviewed, namely, the principal, chairperson of the School Development Team (DST) and one member of the School Development Support Group (DSG). The researcher also interviewed two District officials to find out about their experiences in the implementation of IQMS in schools. Data was also collected through observing the environment of schools. The study found that IQMS was implemented too rapidly and was hampered by overwhelming challenges during implementation since educators did not have enough knowledge regarding the processes of IQMS implementation. Most of the educators had a negative attitude towards the system. The training and support given to educators was inadequate. The advocacy was poor because those introducing the programme were themselves not sure about its objectives. The study recommends that in order for the IQMS to be effective, it should be well implemented, communicated and understandable to educators.Item Open Access Experiences of instructional leaders in promoting a culture of teaching and learning : A case of two secondary schools at Shamavunga Circuit(2021-06-23) Ndou, Ndishavhelafhi Constance; Sinthumule, D. A.; Makhwathana, R. M.The need to restore a culture of teaching and learning is one of the most pressing issues confronting South African schools today. Poor matric performance, ill-discipline learners, low teacher morals as well as other educational problems in some schools lead to a general drive to advance the culture of teaching and learning. The implementation of the National Curriculum Statement (NCS) gave school principals more management responsibilities. With these increases in management responsibilities, the School Management Teams (SMTs) are accountable for the restoration of a teaching and learning culture. As a result, the task of principals as instructional leadership becomes more challenging and complicated. This study explored the experiences of instructional leaders in promoting a culture of teaching and learning in public secondary schools. The study adopted a qualitative approach that was influenced by anti-positivism ideology. Population in this study was all principals and School Management Teams of Shamavunga Circuit. Data was collected through structured interviews and document analysis. Ten participants from two secondary schools were purposively sampled - two school principals, six departmental heads as well as two senior educators who serve on the SMTs - were interviewed. Collected data was thematically analysed to see trends emerging from the information provided by participants. The results showed that instructional leadership of principals played a significant role in promoting a culture of teaching and learning in schools. The likelihood is that Principals who did not fulfil their instructional leadership roles were more likely to allow the culture of learning and teaching (COLT) to erode over time, while principals who did fulfil their instructional responsibilities appeared to prevent the erosion of COLT.Item 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.Item Open Access Guidance and counseling programmes: An imperative for adolescent learners in Malamulele Circuit in Vhembe District, Limpopo Province, South Africa(2020) Davhana, Mashudu Ben; Mashau, T. S.; Sinthumule, D. A.South African education has undergone major restructuring since 1994 with the aim of improving lives of learners, their parents and educators. Restructuring and re-orientation has fortuitously caused casualties along the way. One such casualty was the redeployment of guidance counsellors and consequent marginalization of school guidance and counselling programmes. In the light of the above, the main aim of this study was to investigate learner’s and educator’s/counsellors’ experiences of guidance and counselling programmes in selected ten (10) secondary schools of Malamulele Circuit and implications thereof. It also made inferences on the state of guidance and counselling programmes in schools. The final outcome of the study was to identify challenges and formulate a framework or strategy to address implementation of guidance and counselling programmes in secondary school. The study employed a quantitative method to generate data. Data was collected through questions directed to forty (40) learners and ten (10) educators/counsellors of secondary schools. Ten secondary schools were randomly selected from fourteen secondary schools in Malamulele circuit. The study revealed a dire need for guidance and counselling (including one-on-one counselling), personal guidance, career guidance and career counselling. All these were meant to empower youth to address issues and challenges affecting them and their future prospects. Life Orientation, which is a relatively new addition to the school curricula, is the available form of guidance and counselling since it is a learning area prescribed by the Department of Basic Education. The introduction of Life Orientation as a school subject was meant as a substitute for school guidance and counselling. However, services meant to promote holistic development of youth by focusing on and enhancing their social, intellectual, academic and affective aspects were inadequate, especially because as revealed by preliminary findings of the study, learners’ emotional problems were better addressed in a one-on-one relationship and not in a directive teachinglearning process. Affecting the delivery of School Guidance and Counselling programmes was the scarcity of personnel resources as there were no school counsellors to provide for emotional needs of the learners. Life Orientation teachers were not adequately trained to counsel learners and design intervention strategies; as the services they provide are limited to their job roles. The introduction of Life Orientation, though noble, was not enough to assist young people to face all their challenges. Although Life Orientation contributes to the support of learners, including those with problems, need for the revival of Guidance and Counselling Programmes, within the ambit of Psychological, Guidance and Special Education Services and Inclusive Education was highly recommended, with the provision of individual counselling services as its main priority. Key Concepts: School educator psychologist; school counsellor; principal; educator; learner; adolescent; psychosocial support services; mental healthItem 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 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 School-based interventions into effects of school girl pregnancy on teaching and learning in Mopani District, Limpopo Province, South Africa(2019-09-20) Mathebula, Rifununi Nancy; Runhare, T.; Mafumo, T. N.This study sought to establish the impact of interventions employed by schools to support the teaching and learning of pregnant and parenting learners (PPLs) in the Mopani district of Limpopo province, South Africa. The study employed qualitative research methodology to gather narrative data from 68 key school-based education stakeholders who were purposively sampled and interviewed on what their schools were doing to support the teaching and learning of PPLs they enrolled. Data were collected through face-to-face and focus group interviews, as well as document analysis. The study revealed that although all the four schools provided basic access to education for PPLs, their inclusive support systems and strategies to assist PPLs to cope with and benefit from the school curriculum activities were largely superficial due to the following challenges: educators, as the primary duty bearers to PPLs were not trained to identify the educational needs of PPLs and to implement relevant strategies for teaching and learning of PPLs; there was inadequate political-will to support PPLs by educators; there was inadequate collegial relationship between mainstream learners and PPLs, there was no synergy between national and school policies on management of schoolgirl pregnancy and there was non-involvement of other professionals to provide psycho-social support at the four schools. The study revealed that cultural and traditional practices of the community contributed to the negative attitudes to teenage motherhood that resulted in inadequate support service provision and structures for teaching and learning of PPLs. The study recommends that the Department of Education (DoE) must put in place formal training on policy and practice for all the key school-based education stakeholders and employ a multi-sectoral counselling system to support enrolled pregnant and parenting schoolgirls to cope with schooling.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 teacher performance evaluation system Kwekwe District in Zimbabwe.(2019-09-20) Musodza, Belinda Rindai; Mpeta, M.; Runhare, T.There has been greater demand for more accountability, results-based culture and enhanced effectiveness of programmes and services globally. The education sector has not been spared by this wave either and hence teacher effectiveness and instructional quality have risen to the top of the educational policy agenda. It is important therefore that effective teaching must be assured and teacher evaluation is a key means of providing that assurance. To date, most studies on the teacher appraisal system in Zimbabwe have focused on the perceptions and attitudes of the teachers towards the evaluation process, and at the same time the implementation challenges. Little has so far been done to determine the effectiveness of the teacher performance evaluation system in Zimbabwe. This study consequently sought to evaluate the effectiveness of the teacher performance evaluation system in Kwekwe district of Zimbabwe. The study was premised on the pragmatic philosophical worldview and hence the mixed method approach was adopted. The convergent parallel mixed method design was used. Data was collected using individual face to face semi structured interviews and a 5 point Likert scale questionnaire. Documentary review was done prior to the development of the research instruments as a way of ensuring relevance of the data collection instruments. The study was underpinned by the self-developed RADPS conceptual framework on performance evaluation system effectiveness. Stratified purposive sampling technique was used to select ten secondary schools for the quantitative strand and four for the qualitative strand. The quantitative sample was composed of 292 teachers and the qualitative sample was composed of 12 participants constituting of 4 teachers, 4 heads of departments and 4 schools heads. Quantitative data was analysed using the SPSS version 25 while the qualitative data was analysed using ATLAS ti. 8. The key findings of the study were that: the performance evaluation system was imposed and accordingly there was no buy in; there was inadequate budgetary support thereby rendering the introduction of the system mistimed; teachers as key stakeholders were excluded from the design process and hence there was no ownership; and ultimately, relevance of the system was questioned. It was also revealed that the evaluation process is merely a compliance exercise with erratic and discontinuous monitoring and supervision through the evaluation cycle. The findings from the study imply the following: policy formulation should be participatory and inclusive; readiness assessment should be conducted before introducing a new programme; a programme should be pilot tested; evaluation process should be monitored by external officials; the process should be consequential and the system should be continuously monitored and reviewed for relevance and validity.Item 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.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 The effects of school violence in rural secondary schools of Mkhuhlu Circuit, Bohlabela District(2018-09-21) Mdhuli, Maria Thobile; Sikhwari, M. G.; Cassim, H. B.In South Africa, violence continues to undermine the functioning of schools. Literature has revealed that the subject of school violence is quite varied and covers a wide variety of related areas from sociology to educational psychology; these examine psychological factors such as peer pressure, stress, cognition, emotional development and their relation to school violence. The study was aimed at investigating the effects of school violence in South African rural schools in Mpumalanga Province. The study used mixed methods approach employing both qualitative and quantitative approaches. For the quantitative part of the study, the study adopted simple random sampling to select the learners. A 'purposive sample' was used to select the principals and educators for the qualitative part of the study. A sample of 423 learners from the 9 secondary schools in the circuit was selected for the quantitative part of the study. A purposive sample of 9 principals and 18 educators was also be deemed appropriate for the qualitative part of the study. IBM SPSS version 23 was used to analyse quantitative data. Frequency tables were generated (univariate analysis), and the Chi-square test was used to calculate significant differences in the effects and coping strategies between male and female victims of school-based violence. Qualitative data was analysed thematically and used to support and complement the quantitative data. Principals and educators in schools with high prevalence of school-based violence was prioritised. It was expected that the effects of school-based violence in the study area were described. Causes of violence, its effects and ways to improve coping strategies in the respective schools are also anticipated to be comprehensively covered as expected outcomes.