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Item Embargo Lack of Educational Resources as a Barriers to Educational Resources in the Implementation of Inclusive Education in Primary Schools of Molototsi Circuit, Mopani East District in Limpopo Province(2025-09-05) Macavela, Baboneng Lucricia; Sikhwari, M. G.Inclusive education aims to provide equal learning opportunities for all learners, regardless of their abilities or disabilities. However, many primary schools in rural areas face significant barriers to implementing inclusive education effectively. This study investigates the challenges related to educational resources in the implementation of inclusive education in selected primary schools within the Molototsi Circuit, Mopani East District, Limpopo Province. The research problem stems from inadequate resources, teacher preparedness, and infrastructural limitations hindering inclusive education efforts. The study's primary objective is to explore the barriers affecting the availability and utilisation of educational resources in inclusive classrooms and to propose strategies for improving inclusive education practices. The research is grounded in Bronfenbrenner’s Ecological Systems Theory, which emphasises the interaction between various environmental factors that influence education. A qualitative research paradigm was adopted, employing a case study design to gain in-depth insights into participants’ experiences and challenges. Data were collected through semi-structured interviews, classroom observations, and document analysis. The study population consisted of School-Based Support Team (SBST) coordinators, intermediate-phase teachers, and school principals from selected schools. A purposive sampling technique was used to select nine teachers, three SBST coordinators, and three principals, ensuring a focus on individuals directly involved in implementing inclusive education. Thematic analysis was applied to identify patterns and key themes in the data. The study is delimited to primary schools in the Molototsi Circuit, allowing for an in-depth examination of rural educational challenges. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability. Ethical considerations included informed consent, confidentiality, and voluntary participation. The findings indicate that a significant shortage of educational resources, including specialised teaching materials, adapted textbooks, and assistive technologies, poses a considerable challenge to inclusive education. Schools struggle to provide an inclusive learning environment due to a lack of essential materials that accommodate learners with diverse needs. The study revealed that many teachers lack the necessary training in inclusive education, which limits their ability to support students with disabilities effectively. Other contributing factors include inadequate infrastructure, socio-economic constraints, and resistance from some community members toward inclusive education practices. The study recommends prioritising resource allocation to address these challenges, with increased funding for specialised learning materials and assistive technologies. Expanding teacher training programs is essential to equip educators with the skills needed for inclusive classrooms, emphasising continuous professional development. Community engagement initiatives should be strengthened through awareness campaigns to foster positive attitudes toward inclusive education. Furthermore, improvements in school infrastructure are necessary, with government support for accessible classrooms and facilities. Policy reforms should also be implemented to ensure clear, inclusive education guidelines and sufficient funding for their execution. Addressing these barriers holistically will contribute to a more inclusive education system that supports all learners, regardless of their abilities or socio-economic backgrounds. The findings and recommendations of this study aim to inform policymakers, educators, and stakeholders in improving inclusive education in rural primary schools.Item Embargo Management of Learners’ Dropout in High Schools in Lulekani Circuit of Mopani East District(2025-09-05) Nukeri, Millicent; Litshani, N. F.The main aim of the study was to investigate how principals, school governing bodies, and teachers identify and manage high school learners’ dropout rates in Lulekani Circuit of Mopani East District. Learners’ dropouts carry extensive implications for both an individual's personal life and the wider society, affecting economic prospects, social mobility, and overall welfare. It is essential to manage the causes of learners’ dropout and implement supportive measures for learners at risk to alleviate the disadvantages linked with learners’ dropping out. Various factors influencing learners' decisions to terminate their education were explored, with an emphasis on identifying key challenges and circumstances leading to high dropout rates in the target population. The study was framed by the interpretive paradigm underpinned by the Six Sigma Theory of Monojit Pal. This study employed a qualitative case study design. It utilised interviews and personal observation as methods of data collection. The target population comprised school principals, School Governing Body (SGB) members, and teachers. Four high schools from the Lulekani Circuit were conveniently selected to comprise a sample from which data was collected. Data were analysed thematically. This involved transcribing interviews, reviewing, identifying, and coding recurring themes within the data for each participant. The findings of this study, among others, are that learners’ dropout is a stakeholder problem. The dropout problem stems from the social ills due to peer pressure, socioeconomic factors of the family, and the inability of learners to pass grades. This study, among others, recommends that the role of the school’s stakeholders is crucial to address the problem since it manifests because of the family setting, school environment, and lack of role models in the community.Item Embargo Impact of Teachers in School Management Team to Enhance Learners Academic Performance: A Case of Dzondo Circuit, Vhembe District(2025-09-05) Netshisumbewa, Tsakaria; Mashau, T. S.; Muremela, M. G.Teachers are essential members of the School Management Team (SMT), with a significant impact on learners’ academic performance. Their experience, guidance, and support help to create a positive and conducive learning environment. However, one major issue with the existing structure is that teachers are rarely actively involved in decision-making processes that have a direct impact on learners' academic and overall development. This lack of involvement impacts the full capacity of teachers to positively influence the school's management and, eventually, the learners' performance in school. Addressing this issue and acknowledging teachers' important contributions to decision-making processes within the SMT is critical for maximising the impact on learner academic performance. This research presented a study that aimed to explore the impact of teachers in SMTs on enhancing learner academic performance. The study adhered to the interpretive paradigm and utilised a qualitative case study approach to answer the research question. The target population consisted of departmental heads, deputy principals, and principals of primary and secondary schools in the Dzondo Circuit, Vhembe District, Limpopo, South Africa. A non-probability sample was adopted in selecting 30 participants using an expert sample. Semi-structured interview schedule instruments were used to collect data. An interview template analysis style was employed, whereby categories were driven by the research questions. Data from the interviews were analysed using thematic analysis to attain answers from the collected data. Three key findings from the research: Teachers play a vital role in school improvement through their participation in SMTs; SMTs contribute to improved academic performance via strong leadership, accountability, and partnerships within the community; and learners' performance is influenced by various interconnected factors. The findings of this study sought to have important implications for teachers, heads of departments, principals, curriculum advisors, and learners in imparting meaningful knowledge to learners. The study provided suggestions on remedial actions to be undertaken by SMTs to ensure that teachers supported the vision and mission of the school.Item Embargo The Role of School Management Team in Improving the Academic Performance of Grade 12 Learner in Malamulele North-East Circuit, South Africa(2025-09-05) Yingwane, Foster; Bessong, A. R. O.; Litshani, N. F.The aim of this study was to investigate the role of School Management Teams in improving the academic performance of Grade 12 learners. Despite STMs’ roles, articulated in various policies, on learner academic performance, there are challenges facing SMTs in improving the academic performance of learners. The study employed the interpretive research paradigm, which also informed the use of the qualitative research methodology. Exploratory research design was used as a blueprint of the study. The population of the study included principals, deputy principals, departmental heads and teachers. To achieve the objectives of the study, purposive sampling method, as a non-probability sampling, was used to choose ten (10) participants, four (04) principals, two (02) deputy principals, two (02) departmental heads and two (02) teachers who were teaching Grade 12 learners. Data were collected through face-to-face interviews and thematically analysed. The findings revealed that SMTs must lead and manage teaching and learning by monitoring lessons, providing teaching and learning resources, and ensuring stakeholder collaboration. The findings also revealed challenges for SMTs’ roles, such as inadequate knowledge of roles, lack of resources, lack of stakeholder collaboration as well as teacher and learner ill-discipline. Strategies to overcome these challenges were proposed. The study recommended that the Department of Education should provide continuous professional development to SMTs and provide adequate resources to all schools. The findings would contribute to the body of knowledge on the role of SMTs in improving learners’ academic performance.Item Embargo The Career destination of Office Administration Graduates in Labour Market: A Case Study of Selected TVET College in Limpopo Province of South Africa(2025-09-05) Magoloi, Thivhavhudzi Prince; Ravhuhali, Fhatuwani; Madima, Shumani EricCareer paths have long been a subject of interest across various academic disciplines, with many studies focusing on graduate employment outcomes. However, limited research has explored the career destinations of graduates from Technical and Vocational Education and Training (TVET) colleges, despite the sector receiving significant investment and experiencing high student enrolment. This study investigated the career destinations of National Certificate (Vocational) [NCV] Office Administration graduates from TVET College in Limpopo, South Africa. The study was guided by Experiential Learning Theory (ELT), which aligns with the focus on graduate employability. A qualitative research approach was adopted within the constructivist paradigm, which views knowledge as socially constructed through human interaction. Data was collected using a qualitative survey that included a semi-structured, open-ended questionnaire and an interview schedule. The questionnaire was completed by academic lecturers and student support services (SSS) staff within the college, while interviews were conducted with NCV Office Administration graduates. Purposive sampling was used to select participants: 20 NCV graduates, 10 lecturers, and 10 SSS staff. Thematic analysis was then employed to interpret the data and identify key themes and sub-themes aligned with the study’s objectives. The study reports a mismatch between the skills acquired by graduates and the jobs they obtained. Experiential learning, a vital practical component of vocational education, was not effectively implemented to prepare students for the labour market. The findings also shows that there is little to no alignment between the programme and industry needs, which negatively affected graduates’ job prospects. Although students received training in entrepreneurship, the lack of practical experience or business simulations limited their ability to apply this knowledge meaningfully. To address these issues, the study recommends the establishment of a career guidance unit at the college to help students make informed decisions about their programme choices. Experiential learning should place greater emphasis on business-related activities to instil a sense of self-reliance and entrepreneurship in students. Also, stronger links between the college, lecturers, and the business sector should also be fostered to ease students’ transition into the labour market. Furthermore, the development of programmes should be informed by research based on current labour market needs. To this end, the study offers valuable insights into enhancing graduate employability in the TVET sector and suggests directions for future research.Item Embargo Learning Challenges Faced by Grade 12 Learners at a Selected Technical High School in Nzhelele East Circuit, Vhembe District(2025-09-05) Ramulongo, Thendo; Madima, S. E.; Sotshangane, O. N.This study explored and described the learning challenges faced by learners at MTHS (MTHS) in Nzhelele East Circuit, Vhembe West District. The study was influenced by poor performance of this school in Grade 12 results for the past three years. The study was positioned within an interpretivist paradigm using the qualitative research approach. Ten (10) Grade 12 learners, and five (5) educators from MTHS were selected using purposive sampling. Data was collected using semi-structured interview questions, since interview questions gather in-depth, nuanced qualitative data that offers a window into participants' inner worlds, revealing their perceptions, emotions, and actions. Data was analysed using the Thematic Analysis (TA) technique. In terms of the coping strategies that learners must adopt, the study focused on the availability of relevant educational resources, classroom environment and parental support to learners and educators. The study revealed that learning challenges such as poverty, lack of parental involvement, shortage of learning resources, school setting and DBE-based challenges affects learners negatively in their studies. The findings of the study may help various school stakeholders, the community, and the Department of Education (DoE) in the Vhembe District on how to address the learning challenges faced by Grade 12 learners. Parents and educators from the school may also benefit from the study’s findings. The study recommended that schools together with the department of education must ensure that all school policies and code of conduct must be adhered to, and all parents should play a role in their children's academic activities.Item Embargo The Role of Parents in Developing Mathematical Skills of Their Children in Grade 1(2025-09-05) Manavhela, Sarinah; Sikhwari, M.Parental involvement in children's education from an early age substantially impacts their academic success, which continues into later years. However, many parents face difficulties supporting their children’s mathematics learning due to limited mathematical knowledge, low confidence, and a lack of resources. This study explored the role of parents in developing the mathematical skills of their Grade 1 children. The study aimed to identify parents' challenges in helping their children with mathematics, examine how parental involvement influenced children's mathematical performance, and explore strategies parents used to support their children. This study was based on Bronfenbrenner’s Ecological Systems Theory (1979), which explains that child development occurs within multiple interconnected systems that influence growth. A qualitative research design focused on parents of Grade 1 children in Mvudi Circuit, Vhembe East District. The sample consisted of sixteen parents selected through purposive sampling. Data were collected using semi-structured interviews and analysed using a thematic approach. The study found that parents who actively participated in their children's mathematics learning by offering guidance, using household materials, and creating a positive learning environment contributed significantly to their children’s mathematical progress. It also found that many parents lacked confidence in their mathematical abilities, making it difficult for them to help their children effectively. The unavailability of suitable learning materials worsened this issue. Based on these findings, the study recommends that schools provide workshops and training to help parents develop basic mathematical skills and learn effective strategies for supporting their children. It also suggests that policymakers and educators create and distribute accessible learning resources for parents at home. This study focused only on Grade 1 parents in Mvudi Circuit, Vhembe East District, so its findings may not apply to other areas or grade levels. To ensure trustworthiness, the study used triangulation, member checking, and a clear record of the research process. Ethical considerations included obtaining informed consent, maintaining confidentiality, and protecting participants’ identities. The study highlights the vital role of parents in early mathematical development and emphasizes the need for targeted support to help them overcome challenges in assisting their children.Item Embargo Leadership practices by school management teams aimed at enhancing academic performance in underperforming schools of Mopani West District(2025-09-05) Mangena, Esther Dikeledi; Mashau, T. S.; Sikhwari, M. G.Using instructional leadership to improve student performance is a standard practice in many nations, including South Africa. Principals, Deputy Principals, Departmental Heads (DHs) and senior teachers form part of Senior Management Teams (SMTs) in schools, and they are held responsible for improving student performance, especially in secondary schools. Little, however, is known about how SMTs use their instructional leadership practices to influence learner performance in secondary schools in Mopani West Education District. Yearly, the Department of Basic Education sets the standard expected from schools to achieve, for them to be labelled “performing schools”. When a school performs below the expected standard, it is categorized as an underperforming school. This study aimed to explore and analyse instructional leadership practices by SMTs in pursuit of improving academic performance in selected underperforming schools. The study implemented a mixed-method approach. The population for this study comprised all school management team members - Principals, Deputy Principals, Departmental Heads and senior teachers - in nine (9) identified underperforming schools in Mopani West District. This sampled population was made up of 9 Principals, 9 Deputy Principals, 18 Departmental heads and 9 senior teachers – hence, 45 participants. This study used purposive sampling to select the participants who enabled the researcher to explore and analyse SMTs’ instructional leadership practices, in pursuit of improving learner performance. First, quantitative data was gathered through questionnaires; then the results of the quantitative data informed the design of the qualitative data collection instrument - semi–structured interviews. Findings from the interviews were augmented by document analysis, thus enabling triangulation of the process of gathering data, resulting in a comprehensive exploration and analysing of the instructional leadership practices used by school management teams to raise learner achievement in underperforming schools in the Mopani West District of the Limpopo Province in South Africa. The quantitative data was analysed using the SAS/STAT 13.1 software, while the qualitative data analysed using the Tesch Methods of data analysis. The findings of the study is that the school management teams in underperforming schools do not monitor curriculum management, academic goals are not clearly set, inadequate provision of support to teachers and learners, Inadequate integration of ICT and lack of professional development of teachers in the schoolsItem Embargo Effects of learner disruptive behaviour on teaching and learning in Intermediate Phase schools in Vhembe East District, Limpopo Province(2025-05-16) Nesengani, Tendani Zsazsa; Runhare, T.This study assessed the nature and effects of learner disruptive behaviour among nine intermediate phase learners at three schools of Vhembe East District in Limpopo Province. The main objective of the study was to explore the effects of learner disruptive behaviour on educational activities in the Intermediate Phase. This study was motivated by the realisation that disruptive behaviour in the educational field has been on the increase, and this study explored types, factors, and effects of disruptive behaviour on teaching and learning. The study used face-to-face interviews with 12 teachers from three schools and observations on nine sampled disruptive learners, their behaviour in class, achievement, and attendance registers to gather data. The findings indicate that learners’ disruptive behaviour include, any form of ill-discipline and naughty behaviour that occur in the classroom, which affect the classroom process of learning, including the teacher and other learners. Disruptive behaviour included disrespect, threats of violence, bulling, attention seeking, late coming, making noise, swearing, disturbing others, fighting, and moving from one desk to the other, aggression, unacceptable behaviour and refusing to take instructions from the teachers. To handle learners showing disruptive behaviour, teachers used methods such as isolating in the classroom or reprimanding them. The teachers indicated that it is difficult to handle disruptive learners because most of these learners repeated the same behaviour after being corrected and even punished. The most common observation from the study was that disrupters usually underperformed and were not interested in class activities. From the study findings, it is recommended that novice teachers must be workshopped by the school management teams (SMT) on identification and handling learners who disrupt classroom activities. Teachers should have clear classroom rules to direct learners. Further, SMTs should come up with strategies for more parental involvement.Item Open Access 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.