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Welcome to the University of Venda Institutional Repository, an open digital archive of the research output of the University of Venda. Univen IR contains theses and dissertations, research papers as well as conference papers. For further information and assistance please contact Mr Keith Malabi at +27 15 9628564 or +27 15 962 8314 during office hours

Recent Submissions

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Open Access

The principals' management satyles and educators performance: impact on secondary school learner performance in Vhuronga II Circuit

(2008) Makhaga, Mpho Harriet; Kutame, A. P.; Mutshaeni, H. N.

A principal's management style determines the performance of learners in a school and thus the effectiveness of the school. The main aim of this study was to investigate how management styles of principals affect learners' performance in secondary schools within the Vhuronga 11 Circuit. This could be of great assistance for principals to improve the way in which they manage their schools and could establish the need for further training on management styles through in-service training. The research is quantitative in nature; questionnaires were used to collect data. The population of the research comprised of principals and educators from all secondary schools within the Vhuronga II Circuit. The main findings of the study are presented according to the analytical categories that guided both the collection and analysis of data. Results show that the principals' management styles have an impact on learner performance. The principal's management styles determine the performance of learners in schools and thus the effectiveness of the school. A crucial implication for school managers is that the performance of learners and the effectiveness of the school are determined by the relationship between principals, teachers (educators), learners and parents. The effectiveness of the school, in particular, depends on how principals relate to their teachers.

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Open Access

An investigation into the implementation of the National Policy on District Support Services for effective teaching and learning at school level

(2005) Masipa, Mokgadi Maggie; Bayona, E. L. M.

This study examines the extent to which education districts in the Limpopo Province support effective teaching and learning at school level, with general applicability to similar education districts in South Africa and elsewhere. The literature reveals that education districts in most developing countries, do not support the participation of principals and educators, and that changes are required to effect higher levels of involvement. The study focuses on how this might be attained. The study makes recommendations on District Support Services which will ensure the involvement of district personnel, principals and educators in transforming schools into effective teaching and learning organisations. The theoretical base is derived from literature review on district support services in South Africa and elsewhere. This review is used to establish common conceptions for the study, and illustrates the extent to which the involvement of all relevant stakeholders is considered desirable and feasible. The analysis also reveals how the policy on district support services in South Africa falls short of complying with the country's local diversity and also with its policy of Outcomes - Based Eduaction which focuses on producing citizens who are equipped with values, knowledge and skills that will enable them to play a productive role in society. The implication of Outcomes - Based Eduaction is that individuals acquire these qualities through active involvement in the learning process. It seeks to create a lifelong learner who is confident and independent, literate and multi-skilled, compassionate, with respect for the environment and the ability to participate in society as a critical and active citizen. The field work was carried out in education institutions falling under Sekgosese Education District in Region Three of Limpopo Province and involved a sample of three hundred and thirty-two education practictioners, divided into five target groups:educators (200), principals (100), circuit managers (4), curriculum advisers (16), and administrators (12). The analysis of the data is composed of three parts. The first concerns the calibre of people who are implementing the policy. The majority of participants still lacked the relevant qualifications required while the need for staff development was identified by many as a major concern. In the second part respondents overwhelmingly indicated the need for clarification on the nature, the role and functions of the education district. In the third part the report shows thata general agreement also exists amongst the respondents for the need to address the constraints experienced at all levels in the implementation of district support services. The study concludes that in a globally competitive environment like the one we have today, it is no longer sufficient to make excellent strategic and operational plans. It is rather crucial for organisations to have systems that will ensure that this plans are effectively achieved. The rationale for this view is based on the argument that this may provide opportunities for learners to extend and develop their personal education competence, critical awareness and shared insight of the role which they and schools are expected to fulfil in their rapidly changing communities. The following key concepts were used throughout the study: • Education District • Curriculum 2005-08-24 Education Policy Reserve Fund Programme (EPRFP) • The School Governing Body (SGB) • National Policy • District Support Services • Effective Teaching and Learning

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Open Access

An evaluation of the level of awareness about occupational health and safety practices among workers at University of Venda

(2012) Nkuna, Thokho; Akinsola, H. A.; Tugli. A. K.

Occupational hazards cause or contribute to the premature death of millions of people worldwide and results in the ill health or disablement of hundreds of millions more each year. World Health Organisation reports, indicated that occupational risk factors account globally for a number of morbidity conditions, including 37% of back pains, 16% of hearing loss, 13% of chronic obstructive lungs disease, 11% of asthma, 10% of injuries and 9% of lung cancer. According to the report, mortality is also due to work related injuries causing nearly 310,000 deaths each year and nearly 146,000 deaths are attributable to work related carcinogens (WHO, 2005). The purpose of this study was to evaluate the level of awareness about occupational health and safety practices among University of Venda workers. The study employed a cross sectional descriptive design. A questionnaire was used to collect data. The study population was all the workers who were more at risk of occupational health hazards on daily basis than others from the following departments: Ground I horticulture, Technical services, Protection and cleaning services. The questionnaire was self - administered and the data was analysed descriptively using the SPSS (Statistical Programme for Social Sciences). The results of the study revealed that the level of awareness about occupational health and safety was poor based on the following findings: 46 (3.7%) never heard about Occupational Health and Safety Act before, while 37 (30.3%) heard about OHS Act from their previous jobs. Forty nine percent revealed that there is no OHS in the premises, while 65 (53.3%) revealed that there have no representatives in the Occupational Health and Safety Committee. Furthermore, 57 (46.72%) knew nothing about the role of safety representatives. It was recommended that the University should create awareness among the workers by establishing health and safety education programmes.

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Embargo

Exploring leadership competencies of sector management service of the South African Public Service

(2025-05-16) Maimela, Khuliso Kenny; Mafunisa, John; Matshabaphala, J.; Munzhedzi, P. H.

This study aims to explore the literature on leadership competencies of the Senior Management Service (SMS) of the South African public service by incorporating international best practices from selected countries. The thesis focused on the challenges confronting members of the South African SMS and also on the regulatory frameworks underpinning leadership development in the South African public service. The study also focused on the leadership theories and leadership styles underpinning leadership competencies in the public service. The research determined whether it is possible to align the agile leadership model to the public service leadership competency model. To address the main aim of the study and the underlying research problem, a non-empirical approach was adopted. This research adopted a qualitative research method using scholarly literature. The post-positivist research paradigm was utilised. The findings of the study are that the competencies identified in the SMS Competency Framework (CF) do not adequately prepare public servants to perform their duties effectively in the networked governance context, that SMS members are failing to attend training due to operational requirements, that competency assessments results are not made available to SMS members, that assessment results are not a consideration when deciding on the appointment of a candidate, that departments experience financial constraints for financing the resources needed to implement CFs and that coaching and mentorship in the public service is not yet formalised. The study recommends that the directive on the implementation of competency based assessments for members of the Senior Management Service (SMS) in the public service, as amended (Minister for the public service and administration, in terms of chapter 4, part II (D) and chapter 4, part IV of the public service Regulations, 2001) be reviewed and, assessment results to be a consideration when making appointment decision for SMS posts, departments to partner with Public Sector Education and Training Authority (PSETA) to solicit financial support for SMS training/development where appropriate budget should be reserved specifically for competency related training interventions, introduce stringent measures to stop training budgets from being shifted to other needs should be introduced, departments to formalise senior management mentorship programme in order to address the identified competency gaps and departments to use online leadership programmes offered by the National School of Government (NSG) and other training institutions. For researchers, the findings can add to leadership competency theories, especially in the public service. For policymakers, the findings can form a solid foundation that they can rely on to work out public policies for leadership development in the South African public service. For Public Administration, the findings will contribute to the development of the body of knowledge of the discipline of Public Administration. Further studies are recommended towards understanding the challenges confronting SMS members in the implementation of competency frameworks, and the determination of the effectiveness of competency frameworks. The study is limited to SMS members in the South African public service.

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Embargo

Reconfiguration of accountability in developmental local government: A case of City of Johannesburg Metropolitan Municipality

(2025-05-16) Mawela, Ndivhaisafhi; Mahole, E.; Munzhedzi, P. H.

Accountability denotes answers to be provided for actions taken by those in power. It is crucial to ensure that decisions taken are lawful and best represent the community at large. The failure to effectively implement accountability has negatively impacted developmental local government. The reports by oversight bodies have demonstrated the lack of accountability within developmental local government, which has cemented a way to increase mismanagement. This study focuses on the redesigning of accountability in developmental local government in the City of Johannesburg Metropolitan Municipality, Gauteng Province. A pragmatic research approach was followed where mixed method research was adopted, as it permitted to cover issues in greater depth. The study was descriptive in nature. The sample methods were purposively drawn from the identified population. Interviews and questionnaires were utilised as instruments for collecting data. Collected data was analysed utilising both statistical and thematic techniques. The Principal-Agent Theory was selected as the theory that underpins the study. The key findings of the study are the ineffectiveness of current mechanisms for accountability, the cadre deployment policy being identified as one of the hindering elements of accountability, the lack of consequence management and the inadequate protection of whistle-blowers. The study recommends revising the current mechanisms for accountability, especially those for performance assessment, which plays a critical role in promoting performance accountability. The study also recommends that the cadre deployment policy be adjusted to ensure that the deployment only speaks to members who have formal qualifications relevant to the deployed portfolio. There is a need for a consultative approach with the private sector to determine how and why accountability in that environment is effective. The study further developed a framework as a means to reconfigure accountability, wherein various role players who enforce accountability should display strong stewardship.