Mudzielwana, N. P.Kutame, A. P.Mbulaheni, Visi Muriel2016-11-242016-11-242015Mbulaheni, V.M. 2015. Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe District. . . http://hdl.handle.net/11602/664http://hdl.handle.net/11602/664DEd (Curriculum Studies)Department of Curriculum StudiesPoor learner academic performance is a major problem in South African public schools today. A considerable number of schools in the Vhembe District are dysfunctional. While the Department of Basic Education (DoBE) is attempting to intervene in these schools to address this problem, the interventions and turnaround strategies have not been sustainable. In schools where interventions and turn around strategies are being provided, such interventions have been short lived and were not sustainable. The aim of the study was to investigate the issues affecting teachers in dysfunctional secondary schools in order to develop a model for creating a sustainable teaching and learning environment. This study used both quantitative and qualitative research designs in which questionnaires, interview and observation schedules were used, for data collection processes. Purposive sampling procedure was used to select participants. Quantitative data was analysed using IBM Statistical package for Social Sciences Version 23 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that conditions in the schools were not conducive to the promotion of quality teaching and learning. Teachers were demotivated resulting in poor performance in all school activities which contributed to rendering the schools dysfunctional. Some teachers even left the profession. A model was developed for the creation of a sustainable teaching and learning environment in dysfunctional secondary schools in the Mutale area.1 online resource (xviii, 266 leaves :|bcolor illustration ;|c30 cm)enUniversity of VendaSustainableTeaching and learning environmentsDysfunctional schoolSecondary schools371.28071268257 MBUSchools -- South Africa -- LimpopoTeachers -- South Africa -- South Africa -- LimpopoEducation -- South Africa -- LimpopoEducation -- Study and teaching -- South Africa -- LimpopoTeaching -- South Africa -- LimpopoStudents -- South Africa -- LimpopoEducation, Secondary -- South Africa -- LimpopoPerformance -- South Africa -- LimpopoUnderachievement -- South Africa -- LimpopoThesisMbulaheni VM. Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe District. []. , 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/664Mbulaheni, V. M. (2015). <i>Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe District</i>. (). . Retrieved from http://hdl.handle.net/11602/664Mbulaheni, Visi Muriel. <i>"Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe District."</i> ., , 2015. http://hdl.handle.net/11602/664TY - Thesis AU - Mbulaheni, Visi Muriel AB - Poor learner academic performance is a major problem in South African public schools today. A considerable number of schools in the Vhembe District are dysfunctional. While the Department of Basic Education (DoBE) is attempting to intervene in these schools to address this problem, the interventions and turnaround strategies have not been sustainable. In schools where interventions and turn around strategies are being provided, such interventions have been short lived and were not sustainable. The aim of the study was to investigate the issues affecting teachers in dysfunctional secondary schools in order to develop a model for creating a sustainable teaching and learning environment. This study used both quantitative and qualitative research designs in which questionnaires, interview and observation schedules were used, for data collection processes. Purposive sampling procedure was used to select participants. Quantitative data was analysed using IBM Statistical package for Social Sciences Version 23 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that conditions in the schools were not conducive to the promotion of quality teaching and learning. Teachers were demotivated resulting in poor performance in all school activities which contributed to rendering the schools dysfunctional. Some teachers even left the profession. A model was developed for the creation of a sustainable teaching and learning environment in dysfunctional secondary schools in the Mutale area. DA - 2015 DB - ResearchSpace DP - Univen KW - Sustainable KW - Teaching and learning environments KW - Dysfunctional school KW - Secondary schools LK - https://univendspace.univen.ac.za PY - 2015 T1 - Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe District TI - Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe District UR - http://hdl.handle.net/11602/664 ER -