Dissertations / Theses on the topic 'Leadership – Botswana'

Renewed scholarly interest on chieftaincy hardly pays attention to the interaction between traditional leadership and modern democratic citizens. It is the state-chieftaincy relationship that has dominated much of the current research on traditional leadership in modern Africa. Even work that has been done on traditional leadership and the modern democratic state is mostly qualitative and speculative. This has led to the field being flooded by mostly qualitative and speculative assumptions on traditional rule. Botswana has not been immune to this anomaly. By employing public opinion data from the Afrobarometer surveys of 1999, 2003, 2005 and 2008, the study hopes to contribute towards the limited empirical research on traditional leaders, particularly in Botswana, which will make a valuable contribution to a more profound and grounded picture of traditional leadership in an era of heightened democratization resulting from economic development and modernization.

Very little research focuses on a follower's perception of leadership. Furthermore, black African female employees' perception of a male leader's botho and authentic leadership style in Botswana parastatals has never been researched. Research has made it evident that leadership not only needs to be viewed from a leader-centric perspective but a follower-centric perspective should also be taken into consideration. Botho and authenticity are phenomena that are unique to a specific context. The conundrum to apprehend is how this influences a leader. This study thus aimed to identify how botho and authentic leadership is perceived and experienced by black African female employees, to explore whether male leaders are perceived to possess botho and authentic leadership styles, and enquire how important black African female employees regard botho and authentic leadership styles in male leaders. The study adopted a qualitative, grounded theory methodological approach to investigate the research purpose. Unstructured and semi-structured interviews were used to investigate the particular focus area. The data collection was split into two phases. Phase one comprised of focus groups, followed by phase two with individual interviews. A sample consisting of seven black African female employees from three parastatals in Botswana was used. This sample was selected as they had experience in the field of interest. The discussions were recorded and transcribed prior to being captured in Excel. Thematic coding was adopted to scrutinise the data. The findings of the study indicated that the followers would love for their opinions to be taken into consideration more. Facets mostly illuminated by the participants included the need for better communication, transparency and guidance. Respect and compassion were found to be the cornerstone of botho. Social awareness and self-awareness were found to be the grounding factors to being an authentic leader. Furthermore, it was found that cultural context is evidently an important factor to consider when approaching leadership. Due to the subjective nature of the study, the researcher could not generalise the findings. The participants' responses were based on their social construction and experiences. Future research should focus on developing constructs that participants regard as vital when measuring botho and authenticity. Developing a measurement tool that is valid and reliable for botho and authentic leadership whilst taking into consideration the cultural context would be beneficial to the development of the constructs.
Mini Dissertation (MCom)--University of Pretoria, 2017.
Human Resource Management
MCom
Unrestricted

Aim of the study: The main aim of the study is to examine and pursue research regarding the history and role of law in the disintegration of the institutions of traditional leadership in South Africa, Botswana and Lesotho in order to make recommendations regarding the challenges and opportunities facing traditional authorities in these countries. The traditional systems, roles and functions of these institutions are traced from the pre-colonial era up to the period of democratic regimes in these countries. This study is based on the premises that the jurisprudence of the institution of traditional leadership is as old as mankind and that this institution is rooted in the rural soil of African communities. Research Methodology: This study is based on legal comparative research with reference to South Africa, Botswana and Lesotho. A literature survey of the most important sources dealing with history, legislation and policy documents was undertaken. Conclusion and Recommendations: The institution of traditional leadership is one of the oldest traditional institutions of governance in South Africa, Botswana and Lesotho. During the pre-colonial era traditional authorities constituted an important component in the traditional system of the administration of the traditional community. Traditions placed a great amount of responsibility on traditional leaders to look after the best interests of their communities. When the colonial government took over the reigns of these three countries, they changed the pre-colonial form and nature of traditional authorities. These colonial governments exercised control over traditional leaders and allowed minimum independence in their traditional rule. The post-colonial governments of South Africa, Botswana and Lesotho retained the institution of traditional leadership. The Constitutions of these countries provide the legal framework for the recognition and functioning of the office of traditional leaders. However, it has been noted in this study that the relationship between the traditional leaders and the governments of these countries has been a mixture of conflict and cordiality. One of the reasons for this uneasy relationship between the traditional leaders and the central governments of these countries is that the status, authority, power and functions of traditional leaders have been reduced considerably when new institutions such as Local Governments, Land Boards, District Councils and Village District Councils were given powers and functions previously exercised by traditional leaders. The post-colonial transformation of traditional leadership in these three countries has led to a steep decline in the authority of traditional leaders. In order to encourage active participation of the traditional leaders in the new democratic structures and bodies, the institution of traditional leadership must be adapted to the changing political, social and economic environments. Rural local government bodies and the national governments of these countries should not view the institutions of traditional leadership as competitors for political power. The post-colonial governments of South Africa, Botswana and Lesotho should introduce traditional leaders as equal partners in the development and advancement of rural communities. In order to achieve this goal the governments of these countries should empower and capacitate traditional leaders so that they do not become misfits in the new constitutional and democratic settlements.
Thesis (LL.D. (Indigenous Law))--North-West University, Potchefstroom Campus, 2007.

Thesis (MPA)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Public sector organisations have to deliver quality services to the people amid budgetary cuts and public disenchantment with the public sector. Delivering these services in the face of dwindling resources has led public sector organisations to introduce performance improvement initiatives in an endeavour to do more with less. The government of Botswana introduced a raft of performance improvement initiatives such as WITS, O & M and Job Evaluation in the public sector with the sole objective of improving performance and driving public service delivery. However, despite the implementation of these initiatives, there was increasing concern that the quality of the delivery of public services was declining. These performance improvement initiatives were criticised for failing to make any meaningful impact on organisational performance, as the problems of poor service delivery remained unchanged. The failure of these earlier public sector reforms to improve organisational performance led the government to introduce a more comprehensive and holistic reform programme, PMS, guided by the national vision – Vision 2016 – in 1999. PMS was seen as the overall framework within which all previous reform initiatives could be integrated. This research sought to determine whether the objectives of PMS of DTA were being realised, given that previous public sector reforms had been deemed to have failed to actually raise organisational performance. A case study of DTA was therefore undertaken to describe the extent to which PMS had delivered on its objectives. Data collection was through structured self-administered questionnaires, comprising 14 closed-ended questions, one ranked question and one open-ended question. This was also augmented by documentary analysis of official reports such as the Annual Statements of Accounts (ASA). The research found that PMS had succeeded only in so far as communicating DTA’s vision, mission and values across the department. There was awareness of PMS within DTA. However, the system had not succeeded in improving DTA’s organisational performance, as it was hampered by various challenges such as lack of leadership commitment, the difficulty in implementing the system and lack of feedback on organisational performance. Recommendations are also made for enhancing DTA’s PMS to actually realise its objectives of improving organisational performance.
AFRIKAANSE OPSOMMING: Daar word van openbare sektor organisasies verwag om kwaliteit dienste aan die publiek te lewer te midde van ingekorte begrotings en openbare ontnugtering rakende die openbaresektor. In ‘n poging om hierdie dienste te lewer ten spyte van beperkte hulpbronne stel openbaresektor organisasies inisiatiewe in om werkverrigting te verbeter en sodoende meer koste-doeltreffend te werk. Die regering van Botswana het ‘n aantal inisiatiewe, byvoorbeeld Werk Verbetering Spanne (WITS), Organisering en Metodes (O&M) en Posevaluering, in die openbaresektor geïmplementeer met die uitsluitlike doel om werkverrigting te verbeter en openbare dienslewering te dryf. Ten spyte hiervan was daar egter toenemende kommer dat die kwaliteit van dienslewering toenemend verswak. Bogenoemde inisiatiewe is gekritiseer dat hulle gefaal het om enige noemenswaardige impak op organisatoriese prestasie te toon, aangesien probleme rakende swak dienslewering onveranderd was. Die versuim van hierdie aanvanklike hervormings in die openbaresektor om organisatoriese prestasie te verbeter, het daartoe aanleiding gegee dat die regering in 1999 ‘n meer omvattende en holistiese hervormingsprogram, die Prestasie Bestuur Stelsel (PMS), ingestel het, gelei deur die nasionale visie – ‘Vision 2016’. Die PMS is gesien as die omvattende raamwerk waarbinne al die vorige hervormingsinisiatiewe geïntegreer kon word. Hierdie navorsing het gepoog om vas te stel of die doelstellings van die PMS in die Departement van Stam Administrasie realiseer, siende vorige openbaresektor hervormings nie geslaag het om organisatoriese prestasie te verbeter nie. ‘n Gevallestudie van die departement is onderneem om die mate waarin die PMS se doelstellings bereik is te beskryf. Dataversameling is gedoen deur gestruktureerde, selfgeadministreerde vraelyste, bestaande uit 14 geslote vrae, een ranglysvraag en een oopvraag. Dit is aangevul deur dokumentêre analise van amptelike verslae soos Jaarlikse Rekeningstate. Die navorsing het gevind dat die PMS slegs in dié mate geslaag het dat mense dwarsdeur die departement bewusgemaak is van die departement se visie, missie en waardes. Hoewel mense bewus was van die prestasiebestuurstelsel, bevind die navorsing geen daadwerklike verbetering in organisatoriese prestasie nie, aangesien dit belemmer word deur verskeie uitdagings, soos gebrekkige toewyding deur leiers, probleme met die implementering van die sisteem en die tekort aan terugvoer rakende organisatoriese prestasie. Die navorsing stel sekere aanbevelings voor om die departement se prestasiebestuursisteem te verbeter om die doelstelling om organisatoriese prestasie te verwesenlik.

Magister Commercii - MCom
This research analyses the influence of chieftaincy in party political processes in African states. In this regard, the study employs a case study design in investigating how chieftaincy shapes leadership succession dynamics within the South West African People’s Organisation (SWAPO) in Namibia and the Botswana Democratic Party (BDP) in Botswana

A research report submitted to the Faculty of Law, Commerce and Management, University of the Witwatersrand, in 50% fulfilment of the requirements for the degree of Master of Management( in the field of Security)
Bank Alpha is one of the commercial banks operating in Botswana. Despite the generally favourable business environment, it was the only bank which experienced a gradually eroding capital base. This state had been prevailing for over five years since 2011. It led to the regulator intervening on two separate occasions to bring stability. The bank also suffered the highest staff turnover and disgruntled customers who faced stiff withdrawal limits. This study sought to investigate the leadership and governance challenges faced by the bank. It examined how they contributed to the current state and what could be done to mitigate the situation. The study used the contingency leadership theory following the balance score card (BSC) framework to investigate and analyse the events. The results point to the lack of business strategy and communication plan. These led to cross purpose departmental strategy and also a directive leadership approach.
GR2018

In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is the task of stakeholders particularly the headteacher's to create and sustain a conducive learning environment to improve pupils' academic and behaviour standards. To a large extent, the headteacher, as an individual occupying the highest official position in the school, determines how the school is run. His/her expectations, values, beliefs, relationships with teachers and the examples he/she sets for the whole school shape the climate in the school. The headteacher can promote or inhibit a positive climate through his/her leadership behaviour pattern. Thus, the headteacher's leadership style is significant in creating and sustaining a positive school climate. This study has been undertaken to examine the connectedness between headteacher leadership style and school climate. This research focuses on the improvement of climate in Botswana secondary schools through the headteacher's appropriate use of leadership styles in different situations with a view to answer the following questions: What different leadership styles are employed by school headteachers? What are the different types of climates in schools? Are the leadership styles of school headteachers responsible for the climate that exists in their schools? What are the implications of the headteachers' leadership styles for school climate? How can school climate be improved? What roles can the headteachers, teachers and other stakeholders play to improve school climate? The research report comprises six chapters: Chapter one contains the background information of the research, statement of the research problem, aim and objectives of the research, demarcation of the study, definition of concepts, research methods and the research structure. Chapter two presents a review of literature on leadership styles, factors affecting it and discussion of models from different perspectives form part of this chapter. However, the emphasis is on Hersey and Blanchard's situational model which proposes the appropriate use of leadership styles to suit situations. Chapter three covers a review of relevant literature on school climate and factors affecting it. Chapter four presents detailed report on the empirical study. Questionnaires each of which contains items on leadership styles and school climate were responded to by secondary school teachers and interviews were conducted with headteachers. Chapter five contains data analysis and interpretation. Various leadership styles used by headteachers and the corresponding climates were identified. The findings indicated that the type of climate that exists in schools is related to the headteachers leadership style. It emerged that organisational climates vary in schools and that the participating leadership style promotes an open organisational climate. Implications for school performance and for the nation's vision (Vision 2016) was given. Chapter six presents findings from the literature study as well as the empirical study, conclusions based on the findings and recommendations for improvement for practice and further research.
Educational Studies
DED (EDUC MANAGEMENT)

The phenomenon of conflict is the problem that principals are faced with in their respective schools. The aim of this study was to explore the role that innovative leadership could play in managing conflict at the selected schools in Botswana. For the purpose of this study, a qualitative research approach was adopted. It included interviews, during which the informants responded to open-ended questions; observations, where the researcher visited the schools and interacted with the informants; and document analysis. These methods were employed to determine the perceptions of participants regarding the nature, extent, and causes of conflict at the selected schools. The study indicated that a number of factors could significantly contribute in managing conflict. Employing innovative educational leaders, benchmarking, using bottom-up communication skills, and the engagement of policy analysts, are some of the key recommendations made for avoiding further conflict within schools and between schools and the Ministry of Education.
Educational Leadership and Management
D. Ed. (Educational Management)

The purpose of this study was to investigate the importance of effective school leadership. The study was conducted in senior secondary schools in the southern region of Botswana. The southern region comprises of the south and south central regions which has twelve (12) senior secondary schools, out of which seven (07) schools were randomly sampled for the study. Both interviews and questionnaires were used as research tools. One hundred and eighty nine (189) questionnaires were distributed and only one hundred and four (104) were completed and returned. Eight interviews were conducted among school leaders. Results from the questionnaires were analyzed using frequencies, percentages and tables. Results from the interview were analyzed within a framework that was structured along the lines of the research questions. The study reveals that most of the teachers have a teaching qualification (PGDE), have adequate teaching experience, and are generally young (30-35 years). In terms of position of responsibility, most of them are clustered around senior teacher II (42.3%) and teacher/educator (36.5%). The study also reveals that schools performance is hampered largely by indiscipline and laziness towards schoolwork by both stakeholders. The school leaders must act as catalysts in creating a learning environment and be actively involved in implementing improvement strategies that help both students and teachers to enhance their learning and achievement (cf. 2. 16. 2).
Thesis (M.Ed)--North-West University, Mafikeng Campus, 2007

The motivation of learners by teachers is key to learner academic success. Consequently, an understanding of the motivation strategies is important for teachers because learners have diverse learning needs and interest. This study conducted in one private school in Botswana is designed to explore the motivation strategies used in teaching and learning. The aim of this study is to establish the various motivational strategies used by teachers on learners to enhance their academic performance in the intermediate phase. To accomplish this, the objectives of the study are: - To explore what motivational strategies are that the teachers using currently - To determine why they are using such strategies - To establish the efficacy of such motivational strategies - To map alternate motivational strategies teachers that can use in their classrooms The theories that underpin the study are teacher leadership and theories of motivation. Three theories of motivation that were drawn on namely are Maslow’s Hierarchy of Needs, Herzberg’s Two - Factor Theory and Behavioural Theories. The related literature both national and international was examined to show how previous research informed the current study. A mixed methods case study design was employed. Questionnaires, focus group interviews and observations were used to generate data. The participants in the study were the intermediate phase teachers and assistant teachers and intermediate phase learners. The data were analysed using descriptive statistics and thematic content analyses. The findings revealed that most of the teachers were using a variety of motivational strategies which had a positive effect on the learner’s academic performance. The findings also revealed that meeting the learner’s needs is key to their learning success. Stemming from the findings, it is recommended that learner’s academic performance can be improved if the teachers could employ a variety of learner-centred teaching and learning activities, capitalize on the learners existing needs and also expand the learners’ opportunities by engaging in alternate learning strategies.
Educational Management and Leadership
M. Ed. (Education Management)

The Land Board has been. experiencing delays in allocation of land to the applicants. Some applicants have been waiting for land allocation for over 12 years. Other challenges faced by the Land Board include poor records management that has led to double allocation. After identification of these challenges faced by the Land Board, the researcher was convinced that the challenges faced by the Land Board could be addressed through performance management. The current study therefore focuses on leadership practices at the Land Board and how these impact on performance management. The study was narrowed to Kgatleng Land Board. The study sought to establish the level of understanding with regard to Performance Management System (PMS), roles allocation, explore the link between · leadership and performance management as well as identification of the appropriate leadership model that can enable the organisation to better manage performance. A questionnaire was designed and administered to the employees of Kgatleng Land Board. The findings from the study revealed that employees did not fully understand the PMS concept, that the PMS initiative did not have full top management support, leadership did not have full possession of the required qualities, attributes and characteristics to enable fully managed organisational performance, leadership style practiced by the leadership was undesirable, and the employees did not know how the PMS initiative functioned within the organisation. The findings led to the conclusion that the employees need to be educated about the importance and rationale of the PMS initiative and how it functions, that there is need for full management support with regard to the implementation of the PMS initiative, a conducive leadership approach should be adopted, and the organisation should ensure that those in leadership positions have the desirable leadership qualities, characteristics and attributes.
Thesis (MBA) North-West University, Mafikeng Campus, 2012

This study was conducted to establish the challenges that Senior Management Teams face as instructional supervisors. The study begins by highlighting the statement of the problem as well as the goals. It continues by providing the historical development of instructional supervision. The study also brings an overview of instructional supervision in Botswana with particular attention to primary school environments. The mixed method approach which incorporates both qualitative and quantitative approaches guided this study. Quantitative data was captured using closed ended questionnaires while qualitative data was collected using semi-structured interviews. Field notes and audio recordings were used to record the interviews. Simple random sampling was used to select a sample of 10 schools from a population of 26 schools. A purposeful sampling was also used to select suitable participants who were directly affected by the theme under investigation. The data was analysed using tables and descriptive formats. The findings of the study reveal that there are some factors that limit the effectiveness of instructional supervision in primary schools. Evidence provided by the participants indicates that supervisors are not well trained on the area of instructional supervision, instructional supervision problems are left pending and there is no distinction between instructional supervision and teacher evaluation. The study concludes by recommending that teachers who assume supervisory roles need to be orientated on the area of instructional supervision and a blue print for instructional supervision should be produced so that supervisors can use it as a guide to improve supervision of instruction in schools.
Thesis (M.Ed.) North-West University, Mafikeng Campus, 2013

This research was set out to investigate the role of knowledge management as a coping strategy for PHE institutions in Botswana, especially given that they operate in a highly regulated environment. One of the major drivers of volatility in the educational sector is intensely volatile regulatory environment in which the institutions operate. Further, a large portion of the stakeholder community of these institutions hold a strong believe that these institutions offer poor quality education to maximise profit. The primary objective of this study is therefore to determine the role of knowledge management (KM) enablers in facilitating KM practices in selected PHE institutions in Botswana that operate in this highly regulated environment and to develop a model for effective KM in these institutions. The study adopted a survey research design and collected quantitative data through a structured self-administered questionnaire and document reviews. The subjects comprised all five degree-awarding PHE institutions, which were strictly regulated by the Tertiary Education Council (TEC). The population surveyed came to 670 and sample size was 350. Data was analysed through various statistical measures such as Structural Equation Modelling (SEM) in the form of Analysis of Variance (ANOVA), multiple regression analysis, and Chi-square test. The results of the study revealed that KM enablers were playing an insignificant role in facilitating KM practices in selected PHE institutions in Botswana. Results of the study can be generalised to similar institutions elsewhere operating in similar environments. In order to enhance KM practices in PHE institutions, it is recommended that the institutions adopt a systematic approach to KM, establish an organisational culture and structure that promote KM practices, and enhance the quality of their human capital including leadership. It should be noted that the state of KM in organisations operating in an uncertain environment can be enhanced if the leadership carefully controls the family-owned setting and organisational culture as these factors can detract from the organisation’s effective practising of KM. However, strategic leadership, organisational structure, and the role played by stakeholders played positive deterministic factors in ensuring an enhanced KM drive.
Business Management
D.Admin. (Business Management)

The study was carried out to investigate the role of the secondary school head in Botswana in respect to four themes, namely: staff development; classroom supervision; school culture building; and conflict management. Basically, school development planning was defined as a strategy that can be employed to improve the teaching and learning processes. This could be achieved by on-going staff development programmes that equip staff with new knowledge and new classroom teaching techniques. Details of strategies that could be used to achieve this were examined and discussed in this thesis. Two chapters of the literature review were made in this thesis. Chapter II (Part I) made a direct link between the literature review and the research questions on the main topic of this thesis. Chapter III (Part II) on the other hand provided, a comparative analysis of school development planning between Botswana (as the focal point) and the United Kingdom and Australia (as examples). The analysis was concerned with three issues of: human capacity; budget allocation and its control; and accountability. The inclusion of this second chapter on the literature analysis was to add weight and to raise the analytical standard of the thesis. Closed responses and open-ended questionnaires were used to gather data. A total of 60 respondents comprising heads and teachers from 10 junior and five senior secondary schools participated in the investigation. Summaries of the findings from both the empirical and theoretical components for each of the themes are that: • There cannot be development without developing the developer. • Classroom supervision is essential because it provides the basis for staff development and subsequently improved teaching. • School development planning must be a staff co-operative effort leading to the formation of a sustainable school culture of working teams. • Conflict is always there in organizations, what is important , however, is for the administrator to manage it such that it benefits the organization. Basically, the empirical and theoretical components, supported each other on the majority of issues. The United Kingdom and Australia, being developed countries, do not experience the problems of funding, staffing, and other supportive resources to effectively implement school development planning to the extent of Botswana.
Educational Leadership and Management
D. Ed. (Educational Management)

Extant literature indicates that web-based blended learning will become the most accepted mode of delivery in the near future as an alternative to traditional face-to-face instruction particularly in the higher education landscape due to its potential to provide increased access to education for more people, increased student engagement with the tutor, rich learning resources, peers, and external experts, and flexibility beyond the limits of classrooms without compromising quality. The study focused on developing a web-based blended learning model that could help reap the benefits of blended learning at the University of Botswana (UB). With this in mind, the research question, "How can a web-based blended learning environment be designed, developed and implemented at the University of Botswana?" was formulated. In order to address the research question, a six-dimensional model called LAPTEL was developed. The six dimentions are: Digital Leadership, Equitable Access, Active Participation, Authentic Tasks, Intellectual Engagement and Learning (LAPTEL); the first five dimentions are requisites to enable studnets to progress towards successful learning which is the sixth dimension. The LAPTEL model depicts guidelines on how to ensure equitable access for students to learning contexts, motivate and enable them to participate in meaningful educational processes, design and develop effective online as well as classroom learning materials (tasks), and engage students in active 'communityes of practice' in order to help them construct their own knowledge (learning) collaboratively under proper leadership. The Researcher considers it essential to have a complex interplay between the three components - active participation, authentic tasks and intellectual engagement to facilitate active, non-linear learning, and it will be catered for in the design, development and delivery of courses based on the LAPTEL model. The fact that these three dimensions have got features of both face-to-face and onlilne learning, integrated seamlessly, makes the LAPTEL a Web-based learning model. The overall aim was to develop a model of curriculum (re)design based on the student-centred pedagogical approaches that combine synergistically the effectiveness of traditional classroomwith technologically enhanced socialization and active learning oppotunities of the online environment in order to support student learning more effectively than what is possible in a typical lecture room. In a case study to evaluate the effectiveness of the LAPTEL model in the context of UB, the Researcher found that it could provide students with opportunity for increased interactive engagement (more than that is normally possible in 'face-to-face-only' or 'online-only' environments), flexibility and cognitive scaffolding that enhanced their learning experience. The Researcher concludes that the LAPTEL model fits well in the UB context, and it may be adopted by other institutions working under similar contexts.
Teacher Education
D. Ed. (Didactics)

Stakeholder involvement in strategic planning: a strategy to mitigate the effects of HIV and AIDS on secondary education in Botswana. This study explores the involvement of stakeholders in strategic planning to mitigate the effect of HIV and AIDS in secondary education in Botswana. The prevalence of HIV and AIDS-related illness and deaths is high in Botswana and affects both teachers and learners. Education provision has been affected through increased mortality and morbidity and increased absenteeism which affect education-related personnel and the demand for education has been reduced due to growing numbers of orphaned and vulnerable children as a consequence of parent/guardian mortality and morbidity related to HIV and AIDS. The problem was investigated by means of a literature review and an empirical inquiry which combined quantitative and qualitative data collection. Based on the findings, in addition to medical and other interventions, an education management approach is required to mitigate the effects of HIV and AIDS on secondary education in Botswana. The strategies of coping, caring and preventing have been effective in this regard. Some internal stakeholders of the Department of Secondary Education (DSE) are not meaningfully involved in strategic planning. Similarly, most of the selected external stakeholders were not involved in the DSE HIV and AIDS strategic plan. Both external and internal stakeholders should be involved at all stages of planning. Furthermore, inducement-contribution exchanges and teacher credibility should be considered in a strategic plan. To improve the current DSE strategic plan, a stakeholder involvement model to involve internal and external stakeholders was designed. Based on this model and the above findings, recommendations for practice and suggestions for future research are made.
Educational Studies
D.Ed.(Educational Management)