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1
Mothapo, Sentshuhleng Jacob. "Assessing the impact of school governance in the Limpopo Department of Education with specific reference to Mankweng and Polokwane circuits." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1007096.
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Education has been identified as a priority area by the South African government, in particular by the African National Congress as the ruling party. To this end, huge amounts of money are being spent on education as a service that has been approved by the legislators. Rules and regulations have been promulgated, and among others, the South African Schools Act, Act No. 84 of 1996, has been enacted. Rich research has also been funded with the sole intention of providing quality education to the people. Education of unacceptably poor quality has, however, been the result, as postulated by Peterson and Hassel (1998:55). The above are attested to by the findings that the political tensions emanating from the conduct of the South African Democratic Teachers’ Union and the Professional Educators’ Union, leading to class disruptions and general instability, erode the ethos of accountability on the part of educators and therefore impact negatively on service delivery. Furthermore, the Limpopo Department of Education is not immune to the challenges ranging from the elements of corrupt activities that often surface, teacher attrition which in the main is caused by lack of discipline. Winkler, Modise and Dawber (1998) indicate that teaching has never been easy, and many teachers are leaving their jobs because of the many problems with children in classrooms. Some of the problems cited are children who do not want to learn and learning that is becoming too difficult for the students because they do not want to listen. This study adopted sequential mixed methods namely, quantitative and qualitative research methods which are viewed as complementary rather than opposing approaches. Information was amassed from the subjects through interviews, observation, documentary survey and observation and the information has since been triangulated to validate the facts. All the methodologies employed proved to be useful in this study. The study sought to test the hypothesis “Good governance is informed by strong accountability and future-oriented organisation, continuously steering it towards its mission and vision, and thereby ensuring that the day-to-day management and administration are always linked with the organisation’s values and goals and thus eventually bringing about effectual and accelerated service delivery” to the South African populace without compromise. After empirically testing the hypothesis, showing mixed reaction informed by the findings of the study, five recommendations were made, based on the conclusions arrived at.
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Mudau, Mpheletshedzeni Joyce. "Strategies and attitudes of teachers towards learners with behaviour problems in rural areas of the Limpopo Privince, South Africa." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53065.
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Thesis (MEd)--Stellenbosch University, 2002.ENGLISH ABSTRACT: This .study is .almed at exploring teacher attitudes towards learners presenting with behavior problems and the subsequent strategies they use to manage such problems. Teachers under consideration are from the Limpopo Province, South Africa. In order to better understand the impact of such attitudes and strategies, theoretical underpinnings from the literature as well as the effect of training are also considered. Data gathered from this study was analysed by means of SPSS using descriptive statistics. High levels of behavioural problems appear to be present in the respondents' classrooms, with most teachers attempting to deal with these issues in a contextual manner. Furthermore, those respondents who have received training would appear to be doing so more than those teachers who have not received training. Results of this study also highlight areas on which future research could focus. These include teacher emotions and the effect training has on these emotions.
AFRIKAANSE OPSOMMING: Hierdie studie het ten doelom onderwysers se houdings te ondersoek teenoor leerders met gedragsprobleme en die strategieë wat hulle gebruik om sulke probleme te hanteer. Die onderwysers is woonagtig in die Limpopo Provinsie, Suid Afrika. Deur gebruik te maak van beskrywende statistiek, is die data wat ingesamel is deur middel van die SPSSprogram verwerk. Dit blyk dat die voorkoms van gedragsprobleme hoog is en dat onderwysers dit op uiteenlopende maniere binne konteks hanteer. Die studie het verder getoon dat die respondente wat opleiding ontvang het die probleme meer effektief hanteer as daardie respondente wat nie opleiding ontvang het nie. Die studie beklemtoon die belang van die houdings van onderwysers in die hantering van gedragsprobleme in die klaskamer en maak ook aanbevelings vir verdere navorsing in hierdie verband.
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Raselabe, Matodzi Johannah. "Foundation phase educators' perception of curriculum 2005 in the Nzhelele West circuit." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3304.
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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.This study is centered on the perception of Foundation Phase educators in the Nzhelele West Circuit in the province of Limpopo of Curriculum 2005. The implementation of Curriculum 2005 created much uncertainty among these teachers. The study took the form of a survey of published and unpublished sources, questionnaires, interviews and observations. Respondents were made up of stakeholders affected by the introduction of the new curriculum. Recommendations have been made about how the new curriculum should have been planned, developed and implemented to make foundation phase educators feel confident and able to help in the interpretation and implementation of the curriculum so as to help achieve the developmental goals of the South African Education System.
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Maluma, T. R. "The attitude of educators towards assessment in schools where learners with barriers are included: a case study." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2821.
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Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009.Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided.
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Sebela, Mokgoko Petrus. "Using teacher action research to promote constructivist learning environments in mathematics classes in South Africa." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14508.
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The present research examined whether teachers in South Africa could use feedback from a learning environment instrument to help them to increase the degree to which they emphasised constructivist-oriented teaching strategies in their classroom. The study also investigated the validity of a widely-applicable classroom environment questionnaire, as well as associations between attitudes and classroom environment. The study involved a combination of quantitative and qualitative research methods and was carried out in two phases. In the first phase of the study, data were collected using the Constructivist Learning Environment Survey (CLES), to assess learners' perceptions of the constructivist learning environment, and an attitude scale to assess learners' attitudes towards their mathematics classroom. The instruments were administered to 1864 learners in 34 intermediate (Grades 4 - 6) phase and senior phase (Grades 7 - 9) classes. Data were analysed to determine whether (a) the CLES is valid and reliable for use in South Africa and (b) relationships exist between learners' perceptions of the learning environment and their attitude toward their mathematics classes. Descriptive analysis was used to generate feedback information for teachers based on graphical profiles of learners' perceptions of the actual and preferred learning environment for each class. Analyses of data collected from 1864 learners in 34 classes supported the factor structure, internal consistency reliability (Cronbach alpha coefficient), and discriminant validity of the CLES, as well as its ability to differentiate between classes. The results suggest that researchers and teachers can be confident about using the modified version of the CLES in mathematics classes in South Africa in the future.Simple correlation and multiple regression analyses were conducted to examine whether associations exist between learners' attitudes towards their mathematics class and their perceptions of the learning environment. The results indicated that student attitudes were associated with more emphasis on all four CLES scales used. Two scales, Uncertainty and Student Negotiation, were found to contribute most to variance in student attitudes in mathematics classes in South Africa when the other CLES scales were mutually controlled. Descriptive analysis was used to provide information about the constructivist nature of mathematics classes in the Limpopo Province of South Africa. The results indicate that students would prefer a learning environment that is more positive than the one that they perceive as being present in terms of emphasis on all four CLES scales used. The second phase involved a 12-week intervention period during which two teachers used the pretest profiles of actual and preferred classroom environment means to assist them to develop strategies aimed at improving the constructivist orientation of their classroom learning environments. The teachers implemented the strategies and maintained daily journals as a means of reflecting on their teaching practices. Throughout the 12-week period, the researcher made regular support visits that included classroom observations, reviews of daily journals, discussions with teachers and interviews with learners.
As well, the researcher had the opportunity of giving support to the teachers in the implementation of their strategies. At the end of the 12 weeks, the CLES was re-administered to learners to determine whether their perceptions of the constructivist emphasis in their classroom learning environments had changed. The posttest graphical profiles indicated that there was a sizeable improvement in teachers' emphasis on CLES dimensions in their classrooms. Apparently, teachers using action research are able to use learners' responses to the CLES to develop and implement strategies for improving their learning environment. The study suggests that journal writing, as a tool used by teachers on a daily basis, can improve their professional expertise as reflective practitioners.
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Mathevula, N. S. "Promotion of female educators into managment positions at schools in Lulekani Circuit in the Mopani District, Limpopo Province, South Africa." Thesis, University of Limpopo (Turfloop Campus), 2014. http://hdl.handle.net/10386/1452.
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Thesis (MPA) --University of Limpopo, 2013The purpose of the study is to explore the views of educators with regard to the promotion of female educators to management positions at primary schools in Lulekani Circuit in the Mopani District, Limpopo Province. Specifically, this research sought to identify the factors perceived by both men and women in management positions and those who are not in management positions to be the cause of the ongoing under-representation of women at school management level. At present there are many more female educators at primary schools in the Lulekani Circuit than there are male educators. However, to date in the circuit there are many more male educators occupying management positions at these primary schools than there are females. A qualitative research method in the form of semi-structured face-to face interviews was used in this study to investigate the perceived and actual barriers and challenges which impede the promotion of female educators to management positions at primary schools in the Lulekani Circuit in the Mopani District, Limpopo Province. Twenty participants, who included both male and female educators, from five primary schools participated in one-on-one, face-to-face interviews for the purpose of this study. The sample included educators who occupy management positions (principals, deputy principals and heads of departments) and those who do not occupy management positions. The study revealed that the under-representation of female educators in management position is a highly complex issue which is influenced by factors ranging from women’s lack of confidence, lack of support from colleagues and family, gender stereotyping, family commitments and pressure from conflicting roles. The exclusion of female educators from management positions is matter of concern because, not only does it exclude a significant section of the South African community from participating in decisions that directly affect them, but it also violates the principles of equality and of the creation of a non-sexist society which are enshrined in the South African Constitution. It is recommended that urgent steps be taken by all stakeholders to ensure equal representation of both male and female educators in management positions at schools. Keywords: Promotion, management position, barriers, leadership, underrepresentation, Gender, stereotypes, glass ceiling
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Radzilani, Thifhelimbilu Emmanuel. "The function and frequency of teachers code switching in two bilingual primary schools in the Vhembe district of Limpopo province." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96103.
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Thesis (MA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The decision by teachers to use a specific language for teaching in a bilingual context is influenced by a number of factors. These may include learners’ linguistic background, parental preferences on the use of language for teaching and learning, policy stipulations on language use, as well as learners’ cognitive level and their ability to comprehend lessons given in a specific language. Although policy stipulations and parental preference may emphasise the use of one particular language for teaching and learning, research shows that the classroom context and the dilemma teachers face in terms of language comprehension often play a role in the use of more than one language. Teachers often switch codes in a bilingual classroom for different reasons: clarifying subject matter, concept elaboration, encouraging leaners to participate, supporting exploratory talk, ensuring comprehension as well as switching codes as a classroom management strategy. This thesis investigates the frequency and the function of teachers’ code switching (CS) in a bilingual classroom context. The study was conducted in Limpopo Province, South Africa, in the Vhembe District Municipality. Two bilingual primary schools under Sibasa Circuit were chosen for study. A series of lessons were observed in the two schools and teachers’ interactions with learners in the classroom were recorded and then analysed qualitatively, guided by Myers- Scotton’s (1993) Markedness Model which is used to provide an account for different types of CS. This model is used to account for the motivations for every code choice in any discourse. The results of the study show that CS is a common feature in the two schools. The policy stipulations and parents’ preference do not limit teachers’ use of CS in such bilingual primary school classrooms.
AFRIKAANSE OPSOMMING: ’n Onderwyser se besluit om ’n spesifieke taal vir onderrig in ’n tweetalige konteks te gebruik word deur ’n reeks faktore beïnvloed. Dit sluit die leerders se taalagtergrond, ouers se taalvoorkeur vir onderrig en leer, amptelike skoolbeleid in verband met taalgebruik, sowel as die leerders se kognitiewe vlak en hul vermoë om klasse te verstaan wat in ’n spesifieke taal aangebied word, in. Hoewel skoolbeleid en ouers se taalvoorkeur die gebruik van een spesifieke taal vir onderrig en leer beklemtoon, toon navorsing dat die konteks van die klaskamer en die dilemma wat onderwysers in die gesig staar in terme van taalbegrip, ’n rol speel in die gebruik van meer as een taal. Onderwysers gebruik dikwels twee tale in ’n tweetalige klaskamer, om verskeie redes: verduideliking van lesmateriaal, uitbreiding van konsepte, aanmoediging van die leerders om deel te neem, ondersteuning van ondersoekende gesprekke, versekering van begrip sowel as kodewisseling as ’n strategie vir die bestuur van die klaskamer. Hierdie tesis ondersoek die frekwensie en die funksie van onderwysers se kodewisseling in die konteks van ’n tweetalige klaskamer. Die studie is in die Vhembe Distriksmunisipaliteit van die Limpopo Provinsie, Suid- Afrika, uitgevoer. Twee tweetalige laerskole wat deel uitmaak van die Sibasa-streek is gekies vir die studie. ’n Reeks klasse is waargeneem in die twee skole en die onderwysers se interaksies met die leerders in die klaskamer is opgeneem en daarna kwalitatief ontleed , gegrond op Myers- Scotton (1993) se Gemarkeerdheidsmodel (“Markedness Model”) wat gebruik word om ’n verklaring te gee vir die verskillende tipes kodewisseling. Hierdie model is gebruik om ’n verantwoording te bied van die redes vir elke kodekeuse in enige diskoers. Die resultate van die studie toon dat kodewisseling ’n algemene verskynsel in die twee skole is. Die skoolbeleid en ouers se taalvoorkeur beperk nie die onderwysers se gebruik van kodewisseling in sulke tweetalige laerskoolklaskamers nie. Onderwysers gebruik om verskeie redes kodewisseling, insluitend uitbreiding, verduideliking, beklemtoning, en teregwysing as ’n dissiplinêre strategie.
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Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.
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Thesis (MEd)--Stellenbosch University, 2012.Bibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
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Mudau, Ndivhuho. "Challenges facing schools as a results of experienced educators exiting the system earlier a case study of Soutpansberg East Circuit." Diss., 2018. http://hdl.handle.net/11602/1226.
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MPMO. R. Tambo Institute of Governance and Policy Studies
The study is based on challenges facing schools as a result of experienced educators exiting the education system. Retaining effective experienced teachers is a particular challenge. Statistics shows that from year 2015 to date (2018), 111 educators have exited the education system at Soutpansberg East circuit. There are number of factors that cause teachers to exit the education system, amongst others are, old age, sickness, failure to cope with new changes, career dissatisfaction, low salaries, lack of discipline amongst learners, overcrowded classrooms. As a result of these, schools suffer from lack of experienced educators; the Department of Education, communities and learners pay a price. Department of Education hence must find ways to keep their highly-skilled and experienced educators. The researcher used a mixed method approach, that is, both qualitative and quantitative research method to carry out the study. The population of the study was obtained using non - probability sampling and data was gathered from the defined population. Two data collection instruments were used, namely, interviews and questionnaires while analyses were through thematic analysis and using the statistical package for social analysis. Data collected through questionnaires was analyzed using statistical analysis while the interviews data were analyzed using thematic analysis. Ethical considerations were observed when conducting the study. The researcher found that the following are the key challenges faced by schools at Soutpansberg East regarding educators exiting the system earlier. Experienced educators are difficult to replace and the process of replacing an educator takes too long. Process of teaching and learning is compromised. Scarce skills for specific subjects are difficult to replace. New educators are not able to deal with disciplinary problems in the classrooms and the school at large. The schools are always experiencing problems of allocation of work and time tabling . The following factors were found to be the causes that induce teachers to abandon their calling. Educators are not getting enough salaries and benefits in relation to their work. The introduction of qualified conditional pass in schools is causing v frustration. Some educators are exiting because they are concerned about their safety at schools. Some educators are failing to maintain discipline since the removal of corporal punishment. Most of them are in debts. The researcher proposed the following recommendation to lessen experienced educators from exiting the education system. Pay teachers accordingly so that the experienced educators can be encouraged to stay in the profession. Measures to deal with disciplinary problems in the classrooms and the school at large should be put in place. Learners should be given counseling regarding the new system of conditional pass, its advantages and disadvantages to lessen the frustration it causes to educators .Security at school should be strengthened as it is clear from the findings that some educators are exiting the system early because they are concerned about their safety at schools Educators should be given education regarding their finances as soon as they get employed. Wellness education should be prompted to assist the educators who are in debts. Educators who are in debts can be given access to their pension funds to pay off their debts as long as the process is monitored.
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Mathye, Lethabo Violet. "Guidelines for parents, teachers and professionals in the handling of rebellious children." Diss., 2000. http://hdl.handle.net/10500/18170.
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Rebelliousness is the act of defying lawful authority or a resistant way of relating to authority.
It is seen by many as a normal way of development.
The development of rebellious behavior actually starts in childhood and progresses through
to adulthood.
The study focuses on the manner in which the family and school handle the rebellious child and the negative effects that these have on the child's development. These problems may manifest in truancy, delinquency, negativism, runaway, antisocial behavior, alcohol and substance abuse and gang involvement.
The results of the study prove that the environment in which the adolescent lives, contribute greatly to the development and the maintenance of rebellious
behavior.
Guidelines were written for parents, teachers and psychologists regarding the handling of the
rebellious child.Psychology of Education
M.Ed. (Guidance and Counselling)
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Thamaga, Junius Sebata. "Professional support for teachers in primary school of Konekwena area, Limpopo." 2012. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001272.
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M. Tech. EducationTransformation in the education system of South Africa brought new trends in education on policies, curriculum and teacher education. The educational reforms resulted in the negative implications to all role players in the teaching profession, as well as quality of teaching and learning programmes. Quality support services, at all levels of the new educational system, were, and continue to be in great demand for sustainability and development. This research provides an analysis and critique of the role of school management support teams with respect to the professional support and also prescribed by White Paper 6 of 2002. The aim of this research is to investigate the provision of professional teacher support and the role of teacher support teams or school management of the programme.
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Mabotja, Morema Jack. "A critical analysis of rationalisation and redeployment of educators in Limpopo Province." Thesis, 2016. http://hdl.handle.net/10386/1785.
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Legege, Fhatuwani Joseph. "Exploring occupational services rendered at public high schools for teachers in Vhembe district, Limpopo." Thesis, 2016. http://hdl.handle.net/10539/21956.
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A report on a research study presented to
The Department of Social Work
School of Human and Community Development
Faculty of Humanities
University of the Witwatersrand
In partial fulfilment of the requirements
for the degree Master of Arts in Occupational Social Work
March, 2016Due to the lack of direct access to Human Resource (HR) offices, most public schools are usually neglected with regards to issues of health and occupational services. Teachers are faced with occupational challenges, such as stress, physical and mental health issues, increased work load, long working hours, unrealistic deadlines, inadequate remuneration, HIV/AIDS, poor personal financial management and relationship problems. Therefore, this requires teachers to have access to professional occupational services which aim to support and enhance their wellbeing when required. The research study explored on occupational services rendered at rural public high schools for teachers in Limpopo. The qualitative research approach and a case study research design were utilised. A type of non-probability sampling, purposive sampling also known as a judgemental sampling was used to select the research participants. The sample consisted of 19 teachers from two public high schools, who participated in three focus groups. With the various findings from the study and identifying challenges in the various schools, it is evident that the Department of Education, Limpopo needs to prioritise the provision of occupational health services to teachers in the rural areas. Such services are anticipated to enhance the wellbeing of teachers, which is further hoped, that learners will benefit from quality education as provided by teachers, impacting positively on the year end outcomes.
MT2017
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Muremela, Matodzi Grace. "An investigation of the nature and extent of the induction of secondary school novice educators at Mvudi Circuit, Vhembe District in Limpopo Province." Diss., 2016. http://hdl.handle.net/11602/378.
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Rambane, Tshendela Stephen. "The coping strategies of teachers after the abolishment of corporal punishment at schools." Diss., 2015. http://hdl.handle.net/11602/264.
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Lebese, Tsakani Rachel. "A model to promote dialogue about sexual health between teenagers and parents/teachers in Vhembe District of Limpopo Province, South Africa." Thesis, 2009. http://hdl.handle.net/11602/902.
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Mahlase, Nkate Philemon. "The socialisation of Zimbabwean immigrant teachers in Limpopo public secondary schools." Thesis, 2021. http://hdl.handle.net/10386/3380.
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Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2021The genesis of this study was the lack of comprehensive teacher socialisation programmes for Zimbabwean immigrant teachers in public schools in the Limpopo Province, South Africa. To better understand the theoretical foundations of teacher socialisation as the phenomenon under review, the principles of expanded Activity Theory (AT) (Engeström, 1987) fused with elements of the theory of Symbolic Interactionism (SI) were used as a conceptual framework to ground and structure the study. The study sought to answer the following main research question: How are Zimbabwean immigrant teachers socialised in their host schools amid the inadequacy of existing teacher socialisation programmes for new teachers in public schools? The study followed the qualitative approach to research, based on the interpretive paradigm executed through a multiple instrumental case study design in two public secondary schools in the Sekhukhune South District of the Limpopo Province. The researcher used purposeful sampling so select five participants and two schools, which provided answers to the research questions posed. The study reveals that the teacher socialisation programmes offered in public schools are inadequate and not tailored according to the real needs of Zimbabwean immigrant teachers. The situation is entrenched by the lack of shared understanding amongst principals about the structure and implementation of an effective teacher socialisation programme, especially for immigrants. The study further revealed that Zimbabwean immigrant teachers, owing to their temporary job status, feel only partly valued and appreciated in the South African schooling system. This was evident in their perception that the employment policies for immigrants had been tightened to ensure that they do not attain any permanent employment. In addition, the study revealed that owing to the uncertainty of their job status in schools, Zimbabwean immigrant teachers prefer private schools as their employment of choice rather than public schools. Lastly, the study generally reveals that the challenges Zimbabwean immigrant teachers experience with their socialisation are more systemic than in their host schools.
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Mokgaphame, Peter Mopai. "The management of OBE teacher training in the Northern Province." Diss., 2001. http://hdl.handle.net/10500/758.
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The purpose of this study was to investigate the way in which OBE teacher training in
the Northern Province is being managed, particularly in Region 4. The study also
aimed to contribute in providing information about how the Provincial office of the
Northern Province is managing OBE teacher training.
The literature review covered both materials in the Provincial, National and other
countries. The study's research methodology was qualitative, which includes
interviews, observation and case study based. Interviews were scheduled with
Provincial, Regional, District Dept officials, Educators and Principals.
The study has revealed that Region 4 cannot manage the implementation of OBE
teacher training properly and effectively due to constrains such as lack of transport,
insufficient training for trainer facilitators and educators, et cetera.Educational Studies
M.Ed. (Education Management)
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Nziyane, Linneth Ntombhana. "Attaining a system of quality teaching and learning through effective teacher evaluation in selected schools in Limpopo Province." Thesis, 2009. http://hdl.handle.net/10500/3100.
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This research investigated the role of teacher evaluation in enhancing quality teaching and learning and the extent to which teacher evaluation in Bushbuckridge schools enhances the quality of teaching and learning. It also set out to investigate how the teachers (CS1, HODs, deputy principals and principals) perceived the evaluation system to which they were subjected.
The researcher used a qualitative research approach and data was collected by means of semi-structured interviews from a convenient, comprehensive and purposive sample. The sample consisted of twenty-six teachers from three schools in the Dwarsloop Circuit. These schools were chosen purposely on the grounds that all the teachers in these schools had been evaluated successfully. In addition, these schools were within easy reach of the researcher and she also knew most of the respondents.
All the interviews were audio-taped and transcribed verbatim. Data analysis was carried out simultaneously with the data collection process. Each interview was transcribed and labelled as soon as it was finished. The researcher used a process called coding during data analysis. By means of this process, data was compiled, labelled, separated and organised into categories and sub-categories. Subsequently, these categories formed the basis upon which the findings were made.
Among several other findings, it emerged that teacher evaluation enables the educator to create a climate that supports quality teaching and learning, leads to better lesson preparation and presentation in addition to enabling better learner assessment. Respondents also held the view that evaluation encourages teachers’ professional development. Despite these findings, the respondents indicated that in their specific cases, evaluation did not lead to the desired results due to a number of reasons that included incompetent evaluators and an inflexible and unfair evaluation system. Based on the aforementioned findings, a number of recommendations were made.Education Management
Thesis (M. Ed. (Eucaton Management))
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Manyani, Ndiafhi Daphney. "Prevalence of Musculoskeletal Disorders among School Teachers in the Thulamela Municipality of Limpopo Province, South Africa." Diss., 2017. http://hdl.handle.net/11602/1000.
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Raluswinga, Fhumulani Suzan. "Continuing professional teacher development: a case of mathematical literacy teaching in Soutpansberg North Circuit of Vhembe District." Diss., 2018. http://hdl.handle.net/11602/1239.
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MEd (Curriculum Studies)Department of Curriculum Studies
The purpose of this study was to investigate how continuing professional teacher development can improve learners’ achievement and schooling in Mathematical Literacy. This study adopted a qualitative research design. The qualitative research method was used to collect data. Semi-structured interviews were used to collect data. The population comprised of all Mathematical Literacy teachers, heads of departments and principals of schools in the Soutpansberg North Circuit. Purposive sampling was used to the select participants. The sample consisted of 3 school principals, 3 heads of departments’ and 9 teachers. Data was analysed thematically. The study revealed that continuing professional teacher development improves learner achievement, teacher skills and knowledge. The study recommended that teachers should be supported by the community, schools and the department of Basic Education, in order to improve their knowledge, skills and learner achievement. In addition, Learners’ needs, engaging parents, assessment strategies and teacher practice were used to measure the impact of CPTD on learner achievement. Of equal importance, teachers should further their studies and engage themselves in reading materials relevant to their profession.
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Makofane, Inneth Baby. "An investigation into the teachers' experiences of workshops on inclusive education as a strategy for professional development in Lebopo Circuit in the Lebowakgomo District, Limpopo Province." Thesis, 2019. http://hdl.handle.net/10386/3077.
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Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2019The teachers’ workshops seem not to fulfil their designated purpose of equipping educators with proper knowledge of inclusive education. The workshops on inclusive education do not fulfil the purpose of professional development to teachers as one of the goals of the White Paper 6. The purpose of this study was to investigate the teachers’ experiences regarding the workshops on inclusive education as a strategy for professional development in Lebopo Circuit in Lebowakgomo District, Limpopo province. The study followed a qualitative research approach, in which a case study design was applied. Eight teachers who attended inclusive education workshops were purposively selected from four schools in Lebopo Circuit. Data was collected through semi-structured interviews, observations and document analysis. The results of the study indicated that: workshops are impotent to equip educators with adequate knowledge regarding inclusive education; time allocation for conducting workshops is insufficient; there is lack of confidence among the workshop facilitators; and there is lack of support and follow-ups by the provincial Department of Education. The results therefore, imply that the workshops are not effective in equipping educators with knowledge on inclusive education, and they do not serve their purpose as a model of professional development for the teachers. The study suggests that further research should seek to develop the strategies that will improve the quality of workshops on inclusive education, time allocated for workshops, as well as to encourage support and follow-up by the Department of Education.
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Netshivhuyu, Ndanganeni Phyllis. "The impact of rationalization and redeployment process of educators in public primary schools of Luvuvhu and Sibasa Circuits under the Thohoyandou Cluster Area." Diss., 2013. http://hdl.handle.net/11602/115.
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Mashamba, Madumi Jonathan. "Establishing a benchmark for educator work ethic in the Limpopo Province." Thesis, 2012. http://hdl.handle.net/10210/7625.
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M.Ed.The birth of a democratic South Africa demanded that all people of this country be integrated into one society (Hariparsad, 2005:1). This implies that people from various cultural backgrounds brought with them their individual, cultural and normative values into the integrative process. For example, there were more than one education system in this country and all were integrated into one system (Bray, 2000:31). According to Bennet (1997:71), the term 'work ethic' describes the preposition that work is a moral obligation and that work occupies a central position in a person's life. Van der Westhuizen (2003:71) argues that a school reflects traits of both societal relationships and organizations. The school is a formal organization consisting of structure and activity that has to be managed to fulfill the intended function. A fundamental management function is leadership (Smith & Cronje, 2001:278), which Gunter (2001:19) defines as the process of directing the behaviour of others towards the accomplishment of objectives and goals of the organization. In a school environment, the task of leadership is accorded to the principal, who needs to be responsible in his/her job for maintaining an effective school environment. Organizations do not achieve their objectives on their own. Someone has to deploy the basic resources that the organization has at its disposal to help it achieve its goals. This important element is management. Managers must activate and guide the organization (Hariparsad, 2005:4), and the responsibility for professional management of a public school is also vested in the principal (South African Schools Act, 1996:16[3]). The researcher believes that the work ethic of the educators will dictate the manner in which the school functions. Hariparsad (2005:5) states that if the work ethic of the educators is based on sound principles of efficient and effective work practices, emerging from a sound value system and a strong individual moral fibre, it can be expected that the school will function as a meaningful organization in society. It seems, however, that some schools face management problems which emanate from the work ethic of the educators. In addition, the management practices and procedures selected by the principal impact on the ethos of the school which in all likelihood will affect the work ethic of the educators (Hariparsad 2005: 6). Educators in South Africa have recently been accused by the public of going on strike far too easily; and hence have been labeled as having a poor work ethic (Makgoba, 2007:7). The work ethic among South African educators has, however, not been determined in any empirical way and this research will attempt to obtain a benchmark for educators in the Limpopo Province of South
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Mbulaheni, Visi Muriel. "Creating sustainable teaching and learning environments in dysfunctional Secondary Schools in the Mutale Area of Vhembe District." Thesis, 2015. http://hdl.handle.net/11602/664.
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DEd (Curriculum Studies)Department of Curriculum Studies
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.
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Nkuna, Clothilda Tsakani. "Experienced stressors by Educators in Public High Schools of Malamulele, Vhembe District." Diss., 2017. http://hdl.handle.net/11602/925.
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MPHDepartment of Public Health
Introduction: It has been noted that stress is considered a major global health challenge. This is because it affects the well-being of service providers, especially those working in the human service sector, such as educators. The sources of stress are attributed to social factors, discipline of students, occupational pressures and workload. Studies have shown that stress is a silent killer that affects the health and productivity of educators, leading to mental, physical, emotional and behavioral illnesses. Educators in the Malamulele North East Circuit are confronted with work challenges and continue experiencing stress. Purpose: The study aimed at finding out the experienced stressors by educators in public high schools of Malamulele North East circuit, Vhembe District. Method: The study was conducted in Malamulele North East public high schools. Malamulele North East is situated in Vhembe District, Limpopo Province, South Africa. A qualitative approach using explorative and descriptive design was adopted for the study. A sample of twelve educators was chosen from the target population by means of convenience sampling and data was collected through a face to face individual in-depth interview. Interviews and discussions were audio-recorded, transcribed and coded into larger themes, categories and sub-categories. Results: The following themes were derived from data analysis: factors considered to be sources of stress, perceived effects of stress among high school educators, strategies that educators use to cope with stress and strategies to manage the experiences of stress for educators. The study showed that different factors at schools have a great impact on educators. All the educators were affected by stressors in their work daily and adopted some coping strategies. However, these educators required continued intervention to manage the stress. Conclusions: The findings showed that all educators were experiencing stress in their work environment and were affected personally as well as professionally. Hence, the DOE needs to design strategies for continues support in order to manage the stress.
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Neluvhalani, Mbudziseni Olga. "Challenges facing educators with regards to the Annual National Assessment (ANA) of Thohoyandou Cluster in Vhembe District." Diss., 2015. http://hdl.handle.net/11602/804.
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Kubyana, Kgaugelo Daphney. "Attitudes of special school teachers towards inclusion." Thesis, 2008. http://hdl.handle.net/10210/932.
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The study focuses on the attitudes of teachers towards inclusive education that is phased in according to White Paper 6 on inclusive education. Since the first democratic elections in South Africa in April 1994, a general feeling of optimism and a common commitment to improving the quality of education has emerged and many changes have taken place. The basis of this change is laid by the constitution of the country and the Bill of Rights that ensures the rights of all civilians including those of learners towards education. Furthermore the rights of all learners towards their education is categorically emphasised in White Paper 6. White Paper 6 is a policy document which upholds inclusive education and is in accordance with international trends whereby all learners including those with barriers to learning have a right to an education of their choice wherever its practicable. White Paper 6 of 2001 makes reference to the need to remove these barriers in favour of effective learning for all learners irrespective of their barriers to learning. In the process of learning, teachers always play an important role. In much local and international literature where inclusion and teachers’ attitudes have been studied it has been found that positive attitudes in teachers towards inclusive education play an important role in the implementation process of inclusive education. It was also clear from the literature that negative attitudes makes teaching in an inclusive educational setting negative. In South Africa inclusive education is in the process of being implemented. Therefore, it is important to determine what the attitudes of teachers are towards inclusive education. Furthermore, the purpose of this study is to gain insight into teachers’ attitudes towards inclusive education. The data gathered will be helpful in training teachers, policy implementation towards facilitation of the development of positive attitudes and process of inclusive education. In achieving this of identifying the attitudes of special school teachers towards inclusive education, one focus group and two individual interviews were conducted at two special schools. From the analysis of data, it was apparently clear that teachers demonstrated negative attitudes towards inclusive education. The transcribed data of the interviews were analysed through the constant data analysis method as a “process whereby data gradually evolves into a core of emerging theory” (Merriam, 1998:191). In the dynamic and complex process of meaning making of data, five themes were eventually identified among the separate sub-themes to establish the main patterns for the data. In an effort to establish more positive attitudes in general towards inclusive education it would probably be advisable for government to take note of these negative attitudes and train teachers towards a more accepting changing of roles.Prof. J. Pillay
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Matsebane, Thobja Marcus. "Experiences of induction by beginner educators in Bochum East Circuit, Limpopo province." Diss., 2015. http://hdl.handle.net/10500/19961.
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Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that it is not mistaken as just an orientation to school procedures; it should be well-planned and implemented for the purposes of professional development and support (Rolley, 2001). The main aim of this study was to investigate beginner educators’ experiences of the induction process for professional development in the Bochum East Circuit of Limpopo Province. The assumption was that if schools are held accountable for learner performance, then support measures in terms of induction should be provided to newly appointed educators. Poor performance or educator turnover can sometimes be ascribed to inadequate interventions or the design of educator induction programmes. Although educators may have received the best training at university or training college, they still need to adjust to the realities of classrooms.
To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. The study is ensconced in the Educator Development Theory which acknowledges that educator preparation is rarely sufficient to provide all the knowledge and skills necessary for successful teaching. A great deal of knowledge and many skills are, mostly, acquired while on the job and principals should, therefore, adequately induct newly appointed educators. Four beginner educators and two principals from average performing primary schools were purposively sampled in the Bochum East Circuit of the Limpopo Province. A thematic analysis was carried out to generate themes that addressed the problem of the study. The findings from participant responses revealed differences in an understanding of the induction process. Support from the principal, HoDs and fellow colleagues were considered to be part of induction. Recommendations include that educators should be given continuous professional development through standardised induction programmes which could be adjusted to the needs of the school.Educational Leadership and Management
M. Ed. (Education Management)
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Sepadi, M. D. "Student teachers' preparation for inclusive education : the case of the University of Limpopo." Thesis, 2018. http://hdl.handle.net/10386/2310.
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Thesis (M. Ed.) --University of Limpopo, 2018The purpose of this study is to describe the extent to which universities prepare student teachers for inclusive education implementation, using University of Limpopo as a case. The study followed a qualitative research approach where a case study design was adopted. The study population consisted of all the third year students in the school of education. Eight student teachers were recruited to participate in the study through a purposive sampling strategy. The data was collected through two methods, namely interviews and document analysis. The data was analysed through thematic content analysis where themes were developed based on the verbatim transcripts from the data collected. The study came out with six findings namely: Lack of a clear understanding of what inclusive education is, lack of comprehensive course material, lack practical experience (the gap between theory and practise), no clear policies on teaching, learning and assessment in inclusive education, teaching strategy used by the lecturer is ineffective; and unpreparedness in teaching a diverse classroom. These findings implicate that the current training is insufficient to prepare students to effectively implement inclusive education. The study recommends that the current program be revised and repacked in order to advance the ideals of inclusive education in South Africa
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Maake, Mmamodimo. "The effect of mentoring as a strategy for teacher professional development in Mopani District, Limpopo Province." Thesis, 2018. http://hdl.handle.net/11602/1437.
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DEd (Educational Management)Department of Educational Management
The aim of this study was to explore the effect of mentoring as a strategy for teacher professional development. The study was underpinned by Vygotsky, Piaget and Bandura socio-cultural theories. The study is anchored on the interpretivist or constructivist paradigm to enable the investigator to deconstruct the realities of the experiences of practicing teachers during the mentoring process. The qualitative research approach was adopted in the study. The population comprised all teachers at six (6) selected high schools in the Thabina Cluster schools. Purposeful sampling method was employed to select 12 teachers that participated in the study. Qualitative data was generated through face-to-face interviews, observations and document analysis. Data was analysed thematically. The study established that teachers value and acknowledge the importance of mentoring as a strategy for teacher professional development. There is also a need for mentoring to be conducted with new teachers to offer them opportunities for professional growth. The study recommendations are that the Department of Education should develop and regularly implement mentoring programmes to enhance the competency of teachers.
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Phaahla, Kubu Geoffrey. "Investigation into the implementation of the Integrated Quality Management System (IQMS) in the Zebediela area of the Limpopo Department of Education." Thesis, 2007. http://hdl.handle.net/10386/152.
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Thesis (MBA) --University of Limpopo, 2007The main purpose of the study was to investigate the implementation of a performance management system for educators, named by the Department of Education: the Integrated Quality Management System (IQMS). The investigation took place in the Zebediela schools of the Limpopo province. The research study targeted members of the School Development Teams (SDT’S) and the Principals of the schools in their capacity as accounting officers. The investigation was done by identifying the possible factors influencing the implementation of the system and its impact on the teaching profession, the motivation/productivity of educators and the efficiency of service delivery. Appropriate recommendations were suggested to improve the implementation of the IQMS. The study obtained primary data through structured questionnaires, interviews and secondary sources. Questionnaires were administered to all the 77 schools in the Zebediela area and personal interviews were conducted with a minimum of 15% of the population (schools) in each circuit of the Zebediela area. Ethical considerations were adhered to and all responses were treated as confidential while the names of the respondents will not be published if this research is published. The collected data were analysed using the Statistical Package for Social Sciences (SPSS) with the aid of a contingency table analysis. The findings suggest that the implementation of the Integrated Quality Management System in Zebediela area is very slow while numerous respondents were undecided as to whether there was really implementation in the schools or not. This research attributed this slackness to various factors ranging from insufficient training, uncoordinated activities, lack of commitment, a high workload for only a low salary increase percentage and the slow progression through the professional ranks. All these factors were leading too the low morale of the educators. Based on the findings it is recommended that the Department of Education as an employer should offer thorough training and development for educators, well coordinate activities, competitive salaries, proper job design and team work, favourable working conditions and a better promotional system. ii These interventions will contribute to an increase in the motivational levels of educators’ that will ultimately uplift the low morale of educators.
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Nesengani, Alidzulwi Thomas. "Management of high school learners academic performance in Chemistry." Thesis, 2017. http://hdl.handle.net/11602/878.
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DEd (Educational Management)Department of Educational Management
Performance of learners in Chemistry in South Africa has been below the international average. This study intended to investigate the management of high school learners’ academic performance in Chemistry as a component of Physical Science. The study employed mixed designs which are qualitative and quantitative. The population of this study comprised learners who were doing Physical Science, Physical Science teachers and school principals. The principals as participants were purposively sampled whereas teachers and learners were stratified random sampled. Data were collected through questionnaires which were distributed to learners and teachers, while school principals were orally interviewed. Data obtained from questionnaires were analysed using SPSS software. Qualitative data were analysed through identification of themes, development of codes and sub-themes. The improvement of teaching and learning will have a positive impact on the academic performance of high school learners in Chemistry. The findings showed that there are factors which affect the management of high school learners like (school location, inadequate physical resources, attitude and anxiety) contribute to the performance of learners in Chemistry. The findings also showed that factors influencing the academic performance of learners in Chemistry like (effective teaching, In-service Training of Chemistry teachers and Chemistry syllabus and content) contribute to the performance of learners in Chemistry. This study will give new insight to curriculum developers and implementers, and researchers regarding emerging issues on performance and influence the Ministry of Basic Education on policy formulation. Improved Chemistry performance will give learners opportunities to pursue science related courses in higher institutions of learning and middle level colleges.
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Muleya, Abgirl. "Exploring experiences of female academics at a higher education institution Limpopo Province, South Africa." Diss., 2017. http://hdl.handle.net/11602/930.
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MGSInstitute for Gender and Youth Studies
Institutions of higher learning are still masculine-orientated; this creates a barrier for women in terms of career advancement. To this effect women are under-represented in top academic positions. The study employed qualitative research methods to explore factors that contribute to the under-representation of women in senior positions at the University of Venda. A combination of purposive and convenience sampling was used to select twenty five female academics (25). Data was collected through primary and secondary data, semi-structured interviews were used to elicit and illuminate women’s voices on issues that affect them and a thematic analysis was used to analyse the collected data. The research findings demonstrate that the University’s environment continues to be masculine-oriented within most of employment categories as well as in academia where women struggle to thrive. Women face multiple challenges in ascending the academic ladder which results in the under-representation of women in management and academic levels. These challenges included: the stringent criteria for promotion which do not seem to accommodate women, especially mothers, lack of female role-models, mentors and networks. The second major barrier is the teaching work-load which poses difficulties for women, preparations for teaching took long hours leaving them with no time for family, research, publication, as well as to further their studies, which are necessary requirements for promotion. The third major barrier women are faced with is the challenge of balancing multiple roles - as students, workers and mothers. Balancing these multiple roles makes it difficult for women to meet the highly stringent promotion criteria in the University
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Masakona, Morongwa Florence. "Interpersonal relationships and interaction among stakeholders for effective teaching and learning in schools at Dzondo and Dzindi Circuit in Limpopo Province." Diss., 2012. http://hdl.handle.net/11602/40.
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Maepa, Malesela Matthews. "The experience of social sciences secondary school teachers on the changing curriculum:a case study of Mankweng cluster Capricorn District in Limpopo Province." Thesis, 2017. http://hdl.handle.net/10386/1998.
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Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2017This study aimed at exploring the experiences of Social Sciences teachers in secondary schools with regard to the implementation of the evolving curriculum policies in schools. In order for the study to be successful, a comprehensive literature review was done, and not only teachers, but also Curriculum advisors and circuit managers were selected and interviewed for the researcher to gain insight of the daily experiences in schools as they work with teachers on daily basis. The interviewees were from the Capricorn District in Mankweng circuit. The researcher used data collection instruments in a form of questerviews and individual interviews. The instruments were guided by the objectives of the study. The sampling was made in this cluster taking into cognisance its vastness, since it consists of 5 circuits which are Mankweng Circuit, Kgakotlou Circuit, Mamabolo Circuit, Lebopo Circuit and Dimamo Circuit. The total number of schools in all the circuits is 62. The study focused on the chosen high schools which comprised 2 schools per circuit and a minimum of 2 and maximum of 4 teachers per school were interviewed. One circuit manager and curriculum advisor were also interviewed in the study. The study’s findings revealed that there is a lack of thorough training. This is in spite of the fact that the department hosts a series of briefings which do not seem to achieve the expected outcomes due to the limited time allocated. In the view of teachers, training serves as a cornerstone for the implementation of the curriculum policies. Findings also showed that teachers were overloaded due to low enrolment as many children prefer schools with a good infrastructure which many rural schools lack. Poor enrolment results in limited teachers who are overloaded as they end up having to teach many subjects. Since teachers are partners in education, the study made recommendations that teachers be given enough training to overcome implementation challenges. Teachers should also further their studies in order to improve their knowledge regarding curriculum changes. The universities should also serve as partners in empowering teachers with policy developments. Lastly, teachers should be assessed more often on curriculum policies to avoid the incorrect implementation of policies
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Chabalala, Tsaki Dollence. "Challenges facing educators in the implementation of National Curriculum Statement in Malamulele North East Circuit." Diss., 2010. http://hdl.handle.net/11602/1014.
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Sikhwivhilu, Avhaseli Phyllis. "Factors influencing the job satisfaction of female educators." Thesis, 2003. http://hdl.handle.net/10500/666.
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Nemukula, Fhatuwani Joseph. "The perceptions of principals on the influence of effective management of mandated change on the work performance of educators in the Vhembe District of the Limpopo Province." Thesis, 2012. http://hdl.handle.net/10210/5822.
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D.Ed.Although the mandated change processes were intended to, among other things, improve the work performance of educators, they have, however, experienced a number of obstacles which are briefly discussed. Lack of participation by educators in the introduction and implementation of the change processes lead to resistance by some educators and this had a negative impact on their work performance. Lack of physical resources such as water, telephone lines, the interne and classrooms lead to overcrowded classes. Effective management of mandate change was hampered by the defiance of authority by some educators, who prevented circuit managers and subject advisors from visiting schools for purposes of professional development and guidance in terms of mandated change processes such as developmental appraisal. This had a negative impact on the work performance of educators. Educators had low levels of morale and motivation and this manifested itself in educators' high levels of absenteeism, lack of commitment and preparation. The Department of Education's lack of capacity to manage financial and human resources hampered effective management of the mandated change processes. Lack of coordination between the national department of education and provincial education departments resulted in lack of information needed by educators to implement the mandated change processes such as rationalization and redeployment of educators and curriculum 2005 and this had a negative impact on educators' work performance. This research employed the quantitative research approach to investigate the influence of effective management of change on the work performance of educators in the Limpopo province. Data was collected by means of a questionnaire which was distributed among the 274 total number of principals in the district. These schools wrote the 2005 senior certificate examination. 78.5% of questionnaires were returned. The completed questionnaires were processed by a computer programme (SPSS), after which research data was analysed and the following were the most important findings: There was a statistically significant association between the mandated change processes, IQMS, OBE, CASS, training and development and the quality of teaching as a work performance indicator. 88.5% of the respondents believed that IQMS had a significant influence on the current level of cooperation (which is high) to a large extent. More courses/workshops/seminars attended on the management of change processes had a positive influence not only on the ability of educators to manage the change processes but also on their motivation levels. However, the number of courses/workshops/seminars attended on the management of change had no influence on the rationalization and redeployment of educators. Mandated change processes are accompanied by reactions such as anxiety, fear, low morale and motivation which had a negative impact on the work performance of educators. The research results showed that educators should receive more intrinsic motivation. The necessary financial resources should be mobilized to ensure that there is adequate infrastructure and training for effective implementation of mandated change processes. Educators should participate in all phases of mandated change processes. Principals and other senior departmental officials should be made aware that effective implementation of the change processes do not take place overnight but need more time.
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Mushoma, Tshililo. "Violent community protests and their impact on teachers : a case study of Vuwani, Limpopo Province." Diss., 2020. http://hdl.handle.net/10500/27741.
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Abstracts in English and NyanjaViolent community protests are a common occurrence in South Africa ever since democracy. The aim of the study was to determine teachers’ views on the impact of violent community protests in a specific high school. Ineffective municipality leadership led to violent community protests which disrupted schooling activities. A qualitative design and one case study was employed in this study, and data were collected using individual interviews, observation and document analysis. Differences in ethnicity between community members and lack of service delivery were the cause of community protests. The study revealed that vandalising and burning down schools affect teachers’ ability to work. This study contributes to the body of knowledge to create safer learning environments in South African schools. Recommendations were made on how the community could work together and strengthen their relationship in protecting their schools’ assets.
U gwalaba ha vhadzulapo ho no tou vha kutshilele kwa misi fhano Africa Tshipembe u bva tshe ra wana mbofholowo. Ngudo heyi i amba nga ha toduluso ya migwalabo ino kwama vhadededzi musi vha tshikoloni. Migwalabo yone zwavhudi vhudi i kwama zwihulwanesa mbekanya mishumo ya tshikolo na uri ina masala ndo itwa asiya vhudi kha tsireledzo ya vhadededzi. Dzi tsedzuluso nga mutodisi wa dzi ngudo o nanga vha imeleli vhane vha do thusa kha unea vhutanzi nga ha thaidzo heyi. Kha vha imeleli uya nga ha dzi ngudo ho nangiwa vhatanu na muthihi. Nga u fhambana ha mirafho kha vhadzulapo, zwi sumbedza uri ndi tshinwe tsha zwiitisi kha uswa ha zwikolo zwinzhi Vuwani. U sa vha na nyandano na u sa pfana vhukati ha vha dzulapo zwi disa migwalabo ine ya thithisa vhadededzi na vhana zwikoloni. Dzi tsedzuluso dzo wana uri u fhisiwa ha zwikolo zwi shela mulenzhe ka ku shumele kwa Vha-dededzi. Ho themendeliwa uri vhadzulapo kha vha farisane, vha shume vhothe, vha vhe na vhuthihi kha u tsireledza ndaka ya tshikolo.
Educational Studies
M. Ed. (Socio-Education)
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Bessong, Rebecca Ofundem Agbor. "Learner participation and satisfaction in decision-making in school governance within the Vhembe District of the Limpopo." Diss., 2016. http://hdl.handle.net/11602/390.
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Mukwevho, Mukondeleli Lorraine. "The impact of condition of service on the retention of educators in Vhembe District." Diss., 2012. http://hdl.handle.net/11602/53.
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Tshisikule, Azwianewi Shadrack. "Challenges contributing towards poor performance of students registered for NCV programmes in Vhembe FET College." Diss., 2016. http://hdl.handle.net/11602/784.
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Mohale, Assan Bottomly. "The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo Province." Thesis, 2018. http://hdl.handle.net/11602/1238.
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DEd (Educational Management)The purpose of this study was to investigate the leadership role of principals in creating a culture of teaching and learning in rural public schools of Mopani District, Limpopo Province. The performance of learners below the expected standards in the National Senior Certificate (NSC) examinations, despite, massive resources that the Department of Basic Education (DBE) is providing annually to schools to improve quality of teaching and learning, has raised public concern. When seeking answers to these schools’ dysfunctionality, focus, however, was laid on the leadership role of school principals in some rural public schools of Mopani District, Limpopo Province. The study was guided by Hersey and Blanchard Situational Leadership theory, complemented by Maslow’s Hierarchy of needs. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research approach. A qualitative case study was used with four rural public high schools. A total of sixteen participants were purposefully selected, made up of four school principals, four deputy principals and eight Heads of Departments (HoDs). Research data were gathered through individual interviews, observations and documents analysis. Data from interviews were thematically analysed, and data from documents and observations were analysed descriptively in words. Findings from interviews revealed that school principals do not monitor and support curriculum implementation. In supporting the findings from interviews, the documents analysed revealed the absence of an administered class-visits monitoring-tool. Data from the observations revealed that schools were without vision and mission statements and had inadequate resources. The study recommended principals to monitor and support curriculum implementation, and develop staff professionally. Suggestions for further study were provided. A proposed model of Action-Based COTL was developed to assist school principals in creating a COTL in schools.
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Tshubwana, Shumani Samuel. "The challenges facing teachers with regard to the management of learners with attention deficit hyperactivity disorder towards their academic achievements in schools in Vhembe District, Limpopo Province." Diss., 2013. http://hdl.handle.net/11602/110.
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Mathekga, Sontaga Steyn. "Teachers’ perceptions of parental involvement in children’s education in rural Limpopo Province schools." Diss., 2016. http://hdl.handle.net/10500/20009.
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The purpose of the study was to investigate teachers’ perceptions of parental involvement in children’s education in the rural Mawa and Molototsi circuits in the Mopani district, Limpopo Province. Three-hundred-and-thirty (330) teachers participated in this research survey. The results indicated that the common perception amongst teachers was that parental involvement had positive benefits for both learner performance and social behaviour. The study also revealed that schools used involvement initiatives and strategies to a lesser extent than expected. Primary schools reported higher rates of parental involvement than secondary schools, which suggested that parents of primary school children were likelier to involve themselves in school governance than those of secondary school children. The extent to which the school used media to promote parental involvement was found to be small and moderate. The respondents also perceived certain social and economic barriers as moderate to large impediments to parental involvement.Educational Leadership and Management
M. Ed. (Education Management)
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Makgato, Mathukhwane Johannah. "The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo Province." Diss., 2018. http://hdl.handle.net/11602/1225.
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MEd (Curriculum Studies)Department of Curriculum Studies
The study investigated the implementation of Curriculum and Assessment Policy Statement (CAPS) at the Foundation Phase. The implementation of CAPS was problematic in South African schools. If challenges experienced by teachers, such as inadequate resources, insufficient support, financial constraints and lack of proper training are not addressed, they would have far-reaching consequences for the type of skilled learners the system seeks to produce. The study was informed by an antipositivist worldview. The study adopted a qualitative case study research design. The population was the Foundation Phase teachers and School Management teams in Koloti Circuit. Purposive sampling was used to select participants. The sample consisted of 24 Foundation Phase teachers, 8 Heads of Departments and 8 School Principals. Qualitative data was generated through individual and focus group interviews and was analysed thematically. The study revealed that teachers understood CAPS. The curriculum was implemented fully in the schools. The study also established that even though teachers were committed to implementing the curriculum, there were challenges in the system like; inadequate teacher training, multi-grade teaching, monitoring and support for teachers, skilled school management teams and provisioning of human and material resources. The study recommends quality continuous teacher development, merging of small schools to eliminate multi-grade teaching, commitment to learner teacher ratio of 1:35 and providing schools with sufficient and relevant human, physical and material resources to enhance the implementation of the curriculum.
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Chauke, Magezi Phineas. "The implementation of the developmental appraisal system for curriculum implementation in the secondary schools." Thesis, 2009. http://hdl.handle.net/11602/1015.
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49
Chueng, Maphuti Judas. "Teachers'perceptions of substance abuse by learners at selected high schools in the Capricorn District of Limpopo Province." Diss., 2015. http://hdl.handle.net/11602/293.
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50
Tshishonga, Matodzi Thalitha. "Parental involvement in the education of learners in the Vhuronga II circuit." Thesis, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000330.
Full textAbstract:
Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2009.The improvement of the teaching-learning process in schools is enhanced by the involvement of parents in their children's learning. Parental involvement has the capacity to create a partnership between the most important role players in the education system, namely; teachers, parents and learners. According to this approach, parents are the most effective and reliable individuals who play a significant part in their children's education. The aim of this study is to investigate the nature of parental involvement in the education of learners in the Vhuronga II Circuit.