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Tesi sul tema "High schools - Zimbabwe"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 6 febbraio 2022

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1

Burgis, Paul Lindsay Education Faculty of Arts &amp Social Sciences UNSW. "The role of secondary schools in the development of student knowledge about poverty in Australia, The Philippines and Zimbabwe." Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/25483.

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Abstract (sommario):

This thesis examined student knowledge about the nature, scope, causes and responses to poverty, student perceptions of the emphasis in the school curricula on poverty and development, student attitudes to poverty and the factors that influence such knowledge and attitudes. Knowledge and attitudes at the end of primary school were compared with those after four years of secondary school in three nations, Australia. The Philippines and Zimbabwe, involving 1296 surveys and 188 interviews. The investigation draws on earlier work in Ireland (Regan, 1996). and is a response to the recent emphasis o

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2

Madzura, Tabitha. "Determining the appropriateness of agricultural education goals and curriculum content topics in rural Zimbabwe high schools /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901309.

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3

Jeyacheya, Fungai. "Teachers' attitudes to, and the challenges of, establishing an effective and fully-fledged community of practice : the experiences of six secondary schools in the east of Zimbabwe." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27843/.

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Abstract (sommario):

Before independence, in 1980, the education system of Zimbabwe was organised along racial lines. This organisation of education along racial lines disadvantaged Black Africans in the context of both access to and quality of education experience. The transition of the Black Africans from primary to secondary school appeared to be capped for both academic and non-academic vocational secondary school programmes. Upon attaining independence, the government of Zimbabwe embarked on educational reforms and rapid expansion of the education system. These reforms aimed at establishing equitable provisio

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4

Van, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.

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This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate envi

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5

Chidzonga, Midion Mapfumo. "Transition from high school to university : perspectives of first year students at the University of Zimbabwe College of Health Sciences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95892.

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Thesis (MPhil)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Introduction: Literature shows that the transition from high school to university is fraught with challenges and that there is need to appreciate these challenges from the students’ perspectives and devise ways of assisting the students navigate them smoothly. - Aim: To explore the perspectives of first year students at the University of Zimbabwe, College of Health Sciences (UZCHS) regarding their transition from high school to the UZCHS and propose possible ways to manage the transition phase based on the students’ p

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6

Chitiyo, Rodwell. "Integration of Instructional Technology by University Lecturers in Secondary School Teacher Education Programs in Zimbabwe: An Exploratory Study." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07052006-112212/.

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Thesis (Ph. D.)--Georgia State University, 2006.<br>Title from title screen. Steve W. Harmon, committee chair; Susan Talburt, Laurie B. Dias, Wanjira Kinuthia, committee members. Electronic text (224 p.) : digital, PDF file. Description based on contents viewed June 18, 2007. Includes bibliographical references (p. 204-214).

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7

Sibanda, Lovemore. "Who is Who in Zimbabwe's Armed Revolution? Representation of the ZAPU/ZIPRA and the ZANU/ZANLA in High School History Textbooks Narratives of the Liberation War." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505182/.

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The liberation war was a watershed event in the history of Zimbabwe. According to the ZANU PF (Zimbabwe African National Union Patriotic Front) ruling elites, an understanding of the common experiences of the people during the liberation war provides the best opportunity to mold a common national identity and consciousness. However, the representation of important historical events in a nation's history is problematic. At best events are manipulated for political purposes by the ruling elites, and at the worst they are distorted or exaggerated. In Zimbabwe, the representation of the ZAPU/ZIPRA

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8

Madziyire, Godfrey Tapfumaneyi. "Evaluating the impact of philanthropic activities in public high schools in Mutasa District, Zimbabwe : an educational management perspective." Thesis, 2015. http://hdl.handle.net/10500/19117.

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The purpose of this study was to evaluate the impact of philanthropic interventions in public high schools in Mutasa district of Zimbabwe. Three research questions guided the study. The investigation focused on finding out the types of philanthropic interventions in the public high school and to evaluate their impact on the schools and students involved from an educational management perspective. The investigation was a mixed methods research using both quantitative and qualitative methods. Data was collected by questionnaire, interview and documentary sources. Principals of twenty nine high

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9

Ndoziya, Chimwechiyi. "The instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools." Thesis, 2014. http://hdl.handle.net/10500/19992.

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Abstract (sommario):

The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with s

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10

Zengeya, Alfred. "Classroom aggression in Harare urban secondary schools : causes, manifestation and impact." Thesis, 2016. http://hdl.handle.net/10500/21928.

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The study sought to establish the causes, manifestation and impact of classroom aggression on students’ physical and mental health and academic performance in Harare urban secondary schools in Zimbabwe. A qualitative research design methodology was used in this study. The participants in the study were 40 students and 15 teachers from 10 urban schools in Harare Metropolitan Province. In-depth interview schedules and focus group discussions were used to collect data. The study used a narrative analysis of interview and focus group texts. The data was analysed using a narrative approach. The fin

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11

Ncube, Alfred Champion. "Contextualising secondary school management: towards school effectiveness in Zimbabwe." Thesis, 2002. http://hdl.handle.net/10500/1049.

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This study had two major purposes: (a) to investigate and compare the perceptions of District Education Officers, principals and teachers about the management of secondary school effectiveness in Zimbabwe and (b) to probe contextualised secondary school management initiatives that could trigger school effectiveness in Zimbabwe. The study is divided into six interlinked chapters. In the first chapter, the problem of intractability in the management of school effectiveness in Zimbabwe's secondary schools is focused upon. The second chapter attempts to highlight the resource, social, econ

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12

Dambudzo, Ignatius Isaac. "The relationship between learner self-concept and achievement in secondary schools in Zimbabwe." Thesis, 2005. http://hdl.handle.net/10500/2393.

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Abstract (sommario):

Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural government and non-government secondary schools by means of ques

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13

Mtemeri, Jeofrey. "Factors influencing the choice of career pathways among high school students in Midlands Province, Zimbabwe." Thesis, 2017. http://hdl.handle.net/10500/23174.

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Abstract (sommario):

The study sought to investigate factors that influence the choice of career pathways among high school students in Midlands Province of Zimbabwe. The investigation serves as a springboard to establishing a career guidance model that would assist career guidance teachers in high schools in their endeavours to help students make career choice from a well-informed perspective. A survey design which was mainly quantitative in nature was used in this empirical study. A self-designed questionnaire was used in collecting data from the participants. One thousand and ten high school students and 20 car

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14

Magwa, Simuforosa. "Child sexual abuse by teachers in secondary schools in the Masvingo District, Zimbabwe : perceptions of selected stakeholders." Thesis, 2015. http://hdl.handle.net/10500/20086.

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Abstract (sommario):

Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to coll

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15

Simuforosa, Magwa. "Child sexual abuse by teachers in secondary schools in the Masvingo District, Zimbabwe : perceptions of selected stakeholders." Thesis, 2015. http://hdl.handle.net/10500/20086.

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Abstract (sommario):

Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to coll

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16

Chakandinakira, Joseph. "The role of school-based teacher incentives to improve student achievement : experiences from selected secondary schools in Manicaland Province, Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/22007.

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Abstract (sommario):

This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by suc

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17

Onesmus, Nyaude. "Strategies for combating corruption : a case study of four (4) Zimbabwean public secondary schools." Thesis, 2018. http://hdl.handle.net/10500/25238.

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The aim of the study was to investigate participants’ views on strategies for combating corruption in Zimbabwean public secondary schools with a view to promoting learner academic achievement. The study was undertaken at four (4) selected public secondary schools in Harare Metropolitan Province in Zimbabwe. The study adopted the case study as the principal research design and it was informed by the interpretive paradigm; thus, qualitative research approaches were used. Non-probability and probability sampling techniques were adopted in site and participants’ selection. A representative sample

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18

Mudzingwa, Kudzayiishe. "Perceptions of stakeholders on management development programmes for beginning secondary school heads in Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25462.

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Text in English, abstract in English, Zulu and Sepedi<br>The education system in Zimbabwe has experienced a wide range of educational reforms and technological changes since the last half of the 20th century. These changes have resulted in a significant expansion of the duties and responsibilities that school heads are expected to perform in schools. Despite these changes, there has not been a comprehensive training programme meant to prepare newly promoted secondary school heads for the daunting task of school leadership in Zimbabwe. The study sought to examine the perceptions of stakeholders

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19

Gora, Ruth Babra. "Perception and attitude towards the study of African languages in Zimbabwean high schools : implications for human resources development and management." Thesis, 2014. http://hdl.handle.net/10500/14412.

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The study sought to explore perception and attitude towards the study of African languages in high schools and the resultant implications on human resources development and management. The research basically explored the diverse perception and attitude that prevail towards African languages in African countries in general and Zimbabwe in particular. The descriptive survey research design was used mainly for its effectiveness in exploratory research. Participants were drawn from selected high schools and universities in Zimbabwe. Questionnaires, interviews, focus group discussions and d

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20

Banana, Catrine. "An investigation into the risk behaviour regarding HIV transmission among youth in Bulawayo." Diss., 2007. http://hdl.handle.net/10500/2342.

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Abstract (sommario):

The study sought to explore and describe the risk behaviour regarding HIV transmission among youth in Bulawayo, their knowledge of HIV transmission and the sources of information on HIV transmission accessible to them. A quantitative, descriptive exploratory design was used and 238 youth from three secondary schools in Bulawayo, the second largest city in Zimbabwe were the respondents. The Health Belief Model (HBM) was used to facilitate and acquire insight into the risk behaviour among the youth. The inferences drawn from the study were that youth have inadequate knowledge about HIV tran

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21

Tsemunhu, Rudo E. "Educational leadership a case study of Zimbabwean high school principals /." 2005. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-816/index.html.

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22

Phuthi, Kesiwe. "Investigating the psycho-social needs of orphaned adolescent learners in the context of HIV and AIDS : a case study of a high school in Bulawayo, Zimbabwe." Diss., 2014. http://hdl.handle.net/10500/14331.

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Abstract (sommario):

Orphans from child care institutions and from extended families attend the same schools as non-orphans. They are often given the same psycho-social support yet it is clear that they have different psycho-social needs. Their backgrounds are usually different from those of other adolescent learners because, often, they would have observed or nursed sick parents who eventually died from AIDS-related illnesses. This qualitative study aimed at investigating the psycho-social needs of orphaned adolescent learners in child care institutions and those in extended families in the context of HIV and AID

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23

Garudzo-Kusereka, Louis. "Factors influencing the motivation of Zimbabwean secondary school teachers: an education management perspective." Diss., 2003. http://hdl.handle.net/10500/1071.

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The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was int

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24

Masiyazi-Ngorima, Frederick Mateu Chinemwi. "Cultural factors and academic achievement of secondary school female learners." Diss., 2001. http://hdl.handle.net/10500/976.

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The aim of this quantitative study was to determine whether there were significant relationships between cultural factors and academic achievement of secondary school female learners in the Chimanimani district of Manicaland in Zimbabwe. According to literature, home environment variables, school environment variables and learner variables influence academic achievement of learners. The home environment includes family's expectations, the family's socio-economic status, exposure to role models and child-rearing practices. The school environment includes teacher's attitudes and the curriculum.

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25

Masuku, Silvester. "The instructional leadership role of the high school head in creating a culture of teaching and learning in Zimbabwe." Thesis, 2011. http://hdl.handle.net/10500/7741.

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Abstract (sommario):

In this study, the researcher aimed to investigate and explore the instructional leadership role of the high school head in creating a culture of teaching and learning (COTL), with specific reference to high schools in the Midlands Province of Zimbabwe. In an attempt to realise that end, a qualitative approach drawing from ethnographic studies was used to collect data. Therefore, the research instruments included qualitative observations, individual and focus group interviews and document analysis. The participants included five high school heads, ten heads of departments (HODs), ten as

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26

Kufakunesu, Moses. "The influence of irrational beliefs on the mathematics achievement of secondary school learners in Zimbabwe." Thesis, 2015. http://hdl.handle.net/10500/20072.

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This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathemati

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27

Marungudzi, Thadeus. "English as a language of learning and teaching : perspectives of secondary school teachers in the Masvingo District (Zimbabwe)." Diss., 2009. http://hdl.handle.net/10500/3061.

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This study analyses the perspectives of teachers on English as a language of learning and teaching in the context of government recommendations that Shona and Ndebele be used alongside English as languages of learning and teaching in Zimbabwean secondary schools. Through a questionnaire survey, open interviews and classroom observation, it was found that the teachers regard English as a language of learning and teaching in a positive way though they are aware of the difficulties associated with its use. There was a high consensus on the desirability of English among teachers as informants with

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28

Chivhanga, Ester. "The diglossic relationship between Shona and English languages in Zimbabwean secondary schools." Diss., 2008. http://hdl.handle.net/10500/1943.

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The research highlights the problems of the diglossic relationship between Shona and English in the teaching-learning situation in Zimbabwe secondary schools. It focuses on how English as a high variety language adversely affects the performance of learners writing 'O' level Shona examinations in secondary schools. The research also confirms that teachers and learners of Shona in Zimbabwean secondary schools have a negative attitude towards Shona. Finally, the use of English in the teaching of Shona, the less hours allocated to Shona, the low esteem of Shona vis-à-vis the dominance of Eng

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29

Magwa, Logic. "Exploring the role of student-teacher relationships in the educational, social and emotional lives of form 5 students in Masvingo District, Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25001.

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Abstracts in English, Afrikaans and Tsonga<br>This study aimed at exploring the role of student-teacher relationships in the educational, social and emotional lives of Form 5 students in Masvingo District. Student-teacher relationship is an important factor in educational research within pre-school settings and primary education, but remains largely neglected in secondary schools. The study was informed by a qualitative and instrumental case study design within the constructivist paradigm. In-depth interviews, focus group discussions, document analysis and reflective journals were used to coll

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30

Abd, Al-Magid Mohammed Al-Mamun. "The effect of teachers' attitudes on the effective implementation of the communicative approach in ESL classrooms." Thesis, 2006. http://hdl.handle.net/10500/1747.

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This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach. A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are r

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