An investigation into the perceptions of female academics on their career development: a comparative study of South African and Zimbabwean universities
- Chitsamatanga, Bellita Banda
- Authors: Chitsamatanga, Bellita Banda
- Date: 2015
- Subjects: Career development -- Education (Higher) -- Africa , College teachers -- Africa , Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16223 , http://hdl.handle.net/10353/d1019735 , Career development -- Education (Higher) -- Africa , College teachers -- Africa , Universities and colleges -- Africa
- Description: This study investigated the perceptions of female academics on their career development in South African and Zimbabwean universities. The study attempted to unravel the story of the female academics which must be heard but is seldom accorded the space within the academia. The interpretive paradigm was utilised in this study because it focuses on individual perceptions and experiences. In addition a qualititative approach was employed for the collection of data since it allowed for triangulation of data collection techniques so as to gain in-depth and rich information on the career trajectory of female academics in South African and Zimbabwean universities. Therefore, semi-structured interviews, focus group interviews and document analysis were employed. The participants were purposively selected for the sample of this study and comprised of 5 senior female academics from each university and 5 junior female academics also representing each university respectively. Thematic content analysis was used to analyse data and this was carried out in line with the research questions, aims and objectives of the study. Through the participants' answers from both universities under study, a transcript was formulated, coded and categorised in view of the career development of female academics in South African and Zimbabwean universities. It was discovered from the data that the female academics still encounter a number of challenges with regard to their career mobility both in and out of academia inter alia, (1) gender stereotyping and male domination (2) knowledge retention (3) lack of mentorship and organisational support especially through funding and professional staff development programmes (4) lack of female solidarity (5) under-representation of female academics (6) teaching workloads and research publications and (7) lack of family support, were illuminated by the participants as common fixtures that hinder their career development in academia. Moreover, there were variances in both universities under study especially with relations to funding, gender policies in place and male domination. Consequently, the above mentioned factors were more pronounced in Zimbabwean universities than in South African universities. As a result, emphasis was that both South African and Zimbabwean universities have to draw a line between theory and practice especially on the professional staff development programmes that are offered to the academics. A crucial observation was made by the researcher on how most of the participants from both universities under study had negotiated their roles as mothers, wifes, academic and sisters in a bid to realise career growth, such that striking a balance between work and family posed a continuous hindrance their career development. As a result, hard work, commitment, confidence, self-assertiveness and sacrifice cut across both universities as strategies used if the battle of career development of female academics had to be won. In sum, this study attempted to illuminate the perceptions and experiences of female academics and what it means to be a female academicin the 21st century universityn and why there is a need to create, cultivate and have a conducive and supportive working environment. Moreover, promotion of knowledge expansion and sharing, gender equity and equality needs to be employed by both universities under research. Additionally, the professtional staff development programmes offered need to be conducted by qualified and experienced personnel in a bid to avoid repetition of workshops and training programs. Furthermore, formalisation of mentoring and role modelling should also be employed by South African and Zimbabwean universities. Lastly, the study recommended that there is a need for universities source out resources for its academics if there are to produce well rounded scholars who will be able to experience career development.
- Full Text:
- Date Issued: 2015
- Authors: Chitsamatanga, Bellita Banda
- Date: 2015
- Subjects: Career development -- Education (Higher) -- Africa , College teachers -- Africa , Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16223 , http://hdl.handle.net/10353/d1019735 , Career development -- Education (Higher) -- Africa , College teachers -- Africa , Universities and colleges -- Africa
- Description: This study investigated the perceptions of female academics on their career development in South African and Zimbabwean universities. The study attempted to unravel the story of the female academics which must be heard but is seldom accorded the space within the academia. The interpretive paradigm was utilised in this study because it focuses on individual perceptions and experiences. In addition a qualititative approach was employed for the collection of data since it allowed for triangulation of data collection techniques so as to gain in-depth and rich information on the career trajectory of female academics in South African and Zimbabwean universities. Therefore, semi-structured interviews, focus group interviews and document analysis were employed. The participants were purposively selected for the sample of this study and comprised of 5 senior female academics from each university and 5 junior female academics also representing each university respectively. Thematic content analysis was used to analyse data and this was carried out in line with the research questions, aims and objectives of the study. Through the participants' answers from both universities under study, a transcript was formulated, coded and categorised in view of the career development of female academics in South African and Zimbabwean universities. It was discovered from the data that the female academics still encounter a number of challenges with regard to their career mobility both in and out of academia inter alia, (1) gender stereotyping and male domination (2) knowledge retention (3) lack of mentorship and organisational support especially through funding and professional staff development programmes (4) lack of female solidarity (5) under-representation of female academics (6) teaching workloads and research publications and (7) lack of family support, were illuminated by the participants as common fixtures that hinder their career development in academia. Moreover, there were variances in both universities under study especially with relations to funding, gender policies in place and male domination. Consequently, the above mentioned factors were more pronounced in Zimbabwean universities than in South African universities. As a result, emphasis was that both South African and Zimbabwean universities have to draw a line between theory and practice especially on the professional staff development programmes that are offered to the academics. A crucial observation was made by the researcher on how most of the participants from both universities under study had negotiated their roles as mothers, wifes, academic and sisters in a bid to realise career growth, such that striking a balance between work and family posed a continuous hindrance their career development. As a result, hard work, commitment, confidence, self-assertiveness and sacrifice cut across both universities as strategies used if the battle of career development of female academics had to be won. In sum, this study attempted to illuminate the perceptions and experiences of female academics and what it means to be a female academicin the 21st century universityn and why there is a need to create, cultivate and have a conducive and supportive working environment. Moreover, promotion of knowledge expansion and sharing, gender equity and equality needs to be employed by both universities under research. Additionally, the professtional staff development programmes offered need to be conducted by qualified and experienced personnel in a bid to avoid repetition of workshops and training programs. Furthermore, formalisation of mentoring and role modelling should also be employed by South African and Zimbabwean universities. Lastly, the study recommended that there is a need for universities source out resources for its academics if there are to produce well rounded scholars who will be able to experience career development.
- Full Text:
- Date Issued: 2015
Perceptions of Junior Secondary School Educators on the Effects of Overcrowding in Classrooms on Learner Performance in Maluti District, Eastern Cape Province
- Authors: Mbangeni, Monwabisi Gidwell
- Date: 2015
- Subjects: Classrooms overcrowding -- Schools Teachers -- Learners -- Education Learner performance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/923 , vital:30051
- Description: The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.
- Full Text:
- Date Issued: 2015
- Authors: Mbangeni, Monwabisi Gidwell
- Date: 2015
- Subjects: Classrooms overcrowding -- Schools Teachers -- Learners -- Education Learner performance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/923 , vital:30051
- Description: The study investigated overcrowding classrooms and its impact on learners and teachers’ performance, efficiency and effectiveness. This action was prompted by the researcher’s observation of learners’ poor performance and teachers’ loss of instructional time in overcrowded classrooms. Literature was reviewed to place the study in gap lapse prospective which this study was to fill. Quantitative research method was used to be able to collect the most applicable data that would be able to produce valid and reliable information for the compilation of the research report. Revelations from the collected data were that overcrowded classrooms have adverse effects on both the teacher and learner performance and activities in schools where overcrowding is evident. Based on the revelations the research made some recommendations to contribute towards finding solution to the problem investigated in this study. The conclusion that could be drawn was that there is need for the Department of Education (DoE) to conduct elaborate study in schools where overcrowding exists and make a concerted effort to provide adequate classrooms to be able to help learners and teachers benefit from the provision of education being delivered.
- Full Text:
- Date Issued: 2015
Perspectives on the effects of Teenage pregnancy on Learning and teaching in Junior Secondary Schools of the Butterworth Education District
- Authors: Lubambo, Mzikayise Wiseman
- Date: 2015
- Subjects: Teenage pregnancy , Education (Primary schools)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/867 , vital:29939
- Description: The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.
- Full Text:
- Date Issued: 2015
- Authors: Lubambo, Mzikayise Wiseman
- Date: 2015
- Subjects: Teenage pregnancy , Education (Primary schools)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/867 , vital:29939
- Description: The study is about the effects of teenage pregnancy on learning and teaching in Junior and Senior Secondary Schools of Butterworth District. The researcher’s objective of the study was to determine how pregnancy affects the learner’s performance on learning and teaching in schools. Qualitative paradigm informed the study. The participants were drawn from teenagers; teachers and parents areall from rural schools, around Butterworth Education District through the use of non-probability, purposive and convenient samples. The sample included learners from ages 13-19 who were pregnant and those who were once pregnant while in schools, teachers who taught pregnant learners in their schools and parents who were having pregnant children at schools. A total of fifteen (15) participants were involved in the interview. The data collected was analyzed and interpreted during data collection and thereafter. The findings of the study showed that absenteeism, drop-out, poor academic performance, poverty and unemployment which are the results of pregnancy are some of the contributory factors that affect learning and teaching in schools. Recommendations were made based on the findings of the study. The study concludes by recommending awareness campaign on learner pregnancy.
- Full Text:
- Date Issued: 2015
The role of Teacher Unions in the governance of schools in Mthatha District of the Eastern Cape Province of South Africa
- Authors: Viti, Anderson Madodomzi
- Date: 2015
- Subjects: Teachers Unions -- School Governance Labour Unions -- School management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1278 , vital:30789
- Description: The study sought to investigate the role of teacher unions in the implementation of policies in the Department Of Education in Mthatha District. The study developed out of complaints and a lot of noise that has been done by the public towards the department of education complaining about lack of commitment and necessary enforcement of policies. This has been noticed after 1994 when teacher unions became more vocal and played a noticeable role in the education system. Many teachers became members of teacher unions and the department of education has to involve teacher unions in the decisions that it has to take. Teachers began to have rights to an extent that when they feel like striking they began to have a right to do so. Schools now began to be in totally governed by SGBs. Teachers and particularly the principals and their SMTs no longer have power to enforce any of the policies to teachers and as well as to learners. It was for that reason that the researcher became interested in conducting a study on the role played by teacher unions in the implementation of policies by the DOE in Mthatha District. In the study both qualitative and quantitative research methodology has been used. Questioners have been used to collect data. In the process of collecting data 5 schools within Mthatha district were selected. All these schools were on the Mqanduli part of Mthatha District because by the time the sturdy was started researcher was working as a principal in Mqanduli. Among schools that were selected there were 2 senior secondary schools and 3 junior secondary schools. From each school a sample of 5 educators was purposely ii selected according to their duties in running g the school i.e. in each school there has to be one or two members of the SMT. The position of the person in the SMT was not considered as long as the person is serving in the SMT. Also it was considered that people who are selected are members of a teacher union regardless of which teacher union. Some of the main findings of the study were: teacher unions are confusing the SMTs in that they sometimes get confused in knowing who to listen to between the department of education and the teacher unions. Teacher unions are sometimes helpful in that they train their members in understanding the professionalism that is required at work. Sometimes teacher unions have a tendency of protecting their members even if they act irresponsible. Among many recommendations that the researcher has done he has recommended that there must be constant meetings between all stakeholders in the education system to avoid unnecessary clashes. All parties concerned about the education system must respect the learner and as such he must be always at the centre of the education system. Also those SGB members who are expected to develop policies for their schools must be trained.
- Full Text:
- Date Issued: 2015
- Authors: Viti, Anderson Madodomzi
- Date: 2015
- Subjects: Teachers Unions -- School Governance Labour Unions -- School management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , M Ed
- Identifier: http://hdl.handle.net/11260/1278 , vital:30789
- Description: The study sought to investigate the role of teacher unions in the implementation of policies in the Department Of Education in Mthatha District. The study developed out of complaints and a lot of noise that has been done by the public towards the department of education complaining about lack of commitment and necessary enforcement of policies. This has been noticed after 1994 when teacher unions became more vocal and played a noticeable role in the education system. Many teachers became members of teacher unions and the department of education has to involve teacher unions in the decisions that it has to take. Teachers began to have rights to an extent that when they feel like striking they began to have a right to do so. Schools now began to be in totally governed by SGBs. Teachers and particularly the principals and their SMTs no longer have power to enforce any of the policies to teachers and as well as to learners. It was for that reason that the researcher became interested in conducting a study on the role played by teacher unions in the implementation of policies by the DOE in Mthatha District. In the study both qualitative and quantitative research methodology has been used. Questioners have been used to collect data. In the process of collecting data 5 schools within Mthatha district were selected. All these schools were on the Mqanduli part of Mthatha District because by the time the sturdy was started researcher was working as a principal in Mqanduli. Among schools that were selected there were 2 senior secondary schools and 3 junior secondary schools. From each school a sample of 5 educators was purposely ii selected according to their duties in running g the school i.e. in each school there has to be one or two members of the SMT. The position of the person in the SMT was not considered as long as the person is serving in the SMT. Also it was considered that people who are selected are members of a teacher union regardless of which teacher union. Some of the main findings of the study were: teacher unions are confusing the SMTs in that they sometimes get confused in knowing who to listen to between the department of education and the teacher unions. Teacher unions are sometimes helpful in that they train their members in understanding the professionalism that is required at work. Sometimes teacher unions have a tendency of protecting their members even if they act irresponsible. Among many recommendations that the researcher has done he has recommended that there must be constant meetings between all stakeholders in the education system to avoid unnecessary clashes. All parties concerned about the education system must respect the learner and as such he must be always at the centre of the education system. Also those SGB members who are expected to develop policies for their schools must be trained.
- Full Text:
- Date Issued: 2015
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