The impact of child sexual abuse (CSA) on the school life experiences and academic performance of adult CSA survivors
- Authors: Ah Hing, Antoinette Danielle
- Date: 2010
- Subjects: Child sexual abuse , Adult child sexual abuse victims -- Counseling of , Sexually abused children , Academic achievement
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9478 , http://hdl.handle.net/10948/1259 , Child sexual abuse , Adult child sexual abuse victims -- Counseling of , Sexually abused children , Academic achievement
- Description: Child Sexual Abuse (CSA) is a societal problem whose origins date back to the times of the ancient Greeks and Romans. It is found in all levels of society, from the wealthiest to the poorest; and the short-term and long-term impacts it has on the lives of the victims, can be devastating. There are many reasons for the occurrence of child sexual abuse, but in all cases, the ultimate accountability rests on the shoulders of the sexual offender. The nature of child sexual victimisation varies from verbal suggestions to violent physical force. Irrespective of which type the child is being subjected to, as the weaker partner in the pedagogical relationship with the adult, s/he is never able to defend herself/himself. The global phenomenon, and the increase in CSA, has given rise to the research question, namely: How does child sexual abuse impact on the school life experiences and academic performance of learners at school? The purpose of this research study was to provide insight into the following issues: • The nature and identification of the symptoms of child sexual abuse; • The manner in which sexually abused children manifest their experiences of sexual abuse at school; • How sexually abused children cope with their learning tasks; and • Recommendations for educators. The literature relating to CSA was reviewed, with the aim of establishing a solid theoretical foundation for the study. CSA has been looked at holistically, encompassing the accepted definitions, the related concepts, the nature of sexual abuse, the prevalence and incidence of CSA, the possible causes, the short-term and long-term impacts, and the suggestions by adult survivors for use by educators in their efforts to help abused learners. 11 In an attempt to provide acceptable answers to the research problem, a mixed- method research design was implemented. The research study was conducted in two phases: Stage 1 consisted of an exploration of the research problem by means of the following question put to the participants: In your experience as an adult survivor of child sexual abuse how did the abuse impact on your school life experiences, including your academic performance? A total of nineteen participants from the Eastern Cape Province shared their experiences, by means of writing their life story as a narrative. Purposive and availability sampling of adult survivors was undertaken. In order to ensure the trustworthiness and authenticity of the research methodology, Guba’s model of data verification was used. Accepted ethical measures were taken into consideration and adhered to during the research. The analysed data were taken directly from the narratives that the individual participants saved onto flashdrives. Consensus by the researcher and coder was reached regarding the identification of themes, categories and subcategories. The following four significant themes emerged, based on the results of the data analysis: Theme One: Health, sexuality and the sexual experiences of sexual abused children and adolescents. Theme Two: The social development of sexually abused children and adolescents. Theme Three: School-related experiences and academic performance of sexually abused children and adolescents. Theme Four: Advice and suggestions from adult survivors for young victims of CSA. 12 Stage 2 offered recommendations to the teachers of learners who are, or have been sexually abused, derived from the findings of Phase 1. The conclusion was reached that CSA does have an impact on the academic performance of learners. Therefore, teachers are in need of a greater understanding and awareness of CSA, in order to help these learners.
- Full Text:
- Date Issued: 2010
A comparative study of the language, mathematics and science literacy knowledge and skills of grade 9 learners in secondary schools in Port Elizabeth
- Authors: Arnolds, Keith Victor
- Date: 2012
- Subjects: Educational tests and measurements -- South Africa -- Port Elizabeth , Comparative education , Language and languages -- Study and teaching -- South Africa -- Port Elizabeth , Mathematics -- Study and teaching -- South Africa -- Port Elizabeth , Science -- Study and teaching -- South Africa -- Port Elizabeth , Education, Secondary -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9566 , http://hdl.handle.net/10948/d1016062
- Description: In South Africa, on-going concerns surrounding the development of learners’ literacy, mathematics and science skills are evident and drive various research studies in this field. International studies and assessments, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) show major differences in the proficiency levels of learners in South Africa in comparison with their international counter parts. To date, however, the more comprehensive international standardised assessment called the Programme for International Student Assessment (PISA), has not been administered in South Africa. The main aim of this research study was to investigate and scientifically explore the real situation in terms of language, mathematics and science literacy knowledge and skills of Grade 9 learners in South Africa and to draw a comparison between Grade 9 learners from secondary schools in the Port Elizabeth district in South Africa and their international counterparts, using the PISA standardised international assessment. In addition, the aim of the study was to determine the actual language, mathematics and science literacy skills and knowledge acquired by participants in this study. Quantitative data collection was done by administering a modified version of the Program for International Student Assessment (PISA) to learners from eight schools in Port Elizabeth, supplemented with questionnaires completed by participating learners and school principals. Findings revealed that the South African learners sampled, ranked in the bottom percentile of participating countries in reading, mathematics and science. The study also exposed the glaring inequalities still prevalent in South African education today, 17 years into democracy. The implications point to a serious investigation into the societal and political factors responsible for the discrepancies in the South African educational system at present.
- Full Text:
- Date Issued: 2012
A reading based theory of teaching appropriate for the South African context
- Authors: Childs, Margaret Mary
- Date: 2008
- Subjects: Literacy , Language and languages -- Study and teaching -- South Africa , Communicative competence -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9485 , http://hdl.handle.net/10948/687 , Literacy , Language and languages -- Study and teaching -- South Africa , Communicative competence -- Study and teaching
- Description: The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and applied in primary, secondary and tertiary contexts, this literacy pedagogy was described as a means of rapidly improving the literacy competence of all learners, across all subject areas. Using an approach located within the tradition of interpretative educational theory, the meaning of the theory and practice of the Learning to Read: Reading to Learn pedagogy was explored. As a result of the enquiry undertaken, it was found that the Learning to Read: Reading to Learn approach provides a practical means of enhancing epistemological access. Access of this nature is a precondition for success of learning in schools and in tertiary education. The LR:RL pedagogy provides a carefully structured means of holding literacy at the centre of learning. The sequence of practical steps theoretically rooted in three powerful – but usually separate realms of discourse, is a central contribution of the pedagogy to field of literacy development. Intersecting three discrete disciplines, represented by Bernstein’s model of education as pedagogic discourse, Vygotsky’s model of learning as a social process and Halliday’s model of language as text in social context gives rise to a unique literacy pedagogy. The theory that emerges from use, in a range of situations, over many years, and the carefully sequenced practice, together offer a sound means of addressing the challenges of literacy and learning prevalent in the South African context. iii This thesis argues for a reading based theory of teaching as a means of meeting the challenges of literacy and learning head on. The capacity to learn independently from written text is critical for progress within the schooling and tertiary systems. The Learning to Read: Reading to Learn pedagogy provides a means of realizing such a theory of teaching. Simultaneously teaching print literacy, while teaching the content of curricula, is proposed as a way of bringing about effective learning. Within the context of teacher education, the pedagogical content knowledge (PCK) of many teachers is acknowledged to be inadequate. However, there is a key dimension missing for the construct of PCK to be truly useful for South African teachers. Print literacy is as an essential determinant of the knowledge of teachers. The construct of PCK can thus supplemented by foregrounding reading and writing as essential elements of this category of teacher knowledge. Thus the content of the teacher education curriculum is taught as the reading and writing competence of teachers is developed. Similarly, within the school context, the Learning to Read: Reading to Learn pedagogy can be used to teach required content and teach the requisite high level reading and writing skills needed by all learners to progress successfully through the schooling system.
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- Date Issued: 2008
Adequacy of the advanced certificate in education to develop the work-intergrated learning competencies of principals: a case study
- Authors: Dali, Christopher Malizo
- Date: 2011
- Subjects: School principals -- Training of -- South Africa -- Eastern Cape , Emotional intelligence -- Study and teaching -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9472 , http://hdl.handle.net/10948/1342 , School principals -- Training of -- South Africa -- Eastern Cape , Emotional intelligence -- Study and teaching -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the adequacy of the Advanced Certificate in Education (School Leadership) programme to develop the school principals’ workintegrated learning competencies (WILCs) at the Higher Education Institutions (HEIs). One of the objectives of this study was therefore to determine the extent to which the Advanced Certificate in Education (ACE) – School Leadership (SL) programme could utilise emotional intelligence (EI) to develop the principals’ intrapersonal and interpersonal competencies for collegial leadership. Another objective was to explore the school principals’ perceptions of their emotional competencies that could link their theoretical studies at the Nelson Mandela Metropolitan University (NMMU) with their practical learning experiences in their schools. Presently, one of the major programmes that could use EI in the development of school principals’ WILCs is the ACE (SL) programme offered by HEIs. The challenge for HEIs, such as the NMMU, is to offer an ACE (SL) programme that is capable of empowering principals from divergent school backgrounds. This would enable them to better understand and interpret the contextual evironments in their schools and their emotional relationships with their teachers as colleagues. The purposively selected research participants for this study comprised of school principals from one hundred and thirty rural, urban, township and farm schools. These schools are located in areas such as Lusikisiki, Bizana, Kokstad, Maluti, Mount Frere, Mount Fletcher, Cradock, Graaff-Reinet, Uitenhage and Port Elizabeth. For the purposes of triangulation, forty-two semi-structured questionnaire responses, five focus group interviews, ten in-depth interviews, and the school principals’ portfolio reflections, were used in the collection and analysis of the data. The findings of this interpretive, explorative, descriptive, and phenomenological study revealed that generally, the school principals had satisfactory levels of EI, firstly especially in terms of their intrapersonal competencies such as adaptability, v achievement drive, commitment, initiative and optimism. The school principals valued the opportunity afforded to them by the ACE (SL) programme to discuss their individual emotions and experiences with principals from similar and different school contexts. The ACE (SL) programme helped them to interrogate and express their own perceptions and experiences and the WILCs required in their leadership positions in schools. Secondly, the findings on the effectiveness of the interpersonal WILCs revealed that most of the school principals were adept at inducing desirable feelings and actions in their teachers. The feedback from the semi-structured questionnaire, the in-depth interviews, the focus group interviews, and the principals’ reflection portfolios indicated that EI could strongly influence the development of the WILCs of school principals. Politically astute principals know how to collaborate with teachers to achieve school goals. They create a culture of trust and achievement as they collaborate as colleagues in their schools. In conceptualising the development of the WILCs of school principals, one of the major recommendations emanating from this study is the utilisation of the WILCs model to develop the school principals’ collegial leadership abilities. The WILCs model was developed as a recommendation to provide a common language for discussing emotional capabilities and guidance for a host of WILCs such as self-awareness, selfregulation, empathy, conflict management, building bonds, enabling and inspiring others to develop in a collaborative and collegial manner. Underpinning the WILCs model are five major assumptions. The first assumption is that although the intrapersonal and interpersonal competencies are essential, generic and could be applied to any organisational context, the focus in this study is on school principals and their school environments. The second assumption of this model is that the WILCs are the result of rigorous research and represent a way of describing the effective leadership abilities of principals within their school contexts. The third assumption is that the WILCs are interrelated, complex, and serve to highlight key elements of effective leadership in the school environment without privileging one over another. Fourthly, the conceptual basis for the construction of the WILCs model is the vi empowerment of principals and their interpersonal relationships with the wider school community. Fifthly, and a highly relevant assumption for school principals, this WILCs model brings together the social constructivist essence of the two epistemic sites of learning discussed in this study – the schools and the HEIs – and the interconnectedness between EI and IQ in the development of principals’ WILCs for collegial leadership. Evidently, principals cannot solely depend on their experiences only to hone their leadership competencies. Formal programmes, such as the ACE (SL) programme, are essential to develop the WILCs of school principals. Nothing less should be contemplated to develop their collegial leadership competencies.
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- Date Issued: 2011
Enhancing self-esteem as a teacher of English using action research
- Authors: Didloft, Virginia Charmaine
- Date: 2010
- Subjects: Self-esteem in children -- South Africa , Self-esteem -- Study and teaching , Self-perception in children -- South Africa , Social interaction in children -- South Africa , Educational psychology -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9496 , http://hdl.handle.net/10948/1520 , Self-esteem in children -- South Africa , Self-esteem -- Study and teaching , Self-perception in children -- South Africa , Social interaction in children -- South Africa , Educational psychology -- South Africa
- Description: This thesis offers a critical reflection of a study I initiated to enhance self-esteem for self-actualization. The research process involved enhancing my own self-esteem before facilitating the enhancement of the self-esteem of my participants. This endeavour included the simultaneous exposure given to researcher and researched, with the aim of helping to attain the respective transformative potentials of the latter. An action research methodology was used, intending to improve my own practice and to involve and learn from the participants in order for all relevant stakeholders to capitalize from the learning experience. Whilst undertaking this study, I learned to reflect on my values, attitudes and relationships with my learners. I also became aware of how individuals‟ perceptions of themselves can influence other aspects of their development. This awareness enabled me to become more sensitive to the emotional needs of the learners in my care and also led to a greater understanding of their individuality. I came to comprehend the impact of a positive self-esteem on the learning process that aided me in developing an understanding of the positive impact an enhanced self-esteem has on how my learners view themselves. In the course of the research, I developed an awareness of the need to create a caring practice centred on values of gentleness, respect, kindness, awareness and recognition of individual strengths. These afore-mentioned values are premised on the recognition and acknowledgement of basic human rights, inclusivity, equality and social justice; principles reflecting my own living standards. This heightened vii awareness influenced the ways I organized the learning and teaching process in my classroom. Enhancing my own self-esteem and those of my learners basically involved interchangeable interventions such as encouraging involvement, allocating responsibilities, creating opportunities for assertiveness and being generous with affirmation, praise and motivation. These endeavours occurred within a social constructivist approach, enabling participants to construct their own epistemologies within their respective ontologies. My findings offer new conceptualizations about how an enhanced self-esteem can help individuals realize their fullest potential.
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- Date Issued: 2010
Promoting social inclusion in school: reflecting on ourselves
- Authors: Geduld, Deidre Chante
- Date: 2010
- Subjects: Inclusive education -- South Africa -- Eastern Cape , Social integration -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9445 , http://hdl.handle.net/10948/1522 , Inclusive education -- South Africa -- Eastern Cape , Social integration -- South Africa -- Eastern Cape
- Description: This thesis is an account of the transformation of my personal thinking and practice, as I developed my own new living theories about my practice. As I chose an action research approach for my research, my research is practice based, as outlined by Whitehead (1989), McNiff, Lomax and Whitehead (2003), McNiff and Whitehead (2005b), and Whitehead and McNiff (2006). As McNiff et al. (2003) explain, action research focuses on learning and embodies good professional practice and praxis; it will hopefully lead to personal and social improvement; it is a response to a social situation; it demands critical thinking and political intention; and the focus is on transformation within this thesis. The thesis comprises an account of my learning at both theoretical and practical levels, as I discovered how to live my values more fully in my practice. Inclusivity and leadership establish a set of values and purposes that underpins the educational process in a school. The individual commitment of the teachers and leader drives the values and purposes into reality. Values without implementation do little for school improvement. It is in dealing with the challenge to change and improve, often by confronting unacceptable practices, that teachers and leaders show their educational values. The thesis is the story of how I learned to speak for myself and came to regard her as a person who has something to say for herself in the context of the impoverished schools of South Africa. My thesis is an articulation of my belief that teachers and learners should be counted „among those with the authority to participate both in the critique and in the reform of education‟ (Cook-Sather, 2002:3). It also articulates my commitment to a scholarship of teaching that allows teachers to learn from pedagogical experience and exchange that learning in acts of scholarship that contribute to the wisdom of practice across the profession (Shulman, 1999:17). Collaborative and reflective discussion allowed me to capitalise on the social nature of learning. I not only considered how education could be used to assist children‟s growth, learning and development, but also applied the same concepts in the development, growth and learning of their teachers. I would argue that through my own work, I have attempted to establish a community of enquiry within my school that draws on a multi-generational model of knowledge production through bringing together teachers, researchers, students and critical friends.
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- Date Issued: 2010
A supplementary coping skills programme for parents of children diagnosed with attention deficit hyperactivity disorder
- Authors: Gomes, Ana Maria
- Date: 2008
- Subjects: Attention-deficit-disordered children -- Family relationships , Children with disabilities -- Education
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9471 , http://hdl.handle.net/10948/686
- Description: Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour difficulties are said to be the cause of much of the disharmony and discord that exists within many families with ADHD-diagnosed children. On the basis of this understanding, a supplementary programme of behaviour modification, referred to as the Coping Skills Programme, was designed and implemented over a designated period of time, as a trial efficiency test, with a view to alleviate some of the family environmental stress caused by the effects of this disorder. There were three main aims to this research project, related to the research questions: Firstly, to establish to what extent this programme helped with the kinds of problems and difficulties being experienced by the parents of ADHD-diagnosed children and by the children themselves; secondly, to make recommendations regarding how to access and use such a programme and learn its skills, and thirdly to determine further ways with which to improve the Coping Skills Programme. The research design was based on Interpretive Theory and was qualitative in nature. An in-depth literature study was undertaken, which together with all the field notes acquired during the course of the study, formed the foundation of the study. A needs analysis was also carried out to ascertain the level and variety of ADHD-related needs that exist within the family unit. This needs analysis took place in the Nelson Mandela Metropole in the Eastern Cape to ascertain the level and variety of ADHD-related needs that exist within the family unit. The sampling selection of participants was both purposeful and dependent on availability, in order obtain as wide a range of information as possible, regarding specific ADHD-related criteria. This data was used as a foundation for the programme’s development. Information was gathered by means of phenomenological interviews, case study analysis, a focus group interview, field notes, observations and an audit trail. Measures were taken to ensure that the study was ethically conducted and trustworthiness maintained. The Coping Skills Programme was implemented with different families with ADHD-diagnosed children, within its designated time, which varied from family to family from between 8 and 10 weeks. Finally, three families were xx selected as case studies to substantiate the findings of this research study. Their selection was based on the range of the children’s age, the variety of their combined needs, the way in which each family dealt with the challenges posed by the programme, the parents’ involvement and the rate of success experienced by each family at the end of the allotted time. At the end of the programme’s implementation period it was found that confusion regarding parental role clarity and the role of the child in the home had a strong bearing on the treatment and management of ADHD-related difficulties. It was also found that the effect of parental unity and/or discord had a direct impact on ADHD-related behaviour. Equally important to the effective management of ADHD-related difficulties were the parental understanding and perceptions regarding their child’s ADHD-related needs and difficulties. The effectiveness of behaviour modification in relation to the level of parental involvement was also salient, as was the use of effective, positive communication to achievement of optimum results. Parental understanding of the role of discipline and how the effective use of this skill benefits the ADHD-diagnosed child became clear, as did the value of consistency in behaviour modification. The conclusion was reached that a programme as flexible as the Coping Skills Programme, when used appropriately and as a supplement to other forms of therapy, may be a significant source of assistance, support, encouragement and empowerment to families with members suffering with ADHD.
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- Date Issued: 2008
A multiple case study of parent involvement with grade 8 learners of mathematics
- Authors: Govender, Vasuthavan Gopaul
- Date: 2007
- Subjects: Education, Secondary -- Parent participation , Parent-teacher relationships , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9556 , http://hdl.handle.net/10948/511 , http://hdl.handle.net/10948/d1011913 , Education, Secondary -- Parent participation , Parent-teacher relationships , Mathematics -- Study and teaching (Secondary)
- Description: The learning of mathematics is a worldwide concern. International studies over the last decade place South African learners amongst the lowest achievers. Although various initiatives have been tried there does not seem to be any improvement. In the USA and UK initiatives include the involvement of parents and these have been implemented with great success. One of the parent involvement programmes from the USA, the Family Maths Programme has been in South Africa since 1996. This programme has been successful in South Africa but is confined to parents of grades 4-7 children. However, there is no programme for parents of high school learners. As grade 8 is usually the first high school year in South Africa, this study focuses on parents of grade 8 children and their involvement in their children’s mathematics learning. It consists of an initial survey of grade 8 parents’ (from an urban school) mathematical backgrounds and experiences and their involvement in their children’s education. Using key points from the survey and elements from the literature review and other sources, the researcher designed a parent assistance programme for mathematics which was conducted with three groups of parents of grade 8 children from the same high school. Each group of parents was exclusive and the same set of procedures was applied to each group, making this study a qualitative multiple case study, within the interpretive research paradigm. The parent-assistance programme consists of a parents’ workshop and completion of journals over a 7-week period. Parents documented their interactions with their children in structured journals, a process known as participant journaling. After this journaling period, parents and children were surveyed on this interaction by means of follow-up questionnaires. This was followed later in interviews with the parents and mathematics teachers, separately. After the completion of all three case studies parents and children participated in focus group discussions to discuss and share experiences of the programme. The interrogation of the data, on two levels, suggests parents’ and children’s perceptions of mathematics were likely to be positively influenced. The data also suggest that children were likely to become more confident and to improve in mathematics.
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- Date Issued: 2007
The teaching of financial management principles to school leaders in disadvantaged schools
- Authors: Griesel, Issabella
- Date: 2011
- Subjects: Education -- South Africa -- Finance , School management and organization -- South Africa , School budgets -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9446 , http://hdl.handle.net/10948/1538 , Education -- South Africa -- Finance , School management and organization -- South Africa , School budgets -- South Africa
- Description: The objective of this study was to find out how a course in School Financial Management should be designed and presented in order to bring about an improvement in the practice of school financial management in disadvantaged schools in the Eastern Cape Province of South Africa. The study was conducted in the interpretive and critical theory paradigms, and employed a qualitative empirical approach. The focus of the research was two cohorts of school leaders taking part in the Advanced Certificate in Education: School Management and Leadership programme at the Nelson Mandela Metropolitan University in Port Elizabeth. The researcher presented a course in Financial Management to both of these cohorts, and employed an action research method in her research, introducing the insights and lessons learned from teaching the first cohort in the design and teaching of the second cohort. Data were collected in various ways, including written assignments of students, class discussions, personal interviews and document analyses. More data were collected during school visits at which the researcher observed the level of financial practice at schools, and could also, from the one-to-one interactions with the students, identify the issues that were still problematic to them. Another aspect of the data gathering process was the detailed analysis of the section on Financial Management in the ACE study material provided by the Department of Education. This enabled the researcher to compare her study material and teaching approach to that of the Department’s study material, so as to ascertain which content and methods of teaching were best suited to bringing about an improvement in practice. The study’s main findings were that designers of such programmes in Financial Management should focus on basic Accounting principles and avoid an overload of content of issues which are “good to know”, but do not contribute to the understanding of Accounting principles necessary for the drawing up of financial statements. The method of teaching should predominantly be an interactive approach based on adult learning principles, with enough time for students to complete certain assignments and activities with feedback by the lecturer. The role v of mentors and of the lecturer visiting schools was emphasised as one of the key ways to assist participants in implementing what they had learned. The most important recommendations emanating from the study were the suggestion that the Department of Education should play a bigger formational role in providing feedback to schools on the financial statements submitted to the Department by these schools, the rethinking of the Department of Education’s module on Financial Management in the ACE for School Principals, and the development of a follow-up course in which all the additional aspects of School Financial Management could be included.
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- Date Issued: 2011
The management of physical resources by principals in the rural secondary schools of the Eastern Cape Province, South Africa
- Authors: Gumbi, Daphne
- Date: 2009
- Subjects: School facilities -- South Africa -- Eastern Cape , School buildings -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9447 , http://hdl.handle.net/10948/911 , School facilities -- South Africa -- Eastern Cape , School buildings -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape
- Description: This research study examined whether the physical resources in rural secondary schools are adequate and are managed properly by the school principals, for quality education to be achieved in the Eastern Cape Province. The dramatic changes in South Africa recognized that the future depends on an education system which develops the full potential of all learners. Although the Constitution of South Africa is advocating for equal education for all, there are disparities which are evident in the quality of the infrastructure, especially in remote rural areas where the fundamental requirements for effective education are lacking such as, water, electricity, sanitation and basic educational equipment. This shows that, although policy and legislative frameworks for transforming the education system have been put in place, managing the change is still a key challenge especially that of physical resources. Management of physical resources illustrates the problems facing principals by pointing to the lack of basic facilities in many rural secondary schools. In terms of the provision and management, many challenges remain, like most schools do not have adequate physical facilities. School buildings such as classrooms are inadequate or unsafe with no toilets, libraries, laboratories and many learners and teachers do not have learner teaching support materials (LTSMs). On the other hand, in terms of the Constitution, the Department of Education is responsible for bringing redress, equality and to upholding the Constitutional values such as shared decision-making, transparency, shared accountability and empowerment for equal partnership with other stakeholders. The physical resource management is one of the major responsibilities of principals. Their leadership is largely about ensuring that a clear and shared sense of direction is developed for both leadership and management. The school viii system meant that schools have moved nearer to the communities they serve and this has led to schools being more accountable to their communities. This study further investigated whether there is a significant correlation between the management of physical resources and quality education as well as the eradication of poverty in the rural secondary schools of the ECP. The proper execution of the management tasks of planning, organizing, leading, and controlling (POLC) by the principals have contributed extensively to the success of the schools. Therefore, this will mean that the act of managing physical resources through POLC and the process of working with or through SGBs, teachers, parents, learners, EDOs and the community at large to achieve set goals of education of relevance, excellence and quality education by effectively and efficiently using the physical resources in a school climate and environment that is collegial. The study showed that there is a link between management tasks (POLC) and collegial style of leadership in the school. The literature reviewed supported the view that the invitational style of leadership and collegiality increase the potential of a school to manage its physical resources economically, efficiently and effectively, particularly in a climate where the resource handlers take ownership of the school especially in remote rural settings. The 255 out of 300 subjects (85%) chosen to participate in this study were selected on the basis of their accessibility. Convenience sampling was used to conduct the study as this ensured that the population represented stakeholders that manage physical resources at schools, such as deputy principals, head of departments and teachers. Questionnaires were distributed, completed and collected personally. The questionnaires were analyzed and gaps such as the effects of lack of physical resources and how the learners’ profile were affected were reinforced by individual and group interviews that were semi-structured as ix well as participant observations from principals at O.R Tambo, Chris Hani and Amathole District Municipalities were conducted. It was deduced from the statistical data presented that there is a significant correlation between the principals’ management tasks and the quality of education. This shows that the more the principals blend properly planning, organizing, leading and control management tasks the more the physical resources will be managed better, that is, effectively, efficiently, economically and transparently and the less the bringing together of management tasks the less the meaningful management of physical resources will be. The study supported the hypothesis that a combination of management tasks performed by the principals positively influences the proper management of physical resources in rural secondary schools of ECP. The study rejects both null hypotheses that there is no significant correlation between planning, organising, leading and controlling as leadership functions of PRs and the quality of education in rural secondary schools of ECP as well as, that principals of rural secondary schools are not expected to possess adequate leadership knowledge and skills to effectively manage available PRs in their rural secondary schools. This study affirms the view that adequate physical resources are crucial as well as the appropriate management skills of principals for high quality education to be achieved in rural secondary schools. Without adequate physical resources, proper handling of the limited physical resources and the possession of management skills by principals, rural schools are less likely to succeed in their efforts to improve education.
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- Date Issued: 2009
Integrated leadership : a leadership approach for school management teams
- Authors: Hendricks, Clarence Nowellin
- Date: 2012
- Subjects: Educational leadership -- South Africa , School management and organization
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9575 , http://hdl.handle.net/10948/d1018610
- Description: School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.
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- Date Issued: 2012
A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy
- Authors: Hendricks, Farah
- Date: 2017
- Subjects: Peer teaching -- South Africa Teenage pregnancy -- South Africa , Sex instruction for teenagers -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/16011 , vital:28306
- Description: The phenomenon of teenage pregnancy among school-going youth is on the increase in South Africa, despite the existence of a number of intervention programmes. Although both curricular and co-curricular awareness programmes targeting this phenomenon are currently employed within South African schools, these programmes have patently not met with much success, since the problem remains acute. It was the question why these programmes are not succeeding in alleviating the problem that prompted my interest in undertaking this study. Based on literature that suggests that those programmes that are successful in reaching the youth are designed through participatory processes, rather than being designed by outside experts, my thesis proposes that prevention programmes that are designed and implemented by the youth for the youth may be more successful in helping them to make healthy decisions in terms of their sexual behaviour. This study attempted to engage youth in a participatory way in identifying and exploring their perceptions of teenage pregnancy and using the knowledge thus gained to design, implement and evaluate prevention strategies in their school. The study is informed by social learning theory and adopted a participatory action research (PAR) design, which is located in a critical paradigm. I purposefully recruited twenty-four youths (14 females and 10 males) to participate. The primary research question that guided this study was: “How can peer educators be engaged to create prevention strategies to reduce teenage pregnancy and its impacts?” The following sub-questions were identified from the primary research question: What do learners themselves know feel and experience with regard to the causes and effects of teenage pregnancy How might a participatory methodology help learners to create relevant and contextualised strategies for addressing teenage pregnancy? How can such strategies be implemented in a school system? What recommendations could be made for addressing teenage pregnancy in a contextualised way? The research was conducted in two cycles. In Cycle One, data was generated through two focus group discussions, led by a young researcher from the community to encourage openness and honesty. In addition through snowball sampling, six teenage mothers and two teenage fathers agreed to be interviewed individually. The same questions were asked in the two discussions and the individual interviews, namely: “What do you know, feel and think about teenage pregnancy?” In the first cycle, I responded to my first sub-research question. Interviews, drawings and focus group discussions were used to generate data. Three themes emerged from the data to provide insight into how the youth at the school perceived the phenomenon of teenage pregnancy. The findings from this cycle revealed certain tensions between what youth said they needed and what adults, such as teachers and parents, thought they needed to know. The participating teenagers regarded themselves as sexual beings, while the adults in their sphere of influence preached abstinence, moralised or merely cited the facts, without entering into any discussion of how young people could deal with social pressures and better protect themselves against unplanned pregnancy. The participating youth were clearly aware of how to prevent pregnancy, but the social barriers to using condoms or contraceptive pills were a stumbling block. They possessed knowledge of the potential consequences of risky behaviour, but this did not stop them from engaging in such behaviour. In the second cycle of the research, the participants used the findings of the first cycle to develop prevention messages and strategies to convey these messages to their peers. They used participatory visual methods to accomplish this. The findings from this cycle revealed that a peer education approach helped participants to increase maturity in sexual decision-making, had a positive effect on the learning and acquisition of new skills, and improved critical thinking relating to sexuality. The study also had a positive impact on other learners’ knowledge and the attitudes displayed by both learners and teachers, and also led to improvements in school policies related to sexuality education. It is contended that the study contributed important theoretical and methodological insights. Knowledge generated from the study could make a contribution to the field of sexuality education and how it should be approached in schools, particularly in communities facing social and economic adversity. The methodological contribution of this study provided guidelines and theory on how participatory action research and participatory methods can be implemented in schools to enable youth to influence change in their schools, not only regarding teenage pregnancy, but also other social issues.
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- Date Issued: 2017
Rural secondary school teachers' experiences of job satisfaction and their expectations of support to develop their professional competencies as curriculum workers
- Authors: Hlongwane, Boy Thembinkosi
- Date: 2013
- Subjects: Teachers -- Job satisfaction -- South Africa -- KwaZulu-Natal , Teacher morale -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9468 , http://hdl.handle.net/10948/d1021101
- Description: Since the first National Curriculum Statement matriculation results for 2008, there has been an outcry that rural secondary schools in KwaZulu Natal are lagging behind in terms of pass rate compared to urban and former Model C secondary schools. There are various contributory factors that are impacting on poor learners’ performance in rural schools. This study was specifically conducted in rural secondary schools of KwaZulu Natal. The reason was that there is few research conducted in rural schools, particularly with regard to teacher job satisfaction and professional development. There is therefore a belief that satisfied teachers produce good performance in their schools. Furthermore, it is also believed that satisfied and adequately developed teachers are the key to successful implementation of the grades 10-12 National Curriculum Statement. The study was therefore conducted to investigate rural secondary school teachers’ experiences of job satisfaction and their expectations of support to develop their competencies as curriculum workers. The research problem was investigated through the mixed methods research. The use of mixed methods research was to ensure that reliability and validity are addressed. The concurrent strategy of mixed methods research was employed. In concurrent mixed research methods, data is collected during the same phase. Data was collected from rural secondary schools of Umzinyathi, Ilembe and Empangeni districts in KwaZulu Natal. There were fifty rural secondary schools which participated in the study. Four hundred rural secondary school teachers completed survey questionnaires. Eighteen rural secondary school teachers participated in individual interviews. Only nine rural secondary schools were involved in observation and interviews. Research findings show that poverty was one of the major contributory factors that led to poor performance of rural secondary schools. Poverty and lack of adequate professional development programmes in rural secondary schools have negative impact in terms of teachers’ job satisfaction. Learners’ poor command of English in rural secondary schools contributed to their poor academic performance. Lack of support services, bad condition of roads and, long distances travelled by both learners and teachers contributed to teachers’ job dissatisfaction and learners’ poor performance. Rural secondary school learners were demotivated about learning, since they lacked role models in their communities. Rural secondary school learners were also undisciplined. They bunked classes. They carried weapons to schools. Rural secondary school learners also helped criminals to steal and vandalize school property. They smoked dagga inside the school premises. Moreover, research findings indicate that rural secondary school teachers were not involved in school decision-making processes. School management teams were the only structure making school decisions. Growth opportunities for teachers were not fairly provided to them by their principals. Schools governing body chairpersons and principals were abusing the teacher promotion process since they were biased. They only promoted their friends and relatives and sometimes they were bribed by candidates. The latter findings contributed to teachers’ job dissatisfaction. Further findings indicate that there were teachers who were teaching subjects for which they were not qualified. Some heads of department were supervising subject streams that were outside of their specialization since the school post-provisioning norms (PPN) was small. Rural secondary school principals possessed inadequate grades 10-12 National Curriculum Statement expertise. Integrated Quality Management Systems was unable to develop teachers for effective grades 10-12 National Curriculum Statement implementation since it was not implemented accordingly in rural secondary schools. Clusters were effective strategies to develop teachers in rural schools although geographical isolation of school was their main challenge. The recommendations of this study are that RSSs must be fully supported by the KwaZulu Natal Department of Education. All roads to schools must be repaired in time. Decent teacher accommodation must be built inside schools with security guards to look after teachers’ safety and their property when they are away. Recreation venues/centres must be established in rural areas to relieve and address teachers’ stress and boredom. The KwaZulu Natal Department of Education must ensure that all schools have libraries, laboratories and computer classes. The Department of Education must also fully recognize postgraduate qualifications such as honours, master’s and doctoral degrees to retain highly qualified teachers in rural secondary schools. Teachers must be promoted on merit rather than on friendship or relationship.
- Full Text:
- Date Issued: 2013
Disciplinary strategies for public secondary schools in Kenya in the post-caning era
- Authors: Kiprop, Catherine Jematia
- Subjects: School discipline -- Kenya , School children -- Discipline -- Kenya , Classroom management
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9444 , http://hdl.handle.net/10948/533 , School discipline -- Kenya , School children -- Discipline -- Kenya , Classroom management
- Description: The purpose of the study was to develop strategies for maintaining discipline among learners in secondary schools in Kenya in the post-caning era. More specifically, the objectives of this study were to: - Examine disciplinary strategies that are revealed in the relevant literature that will assist the Kenyan public secondary schools manage student discipline in the post-caning area; - Examnine the exsisting approaches to discipline that are being adopted by secondary schools in Kenya in the post-caning era; - Develop strategies for managing student discipline in public secondary schools in Kenya in the post-caning era.
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Investigating science teachers' perceptions of the nature of science in the context of curriculum reform in South Africa
- Authors: Kurup, Rajasekhar Thanukkothu Sankar Pillai
- Date: 2010
- Subjects: Science -- Methodology -- South Africa , Science -- Study and teaching -- Philosophy , Science -- Study and teaching -- South Africa -- Evaluation , Science -- Study and teaching -- Curricula -- South Africa , Science -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9509 , http://hdl.handle.net/10948/1175 , Science -- Methodology -- South Africa , Science -- Study and teaching -- Philosophy , Science -- Study and teaching -- South Africa -- Evaluation , Science -- Study and teaching -- Curricula -- South Africa , Science -- Study and teaching -- South Africa
- Description: An adequate understanding of the nature of science (NOS) has become increasingly important for science teachers in South Africa as comprehensive curricular reforms over the past decade include promoting informed understandings of the ontological and epistemological bases of scientific knowledge and the methods of science. The main objective of this study was to explore the NOS understandings held by a sample of science teachers in the Eastern Cape Province of South Africa. Data were generated via questionnaires (n=136), semi-structured interviews (n=31), and classroom observations (n=8). The teacher interviews, which were informed by the questionnaire data, enabled further interrogation of the teachers’ philosophical positions. Their classroom practices were examined within the framework of these philosophical positions and the requirements of the new curriculum. The effect of implicit and explicit instruction in NOS on these teachers’ beliefs and classroom activities was also considered. A mixed-method approach informed by positivist and interpretivist perspectives was used for the collection and analysis of the data. The data suggests that explicit instruction in NOS resulted in more informed conceptions of science and the scientific enterprise, and that these conceptions were reflected, to a degree, in their classroom behaviours. However, it was noted that the teachers in this study often held philosophically eclectic views of the nature of scientific knowledge and how scientists develop ideas. Similarly, the South African National Curriculum Statement portrays science in contrasting ways, i.e. often within a modern/realist framework, but in other instances within postmodern/relativistic understandings (particularly in terms of indigenous knowledge systems). As such, an approach which aims at providing a firm foundation for understanding NOS ideas within a modern/realist perspective before emphasising the postmodern/relativist aspects of the scientific enterprise is suggested for teacher training and curriculum development.
- Full Text:
- Date Issued: 2010
Experiences of teachers working in a deprived environment, with specific reference to their emotional intelligence
- Authors: Mack, Esmé Judy
- Date: 2014
- Subjects: Emotional intelligence , Teachers -- Psychological aspects
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9572 , http://hdl.handle.net/10948/d1017611
- Description: Against the background of the broad-ranging and significant educational changes introduced in South Africa since 1994, school teachers are challenged to cope with and adapt to difficult working conditions, job stress and large classes. As a result, teaching is now experienced as a more demanding and challenging profession. However, education takes place within the context of a particular community. The role of the environment, as context for education, is therefore also important. As such, a deprived environment can exacerbate the challenges experienced in teaching by teachers. Such an environment is often characterised by high poverty levels, undesirable living conditions, escalating social and health problems, malnutrition, unemployment, parental illiteracy, parental absence or uninvolvement, child abuse, sexual harassment, teenage pregnancies, corruption, crime, conflict, violence, and high TB and HIV infection rates. In schools in a deprived environment, lack of resources and learning materials, overcrowded classes, children dropping out of school, an unattractive, an unsafe physical environment, a lack of electricity, as well as broken windows and leaking roofs, are often the order of the day. These factors increase the burden on the teachers who work in such an unsupportive context. How well teachers cope amidst the broad-ranging transformational changes introduced in post-Apartheid South African education, while teaching in a deprived environment, depends to a large extent on their emotional stability, personal skills and cognitive functioning. Their emotional strengths should enable them to be aware of their own emotions, and the emotions of their learners, as well as to guide those emotions appropriately and form healthy relationships. It should further enable teachers to make provision for the effective learning, development and well-being of the learners in their classrooms. Against this background, the aim of this study was to investigate the following research questions: Primary research question: What are the characteristics of emotional intelligence that teacher is working in a deprived environment display? Secondary research questions: • What is the relationship between the characteristics that the teachers display and the components of emotional intelligence? • What are the implications of the research findings for teacher education? • What guidelines can be provided from the research findings to teachers working in a deprived environment, to further promote their effective teaching? The focus of the study was on the two primary schools and one secondary school located in the Walmer Gqebera Township in Port Elizabeth, Eastern Cape Province, South Africa, which are in close proximity to the Nelson Mandela Metropolitan University, being the University’s neighbouring township. Constructivism and interpretivism formed the philosophical foundation of the study, while critical theory and pragmatism also applied.
- Full Text:
- Date Issued: 2014
A framework to support inexperienced postgraduate research supervisors
- Authors: Mapasa, Tobeka Eugié
- Date: 2017
- Subjects: Graduate students -- Supervision of Universities and colleges -- Graduate work -- Supervision , Supervision Research -- Study and teaching -- Supervision
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/18529 , vital:28657
- Description: It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.
- Full Text:
- Date Issued: 2017
Black parental involvement in education
- Authors: Mbokodi, Sindiswa Madgie
- Date: 2008
- Subjects: Education -- Parent participation -- South Africa , Parent-teacher relationships -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9518 , http://hdl.handle.net/10948/1013 , Education -- Parent participation -- South Africa , Parent-teacher relationships -- South Africa
- Description: The study was conducted in the backdrop of Section 24(1)(a) of the South African Schools Act (SASA) 84 of 1996 which promulgated that parents should be involved in the education of their children. To fulfil this requirement, each school is expected to have a legally constituted School Governing Body (SGB) as part of school governance. The involvement of the SGB does not exclude parents involving themselves in school activities as individuals but as organised groups geared towards working on a specific project of the school. Involvement also implies helping the child at home. The study investigated the extent to which black parents involve themselves in school activities as envisaged by the SASA. Conceptual literature relating to issues of parental involvement in school was reviewed. Specifically the concept parent/parental involvement as it relates to black parents was explored. Factors promoting or hindering parental involvement in school were also examined. The research is qualitative. Participants included principals, teachers, learners and chairpersons of school governing bodies of ten selected schools in the major townships of Port Elizabeth. Views and experiences of participants were captured and explained through in-depth interviews and observations. Results are discussed in relation to the relevant literature, allowing grounded theory to emerge. What emerged was a desperate situation of non-involvement of black parents in school activities largely because of the failure of the Department of Education (DoE) to capacitate all parties involved in strategies to involve parents in school. The potential for generalizability and transferability is discussed in the report and possible intervention strategies are recommended at micro- and macro-levels. The study demonstrates that the DoE needs to follow up on its policies to ensure that the envisaged change is realized.
- Full Text:
- Date Issued: 2008
A comprehensive university: constructing an organisational identity
- Authors: Moeng, Siphokazi Florence
- Date: 2009
- Subjects: Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Educational change -- South Africa -- Port Elizabeth , Education, Higher -- South Africa -- Port Elizabeth -- Aims and objectives , Organizational behavior -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9517 , http://hdl.handle.net/10948/1029 , Universities and colleges -- Mergers -- South Africa -- Port Elizabeth , Educational change -- South Africa -- Port Elizabeth , Education, Higher -- South Africa -- Port Elizabeth -- Aims and objectives , Organizational behavior -- South Africa -- Port Elizabeth
- Description: The restructuring of higher education through incorporations and mergers has attracted a lot of attention over the past few years in South Africa. These incorporations and mergers have displaced institutions of higher education and positioned them in new organisational homes, thus subjecting faculties, schools and departments to a process of relocation, new knowledge acquisition, identity change and meaning-making processes. The merger has resulted in three types of universities; i.e. traditional universities, comprehensive universities and universities of technology. The introduction of the comprehensive university as a new institutional type has brought with it questions about the idea of the university and the purpose of higher education in general. Mergers in particular have initiated conversations about sense-making and meaning during change. Amidst all this, people within the merging institution have been confronted with a new organisation with which they have to identify. At universities in particular, questions about academic identity and organisational identity have become unavoidable. The boundaries that gave definition to a university have been (re)moved. The structure of the university, as it was known, has changed. Hence, in the newly merged NMMU, academics are in the process of internalising and giving meaning to the new organisational values and norms of a comprehensive university. Needless to say, the challenges facing the newly merged NMMU are cultural, structural and geographic. Bringing together different institutional and personal cultures involves a human dimension that needs to be nurtured by trying to form a coherent and cohesive organisation that is created from culturally diverse and uncomplementary institutions. Another challenge is bringing together different organisational structures, systems and programmes that are informed by different institutional cultures. Furthermore, the challenge of having multiple campuses that are geographically separated exacerbates the situation. Along with all these challenges, the NMMU has the task of constructing an integrated institutional identity through organisational forms and programme models that will embody the multiple functions that are typical of a comprehensive university. The aim of the current study was to explore how the meanings that academics assign to the notion of a comprehensive university are instrumental in constructing an organisational identity; describing in detail how at the NMMU academics make meaning of the comprehensive university and how that meaning-making process influences the construction of an organisational identity; and formulating recommendations based on the qualitative findings and quantitative results of the research. In an effort to achieve the aim alluded to above, this study employed the mixed methods approach that used a sequential, exploratory, transformative design. The complexity of the study was such that it required to be investigated through qualitative and quantitative analytical methods in order to confirm, triangulate and obtain a holistic picture of the situation under investigation. The sample for the qualitative interviews consisted of thirteen purposefully selected academics from all levels at the NMMU. The interviews were transcribed and coded into themes, categories and sub-categories. These themes were then developed and translated into statements for the questionnaire that was administered randomly to all NMMU academics. A total of 108 academics responded to the questionnaire. The responses to the questionnaire were analysed using the SPSS programme. The findings and results of the study revealed that there was a fairly common understanding of the term comprehensive university among academics. However, the details about its procedures appeared to be the privileged ownership of management. This situation mitigated the necessity for a sense-making process that would allow for negotiation, modification and alteration of already held assumptions. A pertinent concern amongst academics was the neglect of the ‘human factor’ during the change process. The management style also came under scrutiny, especially in terms of the facilitation and mediation of change. There was a consensus on the call for cohesion and unity that was believed to be one of the main features that would make the construction of the NMMU organisational identity possible. The vision, mission and values of the NMMU were believed to be central to the creation of cohesion and unity, which would subsequently result in the birth of an organisational culture that could inform the organisational identity of the NMMU. Strategies to actualise and realise the organisational identity were proposed by participants. Notwithstanding, the impact of the merger was identified as having a major influence in shaping the organisational identity of the NMMU.
- Full Text:
- Date Issued: 2009
Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe
- Authors: Mswazie, Jonathan L P
- Date: 2014
- Subjects: Distance education -- Zimbabwe Open learning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/11184 , vital:26893
- Description: This study set out to investigate a unique case of innovation adaptation and institutionalization in a depressed socio-economic environment. The main aim of the study was to understand and explain interventions and innovative strategies that underpin the survival and growth of the Open and Distance Learning Mode (ODLM) in Zimbabwe. Towards this end, the data to address the research questions was derived from the case study methodology which incorporated, among others, documentary analysis and interviews with persons involved in the initiation and management of the ODLM. The results of the study indicate that three broad categories of strategies, namely protectionism, innovative leadership and educational entrepreneurialism or commodification constitute the foundation of ODLM durability in Masvingo Province. Protectionism in the context of ODLM survival and growth are projected and articulated in the policy instruments such as mandates and legal frameworks which shielded the innovation from the usual hazards of the innovation process. Protectionism enabled the ODLM to gain traction in an elitist and conservative higher education landscape. Correspondingly, innovative leadership is manifested in a highly motivated team of management staff committed to the propagation of the ODLM to every part of Masvingo Province. The leadership at the Masvingo Regional Campus (MRC) utilizes the multiple stakeholder approach as strategy for establishing convergences and equilibrium in respect of the interests and concerns of the four main stakeholders, namely the government or the ruling party which initiated the implementation of the ODLM; the employers of ODL graduates who affirm the relevancy of ODL qualifications, the students who sustain ODLM by generating revenue for the ZOU, and finally, the MRC staff who are the implementers of the ODLM programmes. Likewise, educational entrepreneurialism constitute another key strategy in ODLM survival and growth. This strategy is articulated in the principle of continual adaptation and creation of market – driven programmes. The above results have several implications to various role players and actors involved in the educational reform and innovation. Firstly, the results of the study reveal the imperative for power elites or policy formulators to ensure that they initiate and adopt educational innovations that match the capacities of their implementers and the socio-economic realities of their respective countries or societies. In this regard, the ODLM appears to have been a prudent choice in light of the challenges that were being encountered in post-independence Zimbabwe. Secondly, from a management perspective, the selection of the innovation team to spearhead or steer the implementation was prioritized. Only competent and committed personnel positively disposed towards an innovation should spearhead the implementation. In addition adequate training and staff development should be instituted to keep the implementers abreast of new trends and standards in educational provision. Lastly, the results of this study constitute a clarion call to curriculum developers in African university departments to design and develop programmes which resonate with the needs of key stakeholders who constitute the support base for viable educational institutions.
- Full Text:
- Date Issued: 2014