Masters Degrees (School of Education Management, Policy, and Comparative Education)
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Browsing Masters Degrees (School of Education Management, Policy, and Comparative Education) by Author "Mdodana-Zide, L."
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Item Open Access Experiences of TVET college leaders in managing workplace job-related gossip in one municipality, Gauteng Province(University of the Free State, 2024) Xaba, Siphamandla Johan; Mdodana-Zide, L.The study aimed to investigate the experiences of technical and vocational education and training (TVET) college leaders managing workplace job-related gossip in in one municipality, Gauteng province. The study was informed by the leader-member-exchange theory developed by Dansereau in 1975 and the Evolution of Gossip Theory by the anthropologist Robin Dunbar in 1996. In developing a critical and interpretive understanding of the experiences of TVET college leaders handling workplace job-related gossip, data were created through semi-structured interviews with campus managers, focus group discussions with the head of the department, and document analysis using a qualitative technique. The study found that gossip, a private discourse, can be harmful and duplicitous, reflecting the speaker's true sentiments. It can be positive and negative, affecting and targeting the individual's private life. The study further revealed that managers condemn gossip, while others provide counselling or encourage employees to be mature to foster a culture of love and care, acting reasonably in handling discussions. This approach helps mitigate gossip's negative impact and promotes a healthier work environment. The findings also revealed that managers face substantial obstacles in handling workplace gossip, such as becoming subjects of gossip themselves, often cited incorrectly, employees may perceive themselves as being targeted and misinterpret the managers' motives. Such challenges add complexity to handling gossip-related issues, impeding the effective resolution of these problems. The study, therefore, concludes that the nature of gossip is complex, involving secrecy and potential harm. The study recommends continuous professional development programs that include training enhancing work-related gossip management skills, for managers to better manage interpersonal relationships, encourage open communication, and promote a just culture, which can also help reduce the frequency and consequences of workplace gossip.Item Open Access Exploring the Heads of Department experiences on professional development aspects of Quality Management System(University of the Free State, 2024) Nyandeni, Bongela Synchronize; Mdodana-Zide, L.Developing Heads of departments (HoDs) is critical in meeting the increasing demand of the 21st-century education system. Development programmes have been implemented in South African schools to aid in the professional development of HoDs. These programmes are designed to improve HoDs' capacity to carry out their assigned duties successfully. However, obstacles remain. This qualitative study aimed to investigate the experiences of HoDs relating to professional development aspects of the Quality Management System. The investigation was undertaken in the South African province of KwaZulu-Natal's uThukela District. The adult learning theory was implemented to substantiate the study's analysis. This research aimed to determine HoDs' perceptions of the Quality Management System as a professional development programme and formulate recommendations on how the programme could be enhanced to be more efficient. Following an interpretive paradigm, the participants generated meaning and knowledge based on their experiences while influencing their thoughts and societal beliefs. The study was narrated from the participants' experiences using phenomenology as a research design. These experiences facilitated HoDs to deduce meaning from their experiences with the Quality Management System as a professional development programme. In the uThukela District, two primary and two high schools were selected as sites. The sample size consisted of two HoDs per primary school and four HoDs per high school, with a minimum of two years of working experience with the Quality Management System programme. Data was obtained through semi-structured interviews and document analysis. The study revealed that there is a need for professional development of school managers, and it is crucial for HoDs to be developed holistically as curriculum leaders. The findings further revealed that the value of professional development programmes is acknowledged by HoDs as they perceive the programmes to serve as a foundation for the transition into leadership positions and remain competent and well-informed in their careers. The study also revealed that the implementation of the QMS as a PDP has improved the quality of development of leaders, however, despite the programme's positive aspects, QMS implementation continues to face challenges such as excessive paperwork, time-consumption and educator challenges. Therefore, the study concludes that the implementation of QMS as a PDP is essential in improving the quality of education through the professional development of school leaders, while the QMS as a PDP still needs refinement in addressing practical challenges experienced by HoDs in schools. The study recommends that the QMS as a PDP can be strengthened through providing tailored strategies that are accommodative to the leadership roles of HoDs, such as extensive training to HoDs, providing adequate resources as support to HoDs, and finally embracing digital technologies to streamline process.Item Open Access School management teams’ and parents’ collaborative strategies to enhance learner academic performance(University of the Free State, 2024) Radebe, Philile; Mdodana-Zide, L.Scholars from across the globe have conducted studies and recognised the importance of parents -schools collaborations. South Africa and other nations have adopted several policies and initiatives requiring parents to be involved in their children's education because research demonstrates that learners benefit when schools and parents work together. The study aimed to explore the collaborative strategies of SMTs and parents to enhance learners' academic performance. The following secondary questions guided the study: How do SMTs and parents collaborate to enhance learner academic performance? What challenges do SMTs and parents experience with their collaborative strategies to enhance learner academic performance? What can be done to enhance effective collaborative strategies between the SMTs and parents? Grounded in collaborative leadership theory, the study adopted an interpretive paradigm and employed a qualitative approach. The study used a multiple case study design. Purposive sampling was used to select participants, including two School Governing Body (SGB) parents, one principal, and one Head of Department (HOD) from each of the five schools in Thabo Mofutsanyana District. Data collection methods included semi-structured interviews and document analysis. Data analysis using thematic analysis revealed four key themes: conceptualisation of collaboration, experiences on parent-school collaboration, challenges on parent-school collaboration, and strategies for enhancing parent-school collaboration. The key findings indicate that although all participant groups recognise the importance of collaboration, obstacles such as limited communication, resource shortages, and a lack of trust impede its effectiveness. The study suggests several strategies to improve collaboration, including holding regular meetings, using various communication platforms, implementing policies, and encouraging active parent participation. The conclusions highlight the necessity for transparent communication, adequate resource support, effective policy implementation, and training programmes to enhance school-parent collaboration. Recommendations include fostering regular communication, addressing resource limitations, bolstering policy implementation, and providing training and support for stakeholders.