School of Education Management, Policy, and Comparative Education

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Open Access
A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: a case of one rural university in South Africa
(ERRCD Forum, 2024) Tsotetsi, Cias Thapelo; Onaolapo, Akinlolu Ademola
In this empirical study, we explore the challenges faced by lecturers at a rurally located university in South Africa as they try to balance the demands of research and teaching. Universities in rural areas play a crucial role in providing higher education access to underprivileged communities and promoting regional development. Our study is based on role theory, which emphasises the intended and unintended purposes of lecturer roles in society. Through a qualitative study of six lecturers, we examine the various issues they encounter when managing research and teaching commitments. We adopt a case study design within an interpretive paradigm. Semi-structured interviews were conducted with six new lecturers from the university to understand their personal experiences and perspectives on the tension between research and teaching, as well as the potential consequences for their research productivity. We use thematic analysis to analyse the collected data. The findings reveal that the participants at the university struggle to balance the demands of research and teaching, encountering various challenges in the process. These challenges include a lack of funding for research, limited research resources and facilities, and an overwhelming teaching workload. Based on the findings, the study suggests solutions and strategies to guide university administrators, policymakers, and lecturers in navigating this challenging landscape and fostering a supportive environment that values research and teaching contributions. This study contributes to the knowledge by proposing a model that lecturers can follow to balance their work roles.
Open Access
Alternatives to establishing conducive learning environment (AECLE) model for schools: assertive discipline perspective
(OpenED Network, 2024) Letuma, Motsekiso Calvin
Effective classroom management necessitates a continuous adaptation of teachers' tactics, due to the dynamic nature of the classroom, which comprises learners from diverse backgrounds. These individuals are influenced by the continuous changes that occur in response to the dynamic nature of the world. This paper presents a conceptual model framework for managing learner classroom indiscipline. This model is derived from a theoretical framework that was adopted during an empirical investigation, carried out in four Quintile 3 secondary schools in South Africa. The paper exclusively concentrates on a literature review of empirical studies pertaining to indiscipline in South African secondary schools, the studies that either adopted or explored the implementation of the assertive discipline model and relevant South African education legislation and reports from government websites. Based on assertive discipline theory, the alternatives to establishing a conducive learning environment model offers alternate solutions for managing learners' behavioural issues. The core component of the strategy focuses on proactive behaviour management strategies that encourage the school to take full responsibility for student conduct and disregard extraneous influences. The model emphasises implementing a behaviour management strategy that encompasses the articulation of expectations, the establishment of classroom rules, the communication and instruction of these rules to learners, the demonstration and reinforcement of desired behaviour, and the utilisation of consequences.
Open Access
Approaches to enhance the emotional intelligence skills of School Management Team members for improved leadership practices
(University of the Free State, 2024) Pretorius, Anton; Gcelu, N.; Plaatjies, B. O.
School Management Team (SMT) members, the leaders of schools, face enduring and daunting educational challenges that may hinder the successful and effective teaching and learning of a school, and the school’s goals. Additionally, their duties and responsibilities have drastically increased over the last few years which leads to more pressure and demands placed on these SMT members individually and as a team. It seems that leadership practices may be hindered by the increase of challenges and duties. However, with the introduction of emotional intelligence skills, SMT members’ leadership practices may be improved. Therefore, this research was aimed at investigating how approaches to enhance the emotional intelligence skills of SMT members can improve leadership practices in secondary schools. This qualitative investigation, guided by a phenomenology research design, was executed at five secondary schools in the Motheo District, Bloemfontein, Free State. The SMT members as well as teachers from the respective schools participated in the study regarding the emotional intelligence skills and leadership practices of SMT members. A total of 14 individual interviews were conducted with school leaders (4 principals, 3 deputy principals, 5 HODs and 2 teacher part of the SMT), and three focus group interviews with a combined total of 15 teachers. Additionally, open-ended questionnaires were handed out for completion to 4 retired school principals and 4 teachers who were unable to participate in the focus group interview. After data collection, the data were analysed using thematical analysis. The theoretical perspectives and different emotional intelligence models of Mayer and Salovey, Goleman, Bar-On and Petrides and Furnham were reviewed. Additionally, the different leadership practices from literature from various researchers over the years were also studied. These emotional intelligence models and leadership practices from literature served as foundation to establish a conceptual framework for this research. The research findings revealed that with the enhancement of appropriate emotional intelligence skills, SMT members’ leadership practices can be improved. Moreover, educational leadership challenges can be managed effectively. Additionally, improved leadership practices from SMT members may result in successful school management and leadership which leads to effective teaching and learning in secondary schools. It is recommended that SMT members as well as teachers consider enhancing specific and appropriate emotional intelligence skills through workshops, seminars, courses, and training necessary for specific leadership practices.
Open Access
Challenges of pre-service teachers' classroom participation in a rurally located university in South Africa
(Richtmann Publishing, 2022) Adebola, Oyinlola Omolara; Tsotetsi, Cias T.
Despite the enriched curriculum and pedagogical practices that expose everyone enrolled to be trained as professional teachers to teaching skills, the number of incompetent teachers produced by many higher learning institutions is still increasing. There is an outcry from the general public in South Africa. In order to gain insight into this concern, this study examined the challenges of pre-service teachers’ classroom participation in a rurally located university in South Africa. A qualitative research design of a case study approach was employed to collect data from ten years 3 and 4 pre-service teachers and five lecturers. A semi-structured and focus group discussion (FGD) was organised to collect data on a thematic analysis. The findings revealed that lack of preparation from both lecturer and student, the use of teacher-centred approach, difficulty in understanding English language, teaching workload, large classes, student background and tribalism are major challenges limiting pre-service teachers’ classroom participation in a rurally located university in South Africa. Pertinent recommendations were made, including student-centred and collaborative teaching and learning approaches that could encourage students to participate actively in classroom activities. This would also catalyse the pre-service teachers' involvement in the teaching and learning process.
Open Access
Collaboration: the key to managing discipline in South African schools
(Education Association of South Africa (EASA), 2022) Padayachee, Amy Sarah; Gcelu, Ntombizandile
South African schools are faced with an arguably insurmountable problem as a culture of indiscipline continually increases in schools. Despite being undeterred by the legal framework that guides stakeholders in the discipline crisis in schools, indiscipline in schools has soared to critical levels. Scant literature exists on how stakeholders collaborate in managing discipline in schools. The research reported on here was guided by the primary research question: How do stakeholders collaborate in managing discipline in schools? As such, in this article we explore how stakeholders collaborate in managing discipline in schools. Through purposive sampling, 16 participants from 4 secondary schools in KwaZulu-Natal were chosen to take part in semi-structured interviews. The sample of participants comprised school management team members (SMT); the principal, 1 head of department, 1 post-level 1 educator and 1 school governing body (SGB) member from 4 schools in the iLembe education district. Themes that emerged from the data include that implementation of the school code of conduct as one of the most effective strategies in managing discipline in schools. The inclusion of stakeholders such as the local community, the Community Police Forum, the South African Police Services and the Department of Social Development in the successful management of learner discipline surfaced as an important theme. Furthermore, participants asserted that a whole-school approach to the implementation of the code of conduct was successful in managing discipline. The participants revealed that the collaboration of stakeholders in schools was very important for the smooth running of the school, including the management of discipline.
Open Access
Collaborative leadership practices of district-based education inspectors in supporting Teacher Professional Development in Lesotho
(University of the Free State, 2024) ‘Nei, ‘Makutloano Francina; Makhasane, Sekitla Daniel
The increasing global competition and focus on teacher quality and job satisfaction have led to teacher professional development (TPD) being regarded as crucial. Collaborative leadership practices are essential and are aimed at enhancing learner performance. In Lesotho, the Ministry of Education and Training officials do not seem to be creating diverse collaborative activities and various professional development platforms that keep teachers abreast with technological advancements, nor are their professional activities well-coordinated. However, the literature indicates that teacher professional development is more effective when it is sustained and collaborative. This study focused on the collaborative leadership practices of the district-based education inspectors in supporting teacher professional development in Lesotho. The study used the interpretive research paradigm. The research was informed by the two theories of David Chrislip and Carl Larson’s Collaborative Leadership Theory of 1994 and Ralph Fessler’s Eight-Eight Teacher Career Cycle Model 1995. Data was generated from four district-based education inspectors, four principals, four HODs, and six teachers from each of the four schools which were selected for this study. The study was carried out using a qualitative research approach and a multiple case study research design. The data generation methods used are semi-structured face-to-face interviews, focus groups, document analysis and the collage. This study used non-probability sampling technique in selecting the participants. Data was analysed using a thematic data analysis strategy, with the transcription, coding and interpretation of data in order to get the findings. The findings in this study revealed that the teacher professional development activities that were provided to the teachers were mainly workshops which were school-initiated while others were district-office- initiated. The study found that the district-based inspectors’ collaborative leadership practices were partially effective since there were some practices which were not happening as anticipated according to the principles of collaborative leadership. Such challenges still needed to be addressed in as far as the inspectors and their collaborative leadership roles were concerned. The study further highlighted the lack of resources, work overload, fear of inspectors’ intimidating approach, lack of feedback, lack of support for private schools, lack of exposure to a variety of teacher professional development activities, no tapping of available knowledge, lack of exposure to advanced technology as some of the factors affecting the collaborative leadership practices of the district-based inspectors. Therefore, the study recommended the establishment of structures that would provide TPD district-based education inspector support made of different stakeholders.
Open Access
A comparative study of principals’ roles in the implementation of Information and Communication Technologies
(University of the Free State, 2024) Basjan, Shireen Heleen; Plaatjies, B. O.
Education is crucial for human civilization and requires technology, particularly in teaching and learning. Information and communication technologies (ICT) revolutionized education in the 1980s, leading to the potential obsolescence of textbooks. Global education systems must embrace technological advancements and changes to adapt to the Fourth Industrial Revolution. ICT will facilitate education through improved access, equity, stronger connections, and enhanced professional development of teachers. However, ICT is not yet universally accepted or used. School principals and teachers play a vital role in ensuring ICT implementation effectively. Research shows that ICTs significantly enhance the quality of education, and the need for closer integration of technology in the school system is highlighted. The South African e-Education policy aims to revolutionize learning and teaching, but school management policies influence its implementation. This research study examines the role of principals in implementing Information and Communication Technology (ICT) in schools. The study uses an interpretive qualitative approach and a multiple case study design. The research population includes nine principals and fifty-six teachers from nine primary schools in Motheo and Xhariep Districts, with seven teachers from each school participating. Data collection methods include focus-group interviews, semi-structured individual interviews, document analysis, and observation. The study investigates the ICT capacities of principals in different school settings and their impact on effective implementation. Principals in quintile 1-3 and quintile 4-5 schools are proficient in using computers but lack formal training. Teachers appreciate ICT's value but lack support. Barriers to successful implementation include policy absence, infrastructure issues, load shedding, electricity supply interruptions, equipment accessibility, outdated laptops, and insufficient internet connectivity. The leadership role of principals is crucial, but there is room for improvement in leadership support and classroom technology use. The study explores the role of principals in implementing ICT in South African schools. It provides insights into the digital divide and offers guidance on effective strategies for successful implementation. The findings can inform decision-making and practice in ICT implementation, support ICT integration initiatives, and help teachers improve their ICT proficiency. The study fills a gap in research by comparing ICT implementation in different settings and the principal's role. It explores various theories in leadership and management, generating new knowledge and fostering innovation in leadership and management practices. Further research could explore resource allocation, maintenance, and security challenges schools face, principals' instructional leadership role in ICT, strategies for implementing management and leadership principles, and strategies to bridge the digital divide. A mixed-methods study could evaluate ICT implementation's effectiveness and impact on learner achievement.
Open Access
Conceptualising education for ecological democracy in Lesotho: an African philosophy of education perspective
(University of the Free State, 2022) Mutebi, Richard; Barnett, Emma; Kruger, Frans
Climate change is a global threat that has brought us to the edge of ecological precarity. The crisis we face due to climate change impacts all aspects of human life, a reality which raises substantial concerns while highlighting our communities' relationship with the environment. Natural factors such as volcanic eruptions, changing ocean currents, solar variations, and internal variability are experienced in different countries. These natural factors are inducing climate change at an alarming rate. Such natural factors have been identified among those responsible for the climate-related disasters experienced by various countries in the recent past. Therefore, we are compelled to articulate and put in place structures to mitigate the causes of climate change to the changes already occurring. This qualitative study explored the potential contribution of the African Philosophy of Education, grounded in communitarianism and expressed through the concepts of ubuntu and ukama, to conceptualising education for Ecological Democracy in the Lesotho education policy context. The study adopted a transformative paradigm to address the main research question: 𝘞𝘩𝘢𝘵 𝘱𝘰𝘵𝘦𝘯𝘵𝘪𝘢𝘭 𝘥𝘰𝘦𝘴 𝘵𝘩𝘦 𝘈𝘧𝘳𝘪𝘤𝘢𝘯 𝘗𝘩𝘪𝘭𝘰𝘴𝘰𝘱𝘩𝘺 𝘰𝘧 𝘌𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘰𝘧𝘧𝘦𝘳 𝘵𝘰 𝘤𝘰𝘯𝘤𝘦𝘱𝘵𝘶𝘢𝘭𝘪𝘴𝘦 𝘦𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘧𝘰𝘳 𝘦𝘤𝘰𝘭𝘰𝘨𝘪𝘤𝘢𝘭 𝘥𝘦𝘮𝘰𝘤𝘳𝘢𝘤𝘺 𝘸𝘪𝘵𝘩𝘪𝘯 𝘵𝘩𝘦 𝘤𝘰𝘯𝘵𝘦𝘹𝘵 𝘰𝘧 𝘵𝘩𝘦 𝘓𝘦𝘴𝘰𝘵𝘩𝘰 𝘦𝘥𝘶𝘤𝘢𝘵𝘪𝘰𝘯 𝘱𝘰𝘭𝘪𝘤𝘺? A qualitative approach supported by a literature review, document and policy analysis unpacked the African Philosophy of education and its communitarianism concepts of ubuntu and ukama. As a literature review study, the study did not have participants but was guided by Samuel's guidelines on policy reading and Gagnon and Labonte's framework of analysis. I analysed the content of selected documents that address climate change in Lesotho and the Lesotho educational policy landscape to conceptualise the potential of Lesotho education for ecological democracy. Analyses of the documents revealed that climate change mitigation in Lesotho is possible when citizens are motivated to work through communities to maintain and preserve the Basotho cultural identity grounded within the African Philosophy of Education and its incorporation of the African ideas of ubuntu and ukama. By communitarianism living and observing democratic governance, people in communities learn to cooperate and collaborate, and care for the environment, and this will benefit not only humans but also non-humans through the creation of structures allowing harmonious living between humans and non-humans, and contribute to the knowledge of ecological democracy.
Open Access
Dynamics of managing learners’ classroom disruptive behaviour: experiences of secondary school staff, South Africa
(University of the Free State, 2023) Letuma, Motsekiso Calvin; Mdodana-Zide, L.; Nhlumayo, B. S.
The efficacy of the classroom environment in facilitating learning is contingent upon the teacher’s successful management of Classroom Disruptive Behaviour (CDB) and the degree to which learners adhere to the strategies the teachers use. The function of schools in influencing learners’ good behaviour is paramount due to the intricate nature of the behavioural challenges learners encounter, which stem from the different factors. The study explored secondary school staff’s experiences in the dynamics of managing learners’ disruptive behaviour in the classroom. The following subsidiary questions guided the study: What are the views of secondary school staff on the factors that cause learners’ CDB in school? How do secondary school staff manage the dynamics of learners’ disruptive behaviour in the classroom? What challenges do secondary school staff experience when managing learners’ disruptive behaviour in the classroom? What strategies can be used to address the challenges and strengthen the management of learners’ disruptive behaviour in the classroom? The study adopted a qualitative approach and employed interpretive paradigm as the lens and descriptive phenomenology as the design to explore staff’s lived experiences of CDB management. The study was grounded in Assertive Discipline Theory. Seven teachers and six School Management Team members were selected purposively from four quintile three secondary schools. Seven teachers formed a focus group discussion, while semi-structured interviews were conducted with six School Management Team (SMT) members. Three data-collecting instruments, namely focus group discussion, semi-structured interviews and document analysis, were used during data collection. To extract significant concepts pertinent to the generated data accurately, inductive content analysis was used to analyse data. This study found that a mix of external, school and learner factors contribute to CDB. This research offered evidence that the schools are likely to endure academic underperformance since CDB significantly affects teaching and learning.The research threw light on how schools were making concerted efforts to address CDB through various initiatives related to policy. The study also revealed that the staff members adopt ed non-policy-related approaches when managing CDB and that when the staff members confronted CDB, they experienced both internal and external difficulties. To address the schools’ contextual factors contributing to CDB, the study recommends that staff, especially the School Management Team (SMT), be capacitated with skills in areas like monitoring, setting up functional school committees (Disciplinary and School-Based Support Team), putting in place effective textbook retrieval systems, starting functional induction programmes for new teachers and outsourcing professional development. The study further recommends that the district set up a District Support Team to show the staff how to create effective classroom rules, implement policies related to the suspension of learners, understand the difference between discipline and punishment, and put the National School Safety Framework into place. The study also suggests that the district monitors the admission of learners in schools. The research provided evidence that there was overcrowding in schools and that such a situation propelled CDB. In addition, the study recommends that the district assist the school in establishing various athletics opportunities for learners to showcase their talents. Implementing the Screening, Identification, Assessment and Support policy should be mandatory across every school. Presently, schools are just being encouraged to screen learners. The research found that secondary schools admit learners without Screening Assessment Needs forms. Thus, such practice makes it tough to establish proactive measures to manage disruptive behaviour among learners efficiently, particularly those with severe learning impairments. The study further recommends that the admissions policy should outline the age limits for learners to be enrolled in each grade level. The policy should also expressly state that parents should enrol their children in Adult Basic Education and Training if they surpass the stipulated age restriction. The study offers evidence that older learners cause behavioural problems for teachers and their peers in the same classroom. In the context of secondary schools, the policy should specifically restrict the admission of learners who exceed the designated age limit. Presently schools can only go as far as encouraging parents to enrol their older children in Adult Basic Education and Training. There is a loophole in that parents may refuse to follow the schools’ suggestions. To add to existing strategies and strengthen the management of CDB, the study proposed the Alternatives to the Establishment of the Conducive Learning Environment model.
Open Access
Examining the influence of principal’s leadership approaches on the school climate
(University of the Free State, 2023) Mentz, Marné; Plaatjies, B. O.
The school's climate plays a crucial role in achieving its goals, ensuring quality teaching and learning, and job satisfaction. As a leader and manager of the school, the principal has many responsibilities, including the constant improvement of the school's climate. Therefore, this study aims to examine how the principals’ leadership approaches influence the school's climate. This study was conducted at four primary schools in the Mangaung district of the Free State Department of Education. It was qualitative research that utilised a phenomenological research design, and the interpretivist paradigm was used as a philosophical lens. The participants included the four principals, deputy principals, departmental heads, and 12 educators from each school, all of whom were purposefully selected. The principals were interviewed individually, while open-ended questionnaires were distributed to the deputy principals, departmental heads and educators. The data were supported by observations and field notes. The study found that the school climate is greatly influenced by the leadership style of the principal. The data also showed that certain leadership approaches such as the democratic, transformative, charismatic, invitational, and servant leadership approaches are creating a conducive climate. Leadership approaches such as the autocratic leadership approach and authoritarian leadership negatively influenced the climate. The study revealed that effective leadership, characterised by clear communication, collaborative decision-making, support, and trust, plays a crucial role. The study highlighted the value of the physical environment in establishing a conducive climate. Based on the findings, it is recommended also that the school principal should set clear guidelines and expectations, maintain good relationships, delegate tasks effectively, and have clearly defined goals and expectations. The principal should also create a welcoming, appealing physical environment focusing on the entire playground, buildings, and classrooms.
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.
Open Access
An exploration of the role of college management teams in enhancing college lecturers’ workplace experiences
(University of the Free State, 2023) Mokoena, Thembisile Lina; Tsotetsi, Cias Thapelo
This study aimed to explore the role of college management teams in enhancing college lecturers’ workplace experiences. Since lecturers at colleges in South Africa are expected to perform according to challenging global demands, including transitions to adapt to the fourth industrial revolution (4IR), it became a necessity to unpack the reasons for college lecturers’ mediocre delivery of academic services. According to the Policy on Professional Qualification for Lecturers in Technical and Vocational Education and Training in South Africa (2013), the lecturers need to know both theory and practical work-related aspects of the curriculum. However, lecturers’ workplace experiences are still a matter of concern, particularly in the TVET sector. A gap that exists in research pertaining to the role of the College Management Teams in enhancing the workplace experience of college lecturers. This study was underpinned by the principles of the human capital theory which was appropriate to dissect the experiences of staff within institutions such that institutional practices are efficiently investigated. I conducted a comparative study of TVET colleges in South Africa, Nigeria, and the United States of America to describe the various practices of College Management Teams and college lecturers. To generate data, a qualitative research method was adopted. The selected sample of participants consisted of the Deputy Principal Academic, Curriculum Manager, Human Resources Manager, and six Campus Managers. Qualitative data was collected from College Management Teams through semi-structured interviews. The findings revealed that there were glaring challenges for the College Management Teams. Emanating from the findings and conclusions of this study, recommendations were suggested to address these challenges by implementing concerted intervention strategies to enhance lecturers' workplace experience which included establishing a partnership with industry, motivating lecturers to attend workshops to gain workplace experience, availing funds to pay substitute lecturers, curriculum matters, and management of resources to meet industry’s real-life standards. It is envisioned that the results of this study will convince TVET college lecturers, managers, and policymakers to become committed to ongoing professional development programmes that capacitate lecturers to enhance their daily work experiences.
Open Access
Exploring capability sets for educators for the implementation of the 𝘗𝘰𝘭𝘪𝘤𝘺 𝘰𝘯 𝘵𝘩𝘦 𝘗𝘳𝘦𝘷𝘦𝘯𝘵𝘪𝘰𝘯 𝘢𝘯𝘥 𝘔𝘢𝘯𝘢𝘨𝘦𝘮𝘦𝘯𝘵 𝘰𝘧 𝘓𝘦𝘢𝘳𝘯𝘦𝘳 𝘗𝘳𝘦𝘨𝘯𝘢𝘯𝘤𝘺 𝘪𝘯 𝘚𝘤𝘩𝘰𝘰𝘭𝘴 (2021)
(University of the Free State, 2024) Beukes, Susara Magdalena; Tsotetsi, Cias
Teenage pregnancy is viewed as a global challenge. However, this study focusses on the challenge of teenage pregnancy, particularly in South Africa. Most countries have procedures in place to address teenage pregnancies, although it remains a problem. South Africa has a policy in place, namely the 𝘗𝘰𝘭𝘪𝘤𝘺 𝘰𝘯 𝘵𝘩𝘦 𝘗𝘳𝘦𝘷𝘦𝘯𝘵𝘪𝘰𝘯 𝘢𝘯𝘥 𝘔𝘢𝘯𝘢𝘨𝘦𝘮𝘦𝘯𝘵 𝘰𝘧 𝘓𝘦𝘢𝘳𝘯𝘦𝘳 𝘗𝘳𝘦𝘨𝘯𝘢𝘯𝘤𝘺 𝘪𝘯 𝘚𝘤𝘩𝘰𝘰𝘭𝘴 (𝘗𝘗𝘔𝘓𝘗𝘚) (2021). This policy aims to manage and prevent learner pregnancies that may occur. Although there are procedures and policies in place to address this problem, this study seeks to identify the capabilities educators need to implement 𝘗𝘗𝘔𝘓𝘗𝘚 (2021). Therefore, this study uses the Amartya Sen capabilities sets to guide this study and answer research questions. The gap in research is that there is limited research done on 𝘗𝘗𝘔𝘓𝘗𝘚 (2021). and there is a lack of research done on what sets of skills are needed by educators to implement the 𝘗𝘗𝘔𝘓𝘗𝘚 (2021). In this study, I used a qualitative approach and generated data through semi-structured interviews in which two educators, two head of departments (HODs)and two deputy principals participated. I also employed critical policy analysis to analyse 𝘗𝘗𝘔𝘓𝘗𝘚 (2021). To generate themes, I used Amartya Sen's capability sets to guide this study in answering the primary research question. The findings indicated challenges with the implementation of 𝘗𝘗𝘔𝘓𝘗𝘚 (2021). namely lack of training, lack of support, and lack of ability to create an inclusive environment. Despite these challenges, it was clear that one of the schools, although under-resourced, had considerable experience in dealing with teenage pregnancy, even with limited resources. The Department of Basic Education needs to take further steps to create training and awareness within the school environment.
Open Access
Exploring distributed leadership practice in Nigerian secondary schools
(Richtmann Publishing, 2023) Sasere, Oluwasola Babatunde; Makhasane, Sekitla Daniel
A growing body of research on distributed leadership shows that it effectively improves school effectiveness in developed economies. However, due to centralized education systems, the full benefits of distributed school leadership have not been fully appropriated in developing economies. This study investigates the realities of distributed leadership practices as applicable in selected Nigerian secondary schools. Lensed with Distributed Leadership Theory, the study is located in the qualitative strand of the interpretivist paradigm. In a case study research design, a combination of purposeful and snowballing sampling techniques was adopted in selecting twelve participants comprising three school administrators and nine classroom teachers who participated in semi-structured interviews. The results show that distributed leadership is perceived and practised as delegation and distribution of roles by the superordinate to the subordinate in a manner inconsistent with the principles of distributed leadership theory. It was also revealed that teachers with no formal portfolio were assigned leadership responsibilities. Lastly, the findings showed that participants acknowledged the existence of the School Management Team in their school. Still, most are unaware of their roles in school leadership and how they impacted their jobs. Recommendations were made based on the findings.
Open Access
Exploring gender legislation in closing the gender gap in primary schools’ leadership at Ekurhuleni district
(University of the Free State, 2024) Motloung, Joy Mapule; Mthanti, B. J.
Gender equality in Gauteng School's leadership remains a challenge. It is documented and encouraged for women to apply in yearly promotional circulars for school managerial positions vacancies. It shows that the gender gap, which the Ekurhuleni district aims to close, remains stagnant with gender legislation in place. Various studies have sought to understand the reasons behind the gender gap in terms of women becoming leaders, which involved socio-cultural factors. However, there has been minimum research on the effectiveness of the current gender legislation as the mechanism of ensuring gender equality is achieved in schools’ leadership. Therefore, the study explores gender legislation and their roles in achieving gender equality among school leadership. The emancipatory paradigm underpins the survey because it was concerned with transformation in terms of equality and challenging the status quo. The theoretical framework employed in this transformational leadership theory fits well with the study as it aims to transform primary school leadership to achieve gender equality in the employment of school principals. The study was qualitative to gather an in-depth understanding of the research phenomenon. Employing the narrative inquiry, the participants were able to narrate their experiences aimed at implementing gender legislation in schools' leadership. Therefore, the study's sampling comprises of two schools and the Department of Education district. The survey participants were School Governing Bodies (SGB), two union representatives, and two district officials. The selected participants were regarded as crucial parties who must apply and observe gender legislation when appointing the school leaders to meet the gender equality set target. Therefore, semi-structured interviews and document reviews were implemented during data collection. The data was analysed using themes that emerged from the data collected from the participants. The study revealed that gender legislation relies highly on the implementors, who often overlook it. Moreover, women are associated with weaknesses regarding school disciplinary measures, which is currently a crucial focus when hiring principals, resulting in males dominating the middle and top management roles and prioritising union members' affiliates for top management roles. The study recommends that all stakeholders in the Education Department should implement gender legislation in contrast to merely the selection panels, who often overlook it by imposing prejudice and self-interest agendas in leadership roles.
Open Access
Exploring how junior netball is managed to ensure continuity to senior netball
(University of the Free State, 2024) Rademan, Margaretha Lefébre; Nieuwenhuis, F. J.
Netball in South Africa is a competitive sport with many participants all over the country. It is evident that the sport is growing and that there are sponsors that are eager to get on board. The SPAR Proteas that are the national team of South Africa are currently ranked fifth in the world. Top netball playing countries like Australia, New Zealand and England have their own professional leagues and these players can play the sport professionally. In South Africa, as is the case in most other countries, netball is an amateur sport. Players need to study or work to earn a salary, and they play netball for the love of the game. Netball at secondary school level functions under the auspices of SA Schools Netball (SASN) that annually presents the DSTV Schools Netball Challenge (DSNC) that attracts over 3 500 schools across the country with over 70 000 girls in the Under 19 division taking to the courts in the preliminary stages. The hosting of the Netball World Cup in South Africa was a huge boost for netball. The mentioned statistics underline the fact that there are many schools with talented netball players who do not continue to the senior level. The research explored possibilities of how the dropout of players can be prevented or ameliorated. The central research question was how the transition from junior to senior level netball can be improved. This study examined the management of the transition from junior to senior level netball. This qualitative research study provides insights into the various experiences of provincial and national netball players and their narratives in which they describe other aspects of being a netball player, such as their actions as athletes and their personal beliefs and interests. Employing a case study methodology, primary data was generated using semi-structured, in-depth interviews with five players from a purposefully selected provincial netball team and two South African coaches. In addition, I interviewed seven players from international teams that participated in the World Championships in South Africa. What foregrounds this study’s importance is that it unpacks the reality of how netball players experience and perceive the management of the transition from junior to senior netball in South Africa. The key finding is that the transition from junior to senior netball is not managed nationally and many potentially great athletes are lost in the process. A consistent finding was that financial support, sponsorships and media coverage played a role. There needs to be enough support for every player that has the dream to continue to the senior level and wants to represent their country at the top level.
Open Access
Exploring leadership practices of addressing learner-on-teacher violence in secondary schools
(University of the Free Stat, 2023) Majong, Nomase Sarah; Makhasane, S. D.
The manifestation of learner-on-teacher violence is a growing concern for contemporary schools worldwide. Although it is a global problem, it also appears to be on the rise in South Africa and is not adequately reported or addressed. Yet, this phenomenon is still severely understudied, especially from a leadership perspective. Thus, this study aims to explore leadership practices of addressing learner-on-teacher violence in secondary schools. The study adopted a two-pronged theory consisting of the Social Cognitive Learning Theory (SCLT) and the Invitational Leadership Theory (ILT). A qualitative design was employed, and a multiple case study was utilised to call attention to leadership practices for addressing learner-on-teacher violence in secondary schools. Two secondary schools in the eastern Free State were selected for this study. Eight participants were purposively selected for the study. The data was mainly collected through semi-structured interviews (one-on-one interviews) with principals, heads of departments (HODs), and teachers and was supplemented by document analysis. Data collected from this study was analysed using thematic analysis, and five themes emerged. The findings revealed that learner-on-teacher violence in the forms of verbal violence, physical violence, and sexual harassment is prevalent in secondary schools. The study found that school leaders respond to learner-on-teacher violence incidents per the learner code of conduct, involvement of parents, and other school-based targeted violence intervention programs. However, the findings revealed that all these strategies seem insufficient to stop the prevalence of these incidents due to several challenges, including a lack of parent involvement, inadequate policies, and a lack of support from the Department of Basic Education (DBE). Therefore, this study recommends that the DBE capacitates school leaders on the review of policies and supports them with the implementation thereof. Parents and politicians must play their roles and refrain from interfering with disciplinary processes; thus, the Department of Education (DOE) must assist school leaders in that regard.
Open Access
Exploring school leadership practices of addressing gender-based violence in Nigerian secondary schools
(University of the Free State, 2024) Onaolapo, Damilola Gbemisola; Makhasane, S. D.
This study explores the school leadership practices of addressing gender-based violence in the selected Nigerian secondary schools. The issue of gender-based violence in the selected Nigerian schools has been overwhelming for school leaders. The situation of gender-based violence in schools leads to the gap in leadership in Nigerian schools. The study was undergirded by two collaborative theories of Social Cognitive Learning Theory (SCLT) and Social Justice Leadership Theory (SJLT). An exploratory, qualitative research approach was used to explain the school leadership practices in tackling gender-based school violence. Using a purposive sampling technique, two schools were selected, the schools were hotspots of gender-based violence in Ado-Ekiti, Nigeria. Eighteen participants were sampled in two selected schools. Individual interviews, focus group discussions, and document analysis were employed to collect data from the participants. The data were analysed using Thematic Analysis (TA). The findings revealed that while school leaders are aware of gender-based violence in their schools, there are discrepancies in their response knowledge of the issue, their response to it, and their attitude towards providing support for the learner victims of gender-based violence. The study concludes by recommending that school leaders be better informed about the prevalence of gender-based violence and for them to be more proactive in providing support to victims of GBV. The study proposed the SRGBV model for addressing school related GBV in schools. Recommendations were made based on the study’s findings.
Open Access
Exploring school safety models adopted by selected high schools in Berea district, Lesotho
(University of the Free State, 2022) Nyapisi, Mamphula; Ntshoe, I.
Cases of violence in schools suggest that schools are not safe enough to promote effective teaching and learning, though schools need to be conducive and free from any form of violence. In line with the Constitution, documents such as the Child and Welfare Act and Education Act documents that govern schools, advocate for safety in schools (Kingdom of Lesotho, 2010). This study is a qualitative case study conducted within the interpretivism paradigm. The aim was to explore safety models in specific high schools in the Berea district of Lesotho. To achieve this aim, literature on models of school safety, school safety policies, measures for ensuring school safety and violence in schools were reviewed. Data was generated using document analysis, focus group and individual interviews. Five principals from five selected high schools and three teachers from each of the five high schools took part in this study. To analyse the data, invitational theory which emphasises the importance of creating friendly and inviting environment was used as a lens. This theory asserts that in the creation of a friendly environment, principles such as trust, respect, optimism, as well as intentionality play a vital role. Findings revealed that there are still cases of violence prevalent in schools some of which are perpetrated by teachers and learners. It was also observed that teachers still use corporal punishment as a way of disciplining learners and there are learners who still bully others in schools. The study recommends cooperation between teachers and police to try and improve safety in schools as well as abolishing corporal punishment which is prevalent in schools to protect learners from any form of harm. The role played by the Ministry of Education and Training to ensure safety in schools should be clarified and all documents with directives that ensure safety in schools be put into practice.
Open Access
Exploring South African school management response to covid-19 pandemic: case of selected schools in Petsana, South Africa
(University of the Free State, 2024) Mokoena, Nthoto Priscilla; Omodan, Bunmi Isaiah
Public schools’ management faces different challenges, ranging from a lack of an effective mechanism to manage the COVID-19 pandemic when it struck. This study explored management’s response to the COVID-19 pandemic in public schools. The Strategic Management Theory as a theoretical framework for the study assist the researcher to come up with strategic plans capable of helping public schools’ management to manage their schools effectively. The study is situated in transformative paradigm and adopted a Participatory Research Design to enhance public school management strategies towards effective management of the COVID-19 pandemic in schools. Semi-structured interviews were used to generate data. This is appropriately in line with the qualitative research approach since it understands the experiences of individuals through non-numerical data. The participants comprised nine (9) people: public school principals, deputy principals and departmental heads. The participants were selected using the purposive sampling technique to select the principals and deputy principals and convenient sampling to select the departmental heads. Thematic analysis was used to analyze the data generated through a qualitative research approach. The study found that syllabus reduction, shortage of teachers and absenteeism, and workload pressure are challenging that school management faced during the pandemic. It was also found that COVID-19 regulations, teamwork among staff members, and extra classes are methods that school management adopted to deal with the virus. It was concluded that online learning, parental involvement, and modification of the school syllabus were the best possible solutions that might help deal with such a pandemic in the future.