Masters Degrees (School of Education Management, Policy, and Comparative Education)

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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
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 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 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.
Open Access
Factors influencing lecturers’ retention in A South African university
(University of the Free State, 2023) Mahoko, Neo; Omodan, Bunmi Isaiah
Most university first-year students do not get an opportunity to graduate in the presence of their first-year lecturers because their lecturers would have moved to another university. The identified challenge for this study is that universities cannot retain their lecturers. The question now is why are they are failing to retain their lecturers for longer. The research question was formulated from the research problem, i.e., what factors influence the lecturers’ retention in a South African University? Subsequently, the aim of the study was formulated as the focus was on exploring factors influencing lecturers’ retention in a South African University. The qualitative research approach was chosen for collecting and analysing the data. The University stakeholders are the population, and the sample consists of fourteen participants. That is six lecturers with more than three years of working experience, four Human Resource Management (HRM) staff and four Deans/Heads of Departments (HoDs). Sampling was done using three forms of selection: purposive, convenient and snowball. As a result, a rural campus in South Africa was selected as the research site. The above-mentioned participants were interviewed by means of semi-structured interviews as a method of collecting data. Thereafter, Braun and Clarke’s six-step thematic analysis method was adopted for analysing the data with the use of the themes. Once the data was analysed and interpreted, the findings were as follows: universities are not providing a conducive work environment for teaching and learning. Additionally, as minor as it may seem, poor internet connection is a major challenge for lecturers. The excellence awards ceremony and incremental payments resulting from outstanding performance should be implemented as part of the reward systems. One of the recommendations for universities is to build housing units for lecturers on campus. Consequently, it will have a competitive advantage when the university can retain its lecturers by satisfying their needs. As a result, stakeholders such as HRM staff will focus on other matters than always filling the lecturers’ vacancies, and students will have the first-year lecturers present at their graduation ceremony. In addition, there will be a rich pool of experienced supervisors to guide the post-graduate students from the beginning until the end.
Open Access
Investigating the role of school principals on grade 12 learners’ performance in the Eastern Cape
(University of the Free State, 2022) Mdlalana, Nosipho Succevia; Ntshoe, I.
This study aimed to investigate the role of school principals in managing the Grade 12 learners’ performance in the six selected schools of Joe Gqabi district - Sterkspruit in the Eastern Cape Province (EC). Matric results in the Department of Education have increased by 2,6% between 2016 and 2017. However, by 2017, the Eastern Cape Province’s performance was still rated under 80%. The improvement in the EC can partly be attributed to the intervention programmes implemented by the provincial Department of Education aimed at capacitating principals. These interventions included the temporary appointment of mentors who were former principals in the performing schools. However, the true extent to which these improvements in the results can be attributed to the role of the school principals is unknown. The study was conducted in the Joe Gqabi District - Sterkspruit, in the Eastern Cape, a vast geographical area with scattered schools – some with accessible roads and others without. An interpretive paradigm and a qualitative design with discursive, exploratory, and narrative methods were used in this study, together with purposeful sampling of six schools. Two schools demonstrated good Grade 12 learner performance, the other two demonstrated significant Grade 12 improvement, and the two schools' Grade 12 learner performance showed a steady decline. The two well-performing schools had the same principal over the past five years. The two improved schools had demonstrated improvement only after the appointment of new principals. Lastly, the two poor-performing schools had only declined after the appointment of new principals. The selected schools were diverse in many ways: some in deep rural areas, some near towns with accessible roads, and some in town, which were the former model C schools with Afrikaans as a medium of instruction for some learners. All six schools write the same examinations; therefore, comparisons based on the results were generally credible as they indicated the factors leading to poor performance. The principal from these schools, two teachers, and two learners was identified to participate in this study. The instruments used to collect data were interviews, observations, and document analysis. The study showed that principals understand their roles towards Grade 12 learners’ performance, motivation of Grade 12 teachers and learners is essential, and proper management of school resources and curriculum management implementation is paramount. Recommendations from this study included the professional growth of principals, communication with all the stakeholders within the school, and principals' motivation.
Open Access
Legislative compliance: exploring the relationship between school governing bodies and school management teams
(University of the Free State, 2023) Malunga, Aaron Beresford Frobisher; Larey, D. P.; Jagessar, V.
This study explores the views of School Governing Bodies (SGBs) and School Management Teams (SMTs) on legislative compliance and how does it contribute towards a relationship between the two. It is stipulated in the South African Schools Act (No. 84 of 1996) (DOE, 2011) that all public schools in South Africa must have democratically elected SGBs. The act was intended to enhance collective decision-making in schools, while the Personnel Administrative Measures (RSA DOE 2022) regulates the responsibilities of SMT members. One of the principles of the National Policy on Whole School Evaluation (RSA DOE 2001) is that all evaluation activities must be characterised by openness and collaboration. In addition to a literature review on the relationship between the SGB and SMT, a research study based on the qualitative research paradigm was performed to collect data on SGB and SMT members and their roles in legislative compliance, and how this regulates the relationship between the two. This study used the interpretivist paradigm to understand the meaning that the SGB and SMT members give to their behaviour relating to this research title. The researcher used a multiple case study and the data was generated through semi structured and focus group interviews, and analysed through thematic analysis. The findings revealed the acknowledgement of these two major school role players (SGB and SMT members), and highlighted the important participatory and deliberative role of the SGB and SMT regarding legislative compliance in schools. There are some limitations on the establishment and enhancement of a relationship between the two role players. This study is concluded by the suggestion that it is important for the SGB and SMT to create the space and opportunity for all members to participate and deliberate on their roles and important pieces of legislation that are linked to the SA Schools Act (No. 84 of 1996) (DOE, 2011). This should ensure compliance and the basic functionality of the school, which is in the best interest of the school and its children, while strengthening the relationship between the SGB and SMT.
Open Access
Management of implementation of the curriculum assessment policy statement for english first additional language
(University of the Free State, 2023) Monyeke, Tefo Francis; Gcelu, Ntombizandile
The main goal of the Free State Department of Education is to provide improved quality education but in different ways from school to school and to each learner. The School Management Team has the mandate to manage and implement curriculum policy statement for English First Additional Language in schools. There is significant evidence that has emerged that primary schools underperform in the delivery of their mandatory core duties and responsibilities to manage and implement curriculum policy for English First Additional Language. In this context, educational management must focus on the efforts of teachers, learners, and stakeholders to guarantee quality education throughout the education system. This study focused on the implementation of Curriculum Policy Statement (CAPS) for English FAL. The study drew from the collaborative leadership theory in exploring the accurate picture of collaborative leadership tactics in the discourse. Interpretivist paradigm research was also used in this study. Data was collected through the interviews, and used inductive thematic analysis technique to derive categories and patterns from the data. Four SMT participants from three different schools were interviewed to determine perceptions of EFAL CAPS curriculum implementation for English FAL in primary schools. The results of this study also indicated that most of the SMTs in primary schools are not conversant about their roles and responsibilities in curriculum management. Some were unclear about what they should do in managing curriculum implementation. This study recommends that collaborative leadership management capacitates and develops individuals with the necessary attributes to manage curriculum implementation to achieve a common goal. The study presented appropriate approaches to a school governance strategy that can be adopted by underperforming primary schools. This strategy helps increase parental influence over learning outcomes. The study is significant because learners from different socioeconomic levels are still underperforming. Creating an effective teaching and learning environment is critical to educational leadership.
Open Access
The perceptions of teachers on the implementations of the National Policy on Religion and Education at schools
(University of the Free State, 2023) Mmadi, Lesetlela Alex; Nhlumayo, Buhle Stella
This study explored the perceptions of teachers on the implementation of the National policy on religion and education at schools. The challenge with the implementation of the national policy on religion and education was that some public schools continued to attach themselves to a religion. This led to learners and teachers from minority religions becoming victims of the dominant religions at schools. Some religions were then undermined and referred to as uncivilized and barbaric. The National policy on religion and education was adopted in 2006 to accommodate all religions equitably. This research was guided by the Narrative Policy Framework (NPF), which require that the narrative should have a structure of a setting were the plot is clear, together with characters (The valiant and the victims), then there must be the moral of the story on how the policy can be amended. This qualitative study employed the interpretive paradigm to narrate the experience of teachers on the implementations of the national policy on religion and education at schools. The research area was Sekhukhune east district in Limpopo. I used semi-structured interviews together with document analysis to generate data. Ten schoolteachers including principals participated. I used the structural analysis within the narrative analyses to analyse the data. The finding of the study is that the victimization of the minority religions is there at schools which leads to some learners being suspended or expelled.
Open Access
The use of professional learning communities to monitor the implementation of the Lesotho integrated curriculum
(University of the Free State, 2022) Rapeli, Ratsele Edward; Tsotetsi, Cias
In Lesotho, like in other countries where educational policies are reformed, the government of Lesotho, through the Ministry of Education and Training, developed and published the Curriculum and Assessment Policy 2009 (CAP2009). The new policy aimed to establish an integrated curriculum (Education for individual and social development) because the previous curriculum seemed to fail to address the challenges faced by the young Basotho generations. When this new policy was implemented in 2013, some of the important aspects, such as training of the School Management Teams, were not considered. Consequently, these people encountered several challenges when monitoring the implementation of the integrated curriculum. Most current studies about integrated curricula are based on the challenges encountered by teachers and the strategies that can be applied. There is a limited study focused on the challenges faced by School Management Teams. The main function of the SMTs is to spend much of their time monitoring the implementation of the new policy so that they find and use suitable strategies such as professional learning communities. This study aims to use the professional learning communities as a form of continuous professional development to enhance the monitoring of the Lesotho integrated curriculum. It seems that the SMTs, as people responsible for monitoring the implementation,have sufficient knowledge of monitoring the new policy. The literature indicates that the challenges encountered by the SMTs in Lesotho in monitoring CAP 2009 were encountered by other countries regionally and internationally when they were monitoring the implementation of the new educational reforms. This participatory action research was conducted with a formulated team of school principal, deputy school principal, senior teacher and two teachers of the same school as people with ideas about implementing the integrated curriculum. The team scheduled the activities that needed to be performed to address the monitoring challenges. The findings provided that to address the challenges of monitoring the implementation of the Lesotho integrated curriculum; the SMTs should schedule suitable time, involve parents of learners in the education, assess learners as the policy provided, develop a shared vision amongst other stakeholders, make resources available, monitor and provide teachers with feedback after monitoring their work.

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