All Electronic Theses and Dissertations

Permanent URI for this collection

http://hdl.handle.net/11660/608

Browse

Now showing 1 - 20 of 5979

Open Access
Performance management within the inspectorate division of the department of public works in Bloemfontein
(University of the Free State, 2023) Mathibe, Refiloe; Markham, Lyle
The purpose of this study is to highlight several reasons why performance management is important. Performance management provides the opportunity to create training opportunities, developmental strategies, and clarity within the organisation for both the employer and the employees. It encourages productivity by increasing confidence and open communication channels as a result, increasing employee retention through rewards and recognition. The research design that was followed for this study was that of a qualitative nature through the use of semi-structured interviews. The researcher utilized qualitative data collection to collect the data which was then used to compile the study by analysing the collected data. The key findings of the study were as follows: ▪ The work attendance had a negative impact on the participants in general as it affected their performance negatively. This resulted in slow progress in achieving team goals, which had a negative impact on the overall performance of the organisation. ▪ To boost productivity, three components must be considered, namely instrumentality, expectancy, and valence. Instrumentality is dependent upon the trustworthiness of the employee, the expectation is dependent on whether the employee has the skills for the job they are performing, and valence reinforces the values of rewards and consistency with reaching goals, needs, preferences, and values. If all three components are considered and achieved, the employees will be motivated to perform. ▪ The impact of having mentors and mentorship programmes is vital for retaining talent, aligning the goals of the employees with those of the organisation and enhancing career development. Mentorship in the engineering and built environments will enable people to register as professionals in their fields. ▪ Organisations gain productivity from working from home and the fifty percent work life, an enabler to this is technology and digitalisation. It is, therefore, beneficial for the Free State Department of Public Works to introduce digitalisation to the workplace and provide all the required resources so that the productivity and performance of individuals can increase. The main conclusions of the study indicated that the performance management review of the department could be effective if it was used properly. Instead, the participants highlighted that it was used to obtain cash bonuses. The participants did not feel motivated because there were gaps due to lack of communication about the reviews and they also mentioned the unwillingness of managers to ensure that they receive the support they require to improve themselves. It could, therefore, be concluded that management should get leadership training that would assist them in leading the teams effectively. The work attendance had a negative impact on the participants in general; digitalisation could assist in this regard, as would the provision of resources to enable the employees to do their daily tasks.
Open Access
Towards formulating a management model to enhance inclusivity at a teacher training college in Zimbabwe
(University of the Free State, 2024) Ncube, Nozinhle; Dube, B.; Chimbi, G.
The aim of this study was to formulate a management model to enhance inclusive education at a teacher training college in Zimbabwe. Throughout the world student teachers with disabilities face many barriers in teachers’ training colleges and other higher education institutions. People with disabilities constitute some of the poorest economically and are socially excluded and marginalized. In Zimbabwe, people with disabilities constitute about 7% of the population, yet they make up 20% of the poorest people at the national level. The purpose of this study was to explore the barriers to academic and social inclusion faced by students with disabilities at a teacher training college in Zimbabwe. The objectives were to determine the challenges faced by student teachers with disabilities at tertiary institutions, explore policies on students with disabilities at tertiary institutions and suggest possible strategies that could be adopted to overcome these challenges. The study is located in critical emancipatory research (CER) and adopted the transformative paradigm. Qualitative research methods, specifically participatory action research (PAR), were employed. The study used purposive sampling which is synonymous with qualitative research. The target population comprised all students with disabilities at a teacher’s training college in Zimbabwe. Research instruments were triangulated by using interviews and focus group discussions. Qualitative data analysis was done through the thematic analysis of responses from both lecturers and students. The study revealed that there was no inclusive education policy at national level as well as in teachers’ training colleges in Zimbabwe, only circulars were in place. The study also found that students with disabilities had some barriers on physical access to different places at the college under study. The study also established that staff’s lack of competencies was one of the major barriers that hindered the implementation of inclusive education in teacher training colleges in Zimbabwe. There was no effective inclusive policy in teacher training colleges that could promote the implementation of inclusive practices. Stigma and discrimination among students and staff regarding students with disabilities was also prevalent. The rigid curriculum was another major barrier against the implementation of inclusive education in teacher training colleges in Zimbabwe. The study also revealed that there was a lack of funding to purchase equipment and assistive devices for students with disabilities. The study recommended that the inclusive management model should consider easy accessibility to all places that are currently inaccessible to students with disabilities. The other recommendation was that staff members ought to be trained on inclusive education through workshops and staff development programmes. There is a need to review syllabi in order to accommodate students with disabilities, especially in practical subjects. The study also recommended that there was need to have a working policy for inclusivity in teacher training colleges so as to implement inclusive practices.
Open Access
Identity construction and reconstruction among male teachers in early childhood settings
(University of the Free State, 2024) Mofokeng, Mahudi Magdelina; Ndlovu, B. N.
Identity construction and reconstruction among male teachers in early childhood education (ECE) settings has brought attention to the teaching of young children, where male teachers expect to redefine themselves among young learners. Research shows that few male teachers have constructed and reconstructed their identities through training in early childhood development. The research was framed using two theoretical constructs: identity theory and social identity theory. The study employed phenomenology, focusing on the commonality of the lived experiences within a particular group to understand the problem in its context in this case, construction, and reconstruction of identity among male teachers in ECE, and provided a comprehensive description of individuals’ subjective experience of an event or phenomenon. Phenomenology emphasises that only those who have personally encountered things can convey them to the external realm. The qualitative approach tests the theories and intervention techniques, using the snowball sampling technique to find five participants from 5 rural schools in the Thabo-Mofutsanyane District of the Free State province, with generation of data using semi-structured and focus group interviews. The study recommends recruitment strategies in ECE settings so that young children may be exposed to both genders in these settings. Workshops need to be held for male teachers, to advise them on how to deal with challenges that they will face from society and encourage them to stand firm with their career choice.
Open Access
Towards a facilitation framework for effective learning and teaching for first-year students in the building measurement module
(University of the Free State, 2024) Els, Mart-Mari; Loots, S.; Holtzhausen, S. M.
The purpose of this study is twofold. First, it aims to identify the pedagogical challenges faced by first-year students and lecturers in the building measurement module in South African universities. Second, it seeks to investigate the constructivist teaching approach, with a particular focus on the applicability of Vygotsky’s theory of sociocultural development, as a potential solution to these challenges. As such this study employed two separate but complementary research designs. Due to the limited contextual knowledge in the learning and teaching environment of first-year students in the building measurement module, it is essential to investigate and establish the challenges they face, as there is currently very little information available on this topic. The second methodology examines and proposes a potential solution to these challenges. The chosen research designs for this study are a convergent mixed-methods approach and a case-study design. Data collected through a baseline survey, focus-group discussions, and semi-structured interviews in the first methodology informed the case-study design. In this case study, data from pre- and post-tests, participant observations, and reflections yielded significant results. The first methodology identified various challenges faced by first-year students and lecturers in the building measurement module. These challenges were then addressed and tested in the second methodology. The findings of the research suggest that a constructivist teaching approach, more specifically Vygotsky’s theory of sociocultural development are successful and can be applied through a facilitation framework. The value of this research study is the enhancement of first-year learning and teaching experience in Quantity Surveying Education.
Open Access
An appreciative inquiry into the entrepreneurial attributes of three young African entrepreneurs
(University of the Free State, 2024) Bucheli, Zosia; Pretorius, J. P. H.
The research is an Appreciative Inquiry into the Entrepreneurial Attributes of three young African Entrepreneurs. It recognised the vital role that entrepreneurial attributes play in entrepreneurial success. The study aimed to inquire into and identify the positive and most life-giving entrepreneurial attributes that these three individuals have developed through their entrepreneurial endeavours. The study assumed an Appreciative Inquiry perspective which accentuated and focused on strengths-based positive attributes. The research employed 5D Appreciative Inquiry Cycle workshops for each of the three African entrepreneurs to gather in-depth information regarding their most effective entrepreneurial attributes. Through the use of an appreciative lens, the study aimed to uncover the individual strengths and life-giving attributes of each entrepreneur which empowered them to further development to advance their entrepreneurship. These were encapsulated by the positive entrepreneurial attributes which emerged through the workshops. The results of this research highlight the best entrepreneurial attributes of these three African entrepreneurs. Each article provides unique results specific to the entrepreneur studied. The entrepreneurs’ individual experiences, cultural backgrounds, communities and entrepreneurial journeys have impacted the development of their positive entrepreneurial attributes. Further, the research provides necessary literature on entrepreneurial attributes. It also contributes towards the individual experiences and strategies utilised by three African entrepreneurs to further enhance and develop their entrepreneurial attributes. Aspiring entrepreneurs on the African continent may employ these practical implications in their entrepreneurial endeavours. It fosters the identification of effective entrepreneurial attributes which propels economic growth and development in South Africa and elsewhere.
Open Access
A collaborative self-study exploring the experiences of Creative Arts teacher educators to inform professional practice
(University of the Free State, 2024) Chisale, Paseka Blessing; Müller, Marguerite
This thesis represents a living assemblage of my personal development as a Creative Arts teacher educator and the collective experiences of other educators in this field. By intertwining my educational journey with a broader focus on Creative Arts teacher education, the study reflects how my background in Art Education informs and shapes my current practices. Using self-study and Arts-Based Research (ABR) methods, I explore the interplay between personal memories, past experiences, and the evolving identity of Creative Arts teacher educators. Central to this inquiry is the concept of rhizomatic pockets, which are repositories of knowledge and memories that shape individual pedagogical practices, and the collective understanding of how past experiences influence present and future teaching. Drawing on the narrative of the Avengers' journey in 𝘌𝘯𝘥𝘨𝘢𝘮𝘦 this study illustrates the process of revisiting and reinterpreting significant moments in teaching and learning, allowing educators to shed biases and inform future practice. It emphasises the importance of reflexive and collaborative learning, highlighting the transformative potential of engaging with colleagues, mentors, and students to create a richer, more nuanced understanding of teaching and learning within Creative Arts Teacher Education. The study advocates for positioning Creative Arts classrooms as dynamic research sites where teacher educators engage in inquiry to understand how collective experiences and contextual factors shape pedagogy. Recognising classrooms as spaces where social and physical environments intersect, I argue for acknowledging the lived experiences of both students and educators as rhizomatic pockets that inform practice. Educators can foster meaningful student engagement, cultivate confidence, and promote artistic expression by creating safe and supportive environments. Further, this research highlights the value of collaboration and communities of practice. It suggests that through collaborative self-study and reflexive practices, Creative Arts teacher educators can co-construct knowledge, mentor each other, and engage in continuous professional growth. Collaborative research in this context enhances individual pedagogical practices and the collective development of evidence-based best practices for Creative Arts Teacher Education. Ultimately, this study highlights the importance of lifelong learning and adaptability for Creative Arts teacher educators. By embracing a research-oriented, reflexive approach, teacher educators can innovate within their classrooms, contribute to the advancement of Creative Arts Teacher Education, and better prepare future educators. The concept of rhizomatic pockets emerges as a guiding framework for understanding how personal and collective experiences can transform teaching and learning within this field.
Open Access
A first-year commuter student network framework for student success: a case study
(University of the Free State, 2024) Macwele:, Benedict Mathole; Holtzhausen, S. M.; Wahl, W. P.
First-year commuter students face various challenges as they transition and adjust to the academic, social, and emotional environments of university life. These challenges highlight the crucial role of peer relationships and networks, as informed by Tinto's student integration theory. Building on these conclusions, this study's primary objective was to develop a framework for a supportive peer network that addresses the academic, emotional, and social needs of first-year commuter students. To achieve this, I conducted an analysis of key documents, particularly annual reports, from seven South African universities to gain insights into their support systems for first-year commuter students. These analyses revealed that while several programmes catered to the needs of first-year commuter students (see 5.2 and 5.3), the primary focus was on academic support. The integration of social and emotional well-being for these students was notably underemphasised, with limited evidence on how these programmes influenced the adjustment of first-year commuter students. Chapter 6 of this study serves as the focal point of analysis, exploring the success stories and best practices related to the academic, social and emotional transitions of first-year commuter students. It also examines the role of peer mentor programmes in supporting their adjustment. During the empirical research, eight focus-group discussions were conducted with first-year commuter students at the University of the Free State (UFS). These discussions were organised by gender and campus, following an appreciative inquiry framework that aims to highlight and build on positive experiences and strengths. The findings underscore the critical role of peer relationships and support in addressing the challenges faced by first-year commuter students during their transition to university life. In the Discovery step of the AI 4D framework, participants highlighted various success stories and best practices that facilitated their adjustment (see 6.2). Conversely, in the Dreaming step, participants identified opportunities for growth to improve the adjustment experience for first-year commuter students (see 6.6). Building on these insights, the Designing (see 7.2) and Delivery steps (see 7.4) proposed a five-pillar mentoring framework and an implementation plan. By proposing the five-pillar mentoring framework and the accompanying implementation plan (see 7.4.1), the study offers a practical solution to enhance the effectiveness of peer mentor programmes. This framework aims to create a supportive peer network that ensures first-year commuter students receive the necessary guidance, support, and resources to thrive throughout their university journey.
Open Access
A capacity building strategy for managing curriculum delivery in selected TVET colleges
(University of the Free State, 2023) Mlotshwa, Sanele Jerome; Teis, N. J. P.; Nkoane, M. M.
The study aimed to formulate a capacity-building strategy in managing curriculum delivery in selected TVET colleges. A number of objectives were devised to direct the study; the main objective was understanding the need to develop a capacity-building strategy for managing the delivery of the curriculum. The other objectives were exploring strategies to develop a capacity-building for management of curriculum delivery, determining the conditions that were required for a capacity-building strategy in managing curriculum delivery, identifying the threats that could arise to hinder the development of a capacity-building strategy for managing curriculum delivery, and formulating the indicators that could be used to enrich the management of a curriculum delivery in selected TVET colleges. Critical emancipatory research (CER) was identified by the researcher as a theoretical framework that could support the achievement of the stated objectives of the study. CER is more about empowerment, which is in line with this study. Hence, the researcher proposed the adoption of CER as the perspective that would best address the challenges. The researcher argued for a collaborative research approach, conducted by a team of researchers in collaboration with suitable co-researchers, who emerged during the research process. This qualitative research approach incorporates the best aspects of team-building in TVET colleges. Using data collected by our research team, the researcher showed how we had operationalised CER to formulate a capacity-building strategy for the management of curriculum delivery in selected TVET colleges. Participatory Action Research (PAR) was used, as it addressed the participation, emancipation and working with real challenges to bring about change in the community. As per the principles of PAR, the researcher worked with the co-researchers collaboratively to find solutions to the challenges curriculum managers encountered. Data generated through the use of PAR was analysed using Critical Discourse Analysis (CDA). The empirical analysis, interpretation of data, discussion and determining the findings resulting from interventions, were made with CDA. In the first part of the study, reflections were made through the use of PAR, looking at the needs to develop a capacity-building strategy for the management of curriculum delivery, which resulted in the absence of a collaborative team. The second part of the study identified the components of the solutions as strategies to be used to develop a capacity-building strategy for managing curriculum delivery in TVET colleges. The solutions predicted by the co-researchers to curtail the challenges, were discussed. Numerous findings concerning the challenges were compared with the results of the previous research studies, reported in the literature review, such as teamwork, teaching and learning resources, participatory decision-making, career development, blended learning, technology, collaborative involvement, active stakeholder engagement, collaborative teams, networking and monitoring, technology-based learning, and stakeholder development programs. This research project is distinctive in understanding the strategy to be implemented successfully by a collaborative team to create a collaborative environment in TVET colleges. In conclusion, the study argues that capacity-building can never be done by an individual, but only by working as a team having a collaborative relationship, where all stakeholders are engaged and able to partake in the decisions and are involved collectively.
Open Access
Instructional leadership perspectives and practices of heads of departments for science in Lesotho secondary schools
(University of the Free State, 2024) Lisene, Lucia Nthooa; Jita, L. C.
Successful leadership is one of the strongholds of a high-quality education system. Instructional leadership is an important factor affecting classroom activities because principals ensure that all decisions target the enhancement of instruction. However, principals are no longer sole instructional leaders because they cannot effectively monitor and support instruction. Therefore, decision-making in schools is the responsibility of many people hence, a distributed perspective rather than an individualistic view of instructional leadership is necessary. It is against this context that subject departments have become the centre of interest. However, the significance of HoDs as instructional leaders has not been fully acknowledged in practice and research for secondary schools. This study recognises this gap in scholarship and therefore, explores the perspectives and practices of heads of science departments, aimed at improving instruction. This mixed-methods research of a convergent parallel design is based on the distributed instructional leadership (DIL) framework which is a product of two complementary concepts, namely the instructional leadership model and the distributed leadership theory. Instructional leadership models highlight the leaders' functions while the distributed leadership philosophy acknowledges the contribution of all members towards leadership. Data were collected from a multi-stage concurrent nested sample of 67 schools through a questionnaire, interviews and document analysis. Responses from the questionnaire were analysed through statistical analysis software (SAS) whereas qualitative data were thematically analysed. Descriptive data reveal that sampled HoDs had an above-average engagement with instructional leadership. However, these HoDs were most active in having high expectations about their department’s performance (M=4.6) and least active in assessing teachers’ professional development (M=2.64). The HoDs who held permanent positions were also more actively engaged with leadership (M=3.31-4.03) than their counterparts who were temporarily employed (M=3.20-3.87)) and they had significant differences linked to providing materials (p=0.01, F=7.05) and supervising instruction (p=0.02, F=5.36). Qualitative data disclose that selected HoDs knew instructional leadership even though they neglected some subjects due to a lack of content knowledge, large workloads, and lack of confidence, among other challenges. The recommendation is that the leadership responsibility needs to be distributed beyond the HoDs to include leaders for each subject to promote effective instruction in all the areas within the science department.
Open Access
The social challenges that contribute towards non-completion within institutions of higher learning in Lesotho
(University of the Free State, 2024) Ntelo, Mamolefe; Mukuna, K. R.
Higher learning dropout has predominantly been identified as one of the major problems that the higher learning systems face almost every year. Multiple analytical factors point out the complexity of dropout phenomena in higher learning Institutions. These occurrences prompted the researcher to conduct a study that explores a range of hardships that students face, specifically the social challenges that mostly make it rigid for them to continue learning at higher learning institutions in Lesotho. The study adopted a qualitative approach through an interpretive research paradigm and a narrative research design. Sixteen students and four staff members who were purposively selected from two colleges and two Universities in Lesotho. It employed the structured interviews to collect data. The data were analysed through the thematic analysis. The findings revealed the holistic support provided to students have proved to bring about improved student’s academic accomplishment and retention. Students who are aware of the social challenges are more likely to be resilient if equipped with required skills. This enables students to gain more control over their learning and increases their likelihoods of success. Secondly, familiarity form a centre that informs lecturers towards reflecting on the approaches that will facilitate student learning and enhance the influence of positive factors. The study recommends that lecturers need to be well trained to provide students with psychosocial support and also be able to identify individual psychological needs. The higher learning institutions also need to have a proper channels of referral for students who needs further support.
Open Access
Enhancing teachers’ skills to improve academic performance among learners with visual impairment: a case of selected primary schools in Maseru, Lesotho
(University of the Free State, 2024) Lebona, Mathabo Joalane Catherine; Mukuna, K. R. (Advisor)
Studies have shown that learners with visual impairment often face significant challenges in accessing educational material, participating in classroom activities, and receiving the necessary accommodations, which can impede them from attaining high academic performance. The Lesotho Education and The Lesotho Inclusive Education Policy, in line with the Salamanca Statement, acknowledged that the education system should be more inclusive and supportive and benefit learners in the primary mainstream setting, irrespective of their disabilities. However, teachers find it challenging to successfully handle the teaching and learning environment to improve the LVI academic environment. The study aims to explore how teachers’ skills can be enhanced in improving academic performance among Learners with Visual Impairment (LVI) in primary schools in the Maseru district, regardless of the efforts utilized by the Ministry of Education and Training (MoET) to make education free and Compulsory for primary learners irrespective of their disabilities. Many teachers had not yet benefited from being trained to teach learners with diverse needs, which reduced teachers’ self-efficacy in teaching Learners with Visual Impairment. Despite the various steps the Ministry of Education and Training had taken to make provisions for introducing Free and Compulsory Primary Education to all other levels of learning. LVI still faced challenges in learning and needed attention and support from their teachers in mainstream teaching and learning. In this regard, lacking teachers’ relevant skills contributes to insufficient delivery to provide LVI with the appropriate support they need. This proved that teachers were psychologically and academically unprepared to teach LVI in their classrooms, affecting their socio-economic and learning performance. It is highlighted that teachers with high self-efficacy improve learners’ self-efficacy, motivation, and academic achievements. Therefore, teachers play a vital role in improving learners’ academic performance because they apply appropriate skills and resources to teach LVI. This study used Bandura’s Perceived Self-efficacy theory to enhance teachers’ skills and improve academic performance among LVI in primary schools. It adopted a qualitative research approach through the case study design. It employed the interpretive paradigm. Twelve participants were purposively selected in this study from two schools (School A and School B) were equally constituted of six participants. This study employed Focus Group Discussions, telephonic interviews, and non-participatory observation methods for data collection. Thematic analysis was used to analyze qualitative data. The findings showed that underperforming of LVI is some of the factors affecting their academic performance, including lack of teachers’ skills, lack of content knowledge to teach LVI, lack of parental support, remuneration of teachers, Inexpert teachers, rigid curriculum, assessment tools, constraining learning environment the rigid curriculum that does not cater for LVI, lack of relevant resources for LVI such as Braille reading and writing, lack of parental involvement, remunerating teachers’ salaries to show appreciation on the workload in the mainstream. The study recommended that the government of Lesotho, through MoET, should improve on the Special Education Unit to be ready to implement continuous training and equip teachers with relevant skills to improve academic performance of learners with visual impairment programs.
Open Access
A strategy to enhance enabling learning environment for cyberbullied adolescents in a rural ecology
(University of the Free State, 2024) Olotu, Olukoya Adewale; Beyers, Christa
The study aimed to design a strategy that enhances the learning environment of cyberbullied adolescents in a rural ecology. The researcher found a gap created by a need for emphasis on cyberbullying incidences in rural areas in contrast to previous studies that focused on cyberbullying in urban, cities and metropolitans. The study is theoretically framed by Bronfenbrenner's ecological systems theory of development, Bandura’s Social Learning Theory and Erik Erikson's theory of psychosocial development. The research paradigm is guided by the transformative paradigm, centring on the emancipation of socially marginalised individuals or groups. The study was conducted in two phases, using a mixed methods approach, specifically the explanatory sequential design (ESD), which entails the administration of an initial quantitative phase followed by a detailed qualitative phase. The population comprises 32,219 adolescents based on the national population census of the rural Irepodun-Ifelodun Local Government Area of Ekiti State, Nigeria. Creative Research System Survey Software was employed to calculate the sample size using a confidence level of 95% and a confidence interval of 6.98. The quantitative phase comprised 178 adolescents selected from Junior and Senior High schools, of which 10 were selected in the qualitative phase. The ten adolescents partook in the photovoice and focus group interviews; also, purposive sampling was used to select eight stakeholders who participated in the semi-structured interviews. The quantitative and qualitative data were analysed and integrated; the results confirmed a high prevalence of cyberbullying in the rural learning environment. Also, the findings indicated that the participants (adolescents and stakeholders) demonstrated limited knowledge of cyberbullying. Therefore, there is a need for enlightenment and a campaign against cyberbullying in the rural learning environment and across the state. Implementing the study will empower socially marginalised adolescents to prevent and curb the spread of cyberbullying. The designed strategy will also equip the Ministry of Education in Ekiti State, Nigeria, the society, and the research communities to enhance the learning environment of cyberbullied adolescents in the rural community.
Open Access
Exploring strategies to enhance democratic management practices in teacher education classrooms in a selected South African university
(University of the Free State, 2024) Omodan, Taiwo Christianah; Tsotetsi, Cias T.; Makhasane, Sekitla
Democratic classroom management practices play a vital role in fostering student participation and exposing learners to diverse perspectives and engagement opportunities in educational settings. However, there exists a significant disparity between the ideals of democratic education and the prevailing traditional classroom management approaches observed in university classrooms. In South Africa, the translation of democratic principles into actionable classroom management strategies remains a challenge, particularly within university classrooms. To address these challenges, this study examined the perceptions of student-teachers and lecturers regarding democratic classroom management practices in university-based teacher training. The study adopts critical theory as its guiding framework and employs a transformative research paradigm within a qualitative research approach. A participatory research design is utilised, with data being collected through observation and semi-structured interviews involving 10 student-teachers and 5 lecturers from a selected university in the Eastern Cape province of South Africa. Thematic analysis is employed to analyse the data. The study is divided into three publishable articles, with the main findings emphasising the necessity for comprehensive reforms in teacher education to establish inclusive and democratic learning environments that strike a balance between student autonomy and classroom discipline. Additionally, the study reveals resistance to participatory learning due to traditional teaching methods and institutional constraints, highlighting the need for systemic changes to promote equitable and inclusive democratic management practices in university classrooms. Finally, by emphasising student engagement, collaborative teaching, and critical reflection, the study underscores the importance of inclusive and democratic classroom environments in preparing students for real-world challenges. The study formulates and recommends a Democratic Classroom Management Model to facilitate effective democratic classroom management practices.
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
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
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
A framework to support the School Management Team in handling learners’ gangsterism in a selected school
(University of the Free State, 2024) Iheadiri, Stella Cordis; Nkoane, M. M.
This study proposes to develop a framework to support the School Management Team (SMT) in handling learners’ gangsterism in selected schools in the Free State Province, South Africa. In the context of this study, a framework is intended to provide the guidelines that will assist SMTs in dealing with learners’ gangsterism in selected schools. The assumption in this study is that learners’ gangsterism contributes towards the formation of social ills within the school premises. Thus, evaluating the challenges facing the SMT in curbing incidences of learners’ gangsterism in schools is necessary. The overarching research question in this study is: How can a framework be developed to support the school management team in handling learners’ gangsterism in schools? The objectives include, among other things, highlighting the challenges and possible solutions for the challenges as well as threats and indicators of success related to learners’ gangsterism in school. This study is anchored and grounded within the Hope Theory to guide the development of a framework for the SMT to deal with learners’ gangsterism in selected schools. The data was generated with selected participants and members of the SMT, educators and learners. The methodology used to generate data is Critical Participatory Action Research (CPAR), and data was analysed through Critical Discourse Analysis (CDA). Recommendations to address the above challenges included a broad legal framework, a broad-based approach, and enhanced training and resources. The study also identified threats that hinder the effectiveness of a new framework to address learner gangsterism. The proposed framework to minimise learner gangsterism in schools identified increased police involvement, inclusivity to strengthen collaboration between the SMT and the SGB, and monitoring to minimise instances of learner gangsterism as some of the best practices that schools can use to enhance the success of the new framework to address learner gangsterism. Furthermore, the intention is to inform the policy dictates of the South African Department of Basic Education (SA DBE) concerning learners’ behavioural modes in schools. The ultimate intended benefit is to contribute towards improving the standard of education in South Africa.
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
The roles of school management teams in the implementation and monitoring of School-based Pandemic Policies
(University of the Free State, 2023) Senoge, Venus Wani; Plaatjies, B. O.
The recent global health crises, particularly HIV/AIDS and COVID-19, have significantly affected educational systems worldwide, compelling the evaluation of policy implementation and monitoring by School Management Teams (SMTs). This study was undertaken to examine the dynamic challenges SMTs face. It aimed to analyse the obstacles and difficulties SMTs encounter, comprehend their roles and duties, and evaluate the effectiveness of their strategies in managing pandemic situations, with the ultimate goal of developing a results-based framework or model to harness and navigate these challenges effectively. The study used qualitative research methodology to focus on SMTs' challenges during pandemics. This approach was instrumental in gaining rich insights into the multifaceted roles and responsibilities of SMTs in crisis scenarios. The key findings from this research revealed that SMTs grappled with significant challenges such as stigma and discrimination, notably around health conditions like HIV/AIDS. There was a marked inadequacy in training for policy implementation, which led to inconsistencies in handling pandemic-related educational disruptions. Moreover, SMTs faced considerable resource constraints, which hindered their ability to implement effective strategies, particularly in adapting to new norms like remote learning. One fundamental discovery of this study was the crucial role of distributed leadership in enhancing policy execution. This approach proved vital in creating a more inclusive, participatory environment within schools, significantly impacting policy effectiveness. The study concluded that managing pandemic policies in the educational system needs a holistic approach. This approach must consider the health implications of a pandemic and its broader social and educational impacts. It showed the necessity of ongoing training for SMT members, proper allocation of resources, and infrastructural improvements to effectively meet the challenges of pandemic management. From these findings, the study recommends developing targeted training programs for SMTs, embracing distributed leadership models, crafting context-specific policies, and strategically investing in digital technologies to bolster educational resilience. Looking ahead, it advocates for extensive longitudinal research to gauge the long-term impacts of these policies and strategies. Such research should also explore the potential and effectiveness of technological integration in managing educational institutions during pandemics, ensuring a more robust and responsive educational system for future challenges.
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.