All Electronic Theses and Dissertations

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Open Access
Academic resilience of children who overcome adversity
(University of the Free State, 2022) Channon, Dane; Louw, A. E.; Esterhuyse, K. G.; Louw, D. A.
Children in South Africa walk a fragile path to adulthood. This sentiment by UNICEF in 2012 remains relevant for children in the country a decade later. Youth face a myriad of threats to development. Despite many children succumbing to such risks, some children bounce back from adversities to foster resilient outcomes. This qualitative, multiple case study research aimed to explore how children navigate, negotiate, and engage with their social ecologies to overcome adversity and demonstrate academic resilience. Four adolescent participants were purposefully selected from East London schools in the Eastern Cape. These learners were identified by their school ecologies as having achieved positive academic outcomes despite experiences of significant adversity. The social ecology of resilience framework (SERT) was used to conceptualise the study. Multiple data collection sources were used, contributing to the descriptive and explanatory analyses of the data. Five phases of analytical data analysis aligned with case study research were employed to uncover contextually relevant themes of resilience building. The case studies yielded rich and detailed information on the biological vulnerabilities, challenging social and physical environments, specific negative life events and compound socio-demographic risks experienced by these children, the personal, relational, structural, and spiritual/cultural resilience enablers in their ecologies, and the processes by which these children identified and used these enablers across their social ecologies. This study contributed to theory building for SERT as a framework for understanding how children transact resources and opportunities within their social ecologies in culturally and contextually meaningful ways. The strengths, implications and limitations of the study are indicated, and recommendations are offered.
Open Access
Synthesis of redox-responsive tetrathiafulvalene derivatives with amphiphilic properties to be used in soft materials
(University of the Free State, 2024) Tshehla, Paulos Katlego; Azov, V. A.
The well-known electron-rich donor system, Tetrathiafulvalene (TTF) has gained excessive interest in the field of supramolecular chemistry and complex ligand research. Continuous advancements in synthesis has allowed TTF along with its derivatives to be integrated into various intricate molecular systems. Such that, these systems have been investigated for their potential applications as sensors, models for electron transfer, molecular machines and many other applications. The study displayed in this piece of writing will examine the incorporation of TTF moieties through preparation by synthesis, as well as their characterisation. With the motive to add to the recent and existing synthetic advances, for utilization in constructing versatile systems of broad applications. A series of functionalised bis- and tetra-tetrathiafulvalene derivatives has been prepared. A result stemming from a series of synthesis producing TTF intermediates, later used as key precursors for the successful synthesis of TTF derivatives. Amongst those, is the TTF thiolate anion used as a key intermediate which has shown to be quite a versatile reagent for this purpose. Shelf-stable precursors of the TTF thiolate anion have been prepared, making the preparation of novel, highly functionalised, amphiphilic cationic / anionic TTF derivatives 4 and 5 feasible. The series of steps include various reactions: cyclization, cross coupling and self-coupling, de-protection, re-alkylation, and nucleophilic substitution reactions. This synthetic pathway allows the tailoring of the properties of the TTF entity by the variation of the substitution pattern. For feasibility of the amphiphilic character, the analogues prepared constitute of long alkyl chains at different positions. This character adds in rendering these entities as versatile electron donor systems, well suited for use in construction of novel redox assemblies. Through careful adjustments and development of methodologies, a range of symmetrical and unsymmetrical TTF derivatives of different substituents was covered. From alkyl-halides bearing TTF derivatives to the 1-methyl-imidazole units fused to the TTF frameworks. Certain compounds were obtained in significantly high yields. Such as the 1-methyl-imidazole bearing TTF derivative, 4,5-bis(1-methylimidazole-3-propylthio)-6,7-bis(propylthio)tetrathiafulvalene 4a at a yield of 94%. With its identity qualitatively confirmed by high-resolution mass spectroscopy and NMR analysis. In the study, several purification techniques were implemented with the hopes of producing highly pure and well isolated compounds. Some of the reactions produced several products which were difficult to separate. An attempt to conduct electrochemical studies on the new multi-TTF derivatives, was deemed unsuccessful for various reasons covered in the discussion.
Open Access
The impact of structures and processes on intergovernmental processes in the Sol Plaatje Municipality
(University of the Free State, 2020) Ntsenge, Buhle; Coetzee, T.
When the Constitution of the Republic of South Africa, 1996 (Act 108 of 1996) came into operation on 4 of February 1997, it represented the historical culmination of a focused process of constitution-writing which commenced in December 1991. This process came as a result of the initiation of the Convention for a Democratic South Africa (CODESA), a national multi-party constellation established to negotiate a transition to inclusive democracy (Venter, 2014: 2). Groups or individuals cannot exist without regulations or laws. Even when these laws are put in place, there is a need to implement and govern them, hence the need for a body or structure that will oversee the adherence to these rules and regulations: a constitution. This constitution is the supreme law of the Republic; law or conduct inconsistent with it is invalid, and the obligations imposed by it must be fulfilled (Ngcukaitobi, Brickhill, & Stein, 2012: 319). Chapter 3 of the Constitution of South Africa sets out the principles of Cooperative Governance; all spheres must observe and adhere to the principles in this chapter and must conduct their activities within the parameters that the chapter provides (Mhone & Edigheji, 2003: 156). Intergovernmental Relations begin to have importance where there is a separation of powers amongst different spheres of government (Ismail, Bayat & Meyer, 1997: 138). South Africa has three spheres of government, namely national, provincial, and local (municipal). National government is then divided into three branches: law-making (legislative authority), the actual operations of governing (executive authority), and the courts (judicial authority). All these structures of government are interdependent and need each other to function and to operate effectively. This practice is known as Intergovernmental Relations. Intergovernmental Relations (IGR) is defined as the processes and institutions through which governments within a political system interact (Phillimore, 2013: 229). These institutions function as interacting networks of institutions at all levels; they are created to enable the various parts of government to form a unified whole, with cooperative governance playing a larger role as it derives mandate from the constituency at regional levels (Phillimore, 2013: 229). Ismail et al (1997: 139) asserts that cooperative governance is a new idea to resolve issues associated with Intergovernmental Relations seeking to address the difficulties pertaining to the coordination of government functions and streamlining of government’s administrative responsibilities (Ismail et al., 1997: 139). The value of Intergovernmental Relations in South Africa is evident with the integration of local government and traditional affairs as the defining element of cooperative governance. cooperative governance alludes to all types of government that adopt political flexibility, negotiation, compromise, and less reliance on the rigid distribution of powers between the three spheres of government (Tau, 2015: 801). The powers and authority of local government with its mandate to regulate its own laws and matters pertaining to its jurisdiction is recognised by the Constitution in South Africa. Section 151 (4) of the South African Constitution states that national and / or provincial government spheres may not compromise or prevent the functions of local government (Ismail et al., 1997: 139). 𝗥𝗘𝗙𝗘𝗥 𝗧𝗢 𝗧𝗛𝗘 𝗔𝗧𝗧𝗔𝗖𝗛𝗘𝗗 𝗗𝗢𝗖𝗨𝗠𝗘𝗡𝗧 𝗙𝗢𝗥 𝗔 𝗙𝗨𝗟𝗟 𝗦𝗨𝗠𝗠𝗔𝗥𝗬! ___________________________________________________________________
Open Access
The impact of the awarding of state tenders and quotations on black economic empowerment in the Free State Province in the 2000-2006 financial years
(University of the Free State, 2008) Mohokare, Sesheme Meshack; Bekker, J. C. O.
The first democratic government of South Africa that was inaugurated into office in 1994, inherited a society that was divided between the haves and the have nots. The haves were mainly whites who benefited economically under the National Party led government. The have nots were mainly blacks who were in the majority. The blacks were not allowed to participate in the economy of South Africa. The task that faces the new democratic government is to redress the wrong-doings of the past. The democratic government is faced with the challenge of improving the lives of the blacks politically, economically and socially. The democratic government did not hesitate to make its intentions clear of redressing the imbalances of the past. The votes of the electorate who voted the new government into office, were interpreted by the politicians as a mandate to redress the wrongs committed by the National Party government. The government engaged in rigorous policy making processes and new policies were passed in both the national and provincial governments. The government is faced with a number of challenges. When the current government took over, the number of blacks participating in the economy was very small. The current government is faced with the challenge of increasing the number of blacks participating in the mainstream economy of the country. In order to bring in more blacks into the mainstream economy, the state had to channel state tenders to blacks. The debate that is going on is on the successes and the failures of the government both national, provincial and local in bringing blacks into the mainstream economy through the channeling of state tenders. Much has been said about factors that have had a negative and positive impact on black economic empowerment. This dissertation is a study of the impact of tenders awarded to blacks by the Free State Provincial Government on black economic empowerment. The focus in the dissertation will be on whether the Free State Government is actually succeeding in empowering the blacks economically. In this rubric, the following will be outlined: Background and reasons for the study, problem statement, hypothesis formulation, objective of the research, research methodology, key words and concepts and the scope of the dissertation.
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.