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

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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.
Open Access
Exploring the influence of collaborative leadership in ensuring effective school governance in township secondary schools
(University of the Free State, 2024) Khantsi, Tshediso Keneth; Hamilton, J.; Larey, D. P.
In this qualitative study, the researcher has explored collaborative leadership as a way of ensuring effective school governance in township secondary schools, thereby helping to improve learner academic performance and discipline. A literature search on national, continental and international sources was conducted on how to the members of school governance can use collaborative leadership strategies to improve the academic performance and discipline in township secondary schools. The study was furthermore grounded in a theoretical framework by David Chrislip and Carl Larson named the Collaborative Leadership Theory. Using thematic analysis, themes were identified, and data were analysed and interpreted through logical reasoning to determine the relationship, trends and patterns of the study in order to bring meaning to a set of data. The findings revealed that, even though the 𝘚𝘰𝘶𝘵𝘩 𝘈𝘧𝘳𝘪𝘤𝘢𝘯 𝘚𝘤𝘩𝘰𝘰𝘭𝘴 𝘈𝘤𝘵 (RSA, 1996) promulgates the participation of parents and learners in the SGB, they participate the least, due to a number of factors. As a result, there is a lack of collaborative leadership. Although this lack of participation is of serious concern, the study found that it has quite a minimum impact on the academic performance of the learners. The study therefore recommends regular training of parents and learners to help improve their participation. The study further recommends the election of learners in lower grades (particularly Grade 10) into the SGB to allow for sufficient time in governance.
Open Access
The role of the school principal in dealing with conflict between teachers and learners
(University of the Free State, 2023) Mahlaba, Phumelele; Kabi, J. S.; Sekwena, G. L.
Globally, schools experience conflict between learners and between learners and teachers. South African schools seem not to be an exception to the status-quo. Thus, this study investigates the school principals’ role in dealing with conflict between teachers and learners through persuasive management style. This study was underpinned by a persuasive management style that focuses on managers who use their ability to interpret a situation, people's actions and dialogue and then strongly urge them to do a task or achieve specific objectives. Suppose the principal can execute the actions/activities mentioned. In that case, he may change the mindset of those involved in a conflict situation, reducing the conflict to a minimum. The most important aspect of a persuasive manager is that as a mediator, they maintain control over the entire decision-making process. The study used the interpretivist paradigm and adopted a qualitative research approach utilising a phenomenology research design. Purposive sampling was used to select the participants from the four schools in the Thabo-Mofutsanyane Education district, Free State, South Africa. Semi-structured interviews were employed to generate data, and the data collected was analysed thematically. The findings revealed that conflict between teachers and learners is common in the selected schools, and such a conflict originates from different sources, such as tasks, values and goals. The findings suggest that those involved in conflict are affected psychologically, physically and emotionally due to such a conflict. Principals, as part of the School Management Team (SMT), then come through to play a role in helping find a middle way, an alternative to any conflict occurring in schools, to prevent it from escalating to violence. The principals are also responsible for maintaining the school's integrity and establishing and maintaining a peaceful and harmonious teaching and learning environment. So far, these principals have raised awareness of managing conflict among teachers and learners through school workshops. However, not enough resources and facilities are available to help principals offer beyond what they can currently offer. To this effect, the study recommends that schools should be provided with adequate resources and facilities and that counselling sessions be introduced in schools for teachers and learners.
Open Access
Exploring the collaborative roles of stakeholders to sustain discipline in selected primary schools in the Motheo district
(University of the Free State, 2023) Swanepoel, Maryna Adriana; Gcelu, N.; Hamilton, J.
Sustained discipline for learners is very important for successful teaching and learning. It is of increasing importance that all stakeholders – school principals, parents, teachers, and learners – become involved with enforcing discipline in the school. Control of learners’ behaviour by the various stakeholders is problematic. Resultantly, there is a growing tendency of school principals and teachers resigning their careers. The aim of the study is to explore the collaborative roles of stakeholders to sustain discipline in selected primary schools in the Motheo district. There is a lack of cooperation among the various stakeholders to sustain discipline in their schools. Consequently, this study endeavoured to determine the extent to which the various stakeholders practised collaborative roles in sustaining discipline in the school environment. The community's contribution as stakeholders in sustaining discipline in the school was also investigated. The study was undertaken at four primary schools in the Motheo district. The qualitative research approach, as well as the theory of Freud as the theoretical approach, was used in this study. The interpretivist paradigm was employed for the collection process of the data. This included semi-structured interviews with HOD’s and teachers as well as open-ended questionnaires filled out by the school principal, SGB and two learners. The results thus obtained through the various participants indicated that varying strategies were implemented by participants to eradicate misbehaviour in schools and to sustain discipline in place thereof. The main cause of misbehaviour is also discussed from the data gained through the investigation, and categories and themes have been identified. The investigation of the lack of discipline in schools, as well as the possible stumbling blocks that contributed to the problem, formed the basis of this study. The findings proved that there was a lack of cooperation in sustaining discipline at the schools participating in the investigation. The co-operation of the community in this respect was also found to be negligible. Recommendations suggested as a result of the study are that the different stakeholders should co-operate in sustaining discipline in the school environment. Non-punitive forms of discipline should be used to motivate learners.
Open Access
Exploring the role of Technical Vocational Education and Training college management in utilising Learning Management Systems
(University of the Free State, 2024) Mthabela, Sibongile Mirriam; Tsotetsi, C. T.
This study aimed to explore the role of Technical Vocational Education and Training (TVET) college management in utilising Learning Management Systems (LMSs). A sample of 6 TVET managers was conveniently selected from a TVET college in a rural area in South Africa using a qualitative approach. Data were collected through semi-structured interviews and analysed using thematic analysis. For many years South African TVET Colleges have not been using Learning Management Systems to support teaching and learning. However, recently these institutions have introduced LMSs; hence, it became necessary to unpack the role of TVET College Management in utilising these systems. The TVET college management needs to fulfil their roles since it is part of their responsibilities to ensure that LMSs at these institutions are used efficiently to enhance TVET college results. Lecturers and students must be supported by management to ensure the efficient usage of the LMS. This study was underpinned by the Technology Acceptance Theory which was appropriate to evaluate the level of technology acceptance by the lecturing staff and college management. I analysed policies that have an impact in the way in which TVET colleges should function in line with the introduction of Information Communication Technologies (ICTs), in addition to conducting a comparative study of LMS usage in America, Europe and Africa. A qualitative research approach was adopted to generate data from a selected sample of 6 participants from the campus management team. The findings revealed that management did not have clearly defined role-functions to support LMS at campuses, and that there were numerous challenges confronting the application of LMSs, especially that of not being fully utilised. Emanating from the findings and conclusions of this study, it is recommended that intensive support be provided for lecturers by college management including ongoing on-the-job training and availability of relevant resources to circumvent the challenges. College management needs to implement creative strategies to ensure that LMS is thoroughly and correctly implemented to yield enhanced academic results.
Open Access
Exploring gender legislation in closing the gender gap in primary schools’ leadership at Ekurhuleni district
(University of the Free State, 2024) Motloung, Joy Mapule; Mthanti, B. J.
Gender equality in Gauteng School's leadership remains a challenge. It is documented and encouraged for women to apply in yearly promotional circulars for school managerial positions vacancies. It shows that the gender gap, which the Ekurhuleni district aims to close, remains stagnant with gender legislation in place. Various studies have sought to understand the reasons behind the gender gap in terms of women becoming leaders, which involved socio-cultural factors. However, there has been minimum research on the effectiveness of the current gender legislation as the mechanism of ensuring gender equality is achieved in schools’ leadership. Therefore, the study explores gender legislation and their roles in achieving gender equality among school leadership. The emancipatory paradigm underpins the survey because it was concerned with transformation in terms of equality and challenging the status quo. The theoretical framework employed in this transformational leadership theory fits well with the study as it aims to transform primary school leadership to achieve gender equality in the employment of school principals. The study was qualitative to gather an in-depth understanding of the research phenomenon. Employing the narrative inquiry, the participants were able to narrate their experiences aimed at implementing gender legislation in schools' leadership. Therefore, the study's sampling comprises of two schools and the Department of Education district. The survey participants were School Governing Bodies (SGB), two union representatives, and two district officials. The selected participants were regarded as crucial parties who must apply and observe gender legislation when appointing the school leaders to meet the gender equality set target. Therefore, semi-structured interviews and document reviews were implemented during data collection. The data was analysed using themes that emerged from the data collected from the participants. The study revealed that gender legislation relies highly on the implementors, who often overlook it. Moreover, women are associated with weaknesses regarding school disciplinary measures, which is currently a crucial focus when hiring principals, resulting in males dominating the middle and top management roles and prioritising union members' affiliates for top management roles. The study recommends that all stakeholders in the Education Department should implement gender legislation in contrast to merely the selection panels, who often overlook it by imposing prejudice and self-interest agendas in leadership roles.
Open Access
The implementation of the 𝘊𝘖𝘝𝘐𝘋-19 𝘙𝘦𝘨𝘶𝘭𝘢𝘵𝘪𝘰𝘯𝘴 𝘢𝘯𝘥 𝘙𝘦𝘲𝘶𝘪𝘳𝘦𝘥 𝘝𝘢𝘤𝘤𝘪𝘯𝘢𝘵𝘪𝘰𝘯 𝘗𝘰𝘭𝘪𝘤𝘺: rural university students’ experiences
(University of the Free State, 2024) Mokone, Juliet Seapehi; Tsotetsi, C. T.
As an immediate response to the COVID-19 pandemic, many universities in South Africa had to create COVID-19-specific policies. Many of these policies outlined the precautions that both students and staff had to follow to keep safe. This also entailed restricted access to university campuses and mandatory vaccination. To give background to this, students from rural-based university campuses, predominately come from disadvantaged backgrounds. Therefore, this study has attempted to understand the experiences of rural university students from one campus when a COVID-19-specific policy was implemented. Because of the disadvantaged nature of rural-based university students, it is essential to understand how the implementation of this policy affected them. Currently, there are limited studies that have attempted to understand the experiences of rural-based students, from a policy standpoint. Hence, this study aimed to explore students’ experiences with the implementation of the 𝘊𝘖𝘝𝘐𝘋-19 𝘙𝘦𝘨𝘶𝘭𝘢𝘵𝘪𝘰𝘯𝘴 𝘢𝘯𝘥 𝘙𝘦𝘲𝘶𝘪𝘳𝘦𝘥 𝘝𝘢𝘤𝘤𝘪𝘯𝘢𝘵𝘪𝘰𝘯 𝘗𝘰𝘭𝘪𝘤𝘺 on a rural University campus. Different studies have indicated that the pandemic did in fact widen the already existing inequalities between rural and urban-based universities. And across the world, different universities employed similar strategies in managing the spread of the virus and the main objective was to ensure the safety of students. Similarly, in countries like the United States of America, Nigeria and China students were removed from their university campuses and institutions enacted COVID-19-specific guidelines and policies to manage the spread of the virus on their university campuses. Of course, this came with some problems, for example, in a country like Nigeria, online learning and teaching presented some challenges. Therefore, with reference to realist social theory, this study has used the qualitative approach to collect data. Two data collection strategies have been used, which are focus group discussion and document analysis. Stratified purposive sampling was used to select participants from a rural university campus. In addition, data was analysed using thematic analysis and critical policy analysis. Results obtained from this study indicate that to a certain extend the implementation of the 𝘊𝘖𝘝𝘐𝘋-19 𝘙𝘦𝘨𝘶𝘭𝘢𝘵𝘪𝘰𝘯𝘴 𝘢𝘯𝘥 𝘙𝘦𝘲𝘶𝘪𝘳𝘦𝘥 𝘝𝘢𝘤𝘤𝘪𝘯𝘢𝘵𝘪𝘰𝘯 𝘗𝘰𝘭𝘪𝘤𝘺 did present students with some challenges. Students did not have the knowledge or the resources to learn successfully online, and they felt that the policy took their away their autonomy when it came to choosing whether or not to vaccinate. To add to this, policy analysis indicated that the policy was more specific when it came to employees but with regards to students, there were many omissions and silences. In brief, the institution did have an ethical moral obligation to keep its community safe however other less coercive alternatives should have been explored rather than mandating vaccinations.
Open Access
Exploring how junior netball is managed to ensure continuity to senior netball
(University of the Free State, 2024) Rademan, Margaretha Lefébre; Nieuwenhuis, F. J.
Netball in South Africa is a competitive sport with many participants all over the country. It is evident that the sport is growing and that there are sponsors that are eager to get on board. The SPAR Proteas that are the national team of South Africa are currently ranked fifth in the world. Top netball playing countries like Australia, New Zealand and England have their own professional leagues and these players can play the sport professionally. In South Africa, as is the case in most other countries, netball is an amateur sport. Players need to study or work to earn a salary, and they play netball for the love of the game. Netball at secondary school level functions under the auspices of SA Schools Netball (SASN) that annually presents the DSTV Schools Netball Challenge (DSNC) that attracts over 3 500 schools across the country with over 70 000 girls in the Under 19 division taking to the courts in the preliminary stages. The hosting of the Netball World Cup in South Africa was a huge boost for netball. The mentioned statistics underline the fact that there are many schools with talented netball players who do not continue to the senior level. The research explored possibilities of how the dropout of players can be prevented or ameliorated. The central research question was how the transition from junior to senior level netball can be improved. This study examined the management of the transition from junior to senior level netball. This qualitative research study provides insights into the various experiences of provincial and national netball players and their narratives in which they describe other aspects of being a netball player, such as their actions as athletes and their personal beliefs and interests. Employing a case study methodology, primary data was generated using semi-structured, in-depth interviews with five players from a purposefully selected provincial netball team and two South African coaches. In addition, I interviewed seven players from international teams that participated in the World Championships in South Africa. What foregrounds this study’s importance is that it unpacks the reality of how netball players experience and perceive the management of the transition from junior to senior netball in South Africa. The key finding is that the transition from junior to senior netball is not managed nationally and many potentially great athletes are lost in the process. A consistent finding was that financial support, sponsorships and media coverage played a role. There needs to be enough support for every player that has the dream to continue to the senior level and wants to represent their country at the top level.
Open Access
Exploring the Head of Department’s role in curriculum management in the senior phase
(University of the Free State, 2023) van Sasie, Micaila Sharonic; Kabi, Jonas
In attempting to explore the Head of Department (HOD)’s role in curriculum management in the Senior phase, this study took into consideration whether curriculum implementation in the Senior phase was adhered to within a South African context. It should be noted that the expectation is that the Senior phase should prepare learners for the Further Education Training (FET) phase (DBE, 2011). In this qualitative study, the researcher aimed to explore the perspectives of Head of Departments’ regarding curriculum management in the senior phase. There is a tendency in secondary schools to focus on the FET phase to prepare learners for the Grade 12 examinations. However, the expectation of the education department is that all phases must receive equal treatment. Nevertheless, FET teachers often attend workshops for training for development, of which the first priority is resources and external moderation. This has an effect on the learner performance in the Senior phase as SMTs focus on preparing learners in Grade 12. The morale of teachers who only teach Senior phase subjects is often low as they are not exposed to professional development. In this qualitative study, the researcher provided an interpretation and analysis of HODs insights by responding to the question, ‘What is the role of the Head of the Departments’ in curriculum management in the Senior phase?’ This study is conducted from an interpretive paradigm that was followed with a phenomenological design to explore the HODs’ views on curriculum management in the senior phase. The researcher used a functionalist theoretical framework that advocates equal and just treatment of both phases by effectively managing and leading the curriculum in the Senior phase. Aligned with functionalism theory, this study applied instructional leadership to portray how Heads of Departments require support and opportunities to manage and lead the curriculum in the Senior phase effectively in order to take on their curriculum role and explore to why Heads of Departments are not performing their duties as expected. Purposively sample criteria were used to select the participants, namely HODs and teachers. The researcher used semi-structured interviews through interrogate the participants perception. In this study, the findings indicate that HODs are confronted with numerous challenges that hinder them from effectively managing and leading the curriculum in the Senior phase. Furthermore, the findings also reveal that HODs had not got the opportunity to go for training in curriculum management, although they did indicate that workshops to assist teachers were provided for them. It was evident that both HODs and teachers did not undergone training, as, majority of participants indicated that they need assistance in managing curriculum effectively. The researcher provided several recommendations from the findings of this study: regular monitoring of curriculum by HODs, assist teachers in challenges, regular department meetings to track progress of teachers, initiate professional development programmes for teachers, intervention programmes for parental involvement and effective intervention programmes for improvement of learner performances. To conclude, the HODs role in curriculum management is vital for the success of schools, especially in the Senior Phase, where learners begin to transition into a more complex subject matter. It is important for HODs to practice effective school leadership to be able to implement effective curriculum strategies that can assist in bringing stability within schools.
Open Access
School management teams’ and parents’ collaborative strategies to enhance learner academic performance
(University of the Free State, 2024) Radebe, Philile; Mdodana-Zide, L.
Scholars from across the globe have conducted studies and recognised the importance of parents -schools collaborations. South Africa and other nations have adopted several policies and initiatives requiring parents to be involved in their children's education because research demonstrates that learners benefit when schools and parents work together. The study aimed to explore the collaborative strategies of SMTs and parents to enhance learners' academic performance. The following secondary questions guided the study: How do SMTs and parents collaborate to enhance learner academic performance? What challenges do SMTs and parents experience with their collaborative strategies to enhance learner academic performance? What can be done to enhance effective collaborative strategies between the SMTs and parents? Grounded in collaborative leadership theory, the study adopted an interpretive paradigm and employed a qualitative approach. The study used a multiple case study design. Purposive sampling was used to select participants, including two School Governing Body (SGB) parents, one principal, and one Head of Department (HOD) from each of the five schools in Thabo Mofutsanyana District. Data collection methods included semi-structured interviews and document analysis. Data analysis using thematic analysis revealed four key themes: conceptualisation of collaboration, experiences on parent-school collaboration, challenges on parent-school collaboration, and strategies for enhancing parent-school collaboration. The key findings indicate that although all participant groups recognise the importance of collaboration, obstacles such as limited communication, resource shortages, and a lack of trust impede its effectiveness. The study suggests several strategies to improve collaboration, including holding regular meetings, using various communication platforms, implementing policies, and encouraging active parent participation. The conclusions highlight the necessity for transparent communication, adequate resource support, effective policy implementation, and training programmes to enhance school-parent collaboration. Recommendations include fostering regular communication, addressing resource limitations, bolstering policy implementation, and providing training and support for stakeholders.
Open Access
Exploring capability sets for educators for the implementation of the 𝘗𝘰𝘭𝘪𝘤𝘺 𝘰𝘯 𝘵𝘩𝘦 𝘗𝘳𝘦𝘷𝘦𝘯𝘵𝘪𝘰𝘯 𝘢𝘯𝘥 𝘔𝘢𝘯𝘢𝘨𝘦𝘮𝘦𝘯𝘵 𝘰𝘧 𝘓𝘦𝘢𝘳𝘯𝘦𝘳 𝘗𝘳𝘦𝘨𝘯𝘢𝘯𝘤𝘺 𝘪𝘯 𝘚𝘤𝘩𝘰𝘰𝘭𝘴 (2021)
(University of the Free State, 2024) Beukes, Susara Magdalena; Tsotetsi, Cias
Teenage pregnancy is viewed as a global challenge. However, this study focusses on the challenge of teenage pregnancy, particularly in South Africa. Most countries have procedures in place to address teenage pregnancies, although it remains a problem. South Africa has a policy in place, namely the 𝘗𝘰𝘭𝘪𝘤𝘺 𝘰𝘯 𝘵𝘩𝘦 𝘗𝘳𝘦𝘷𝘦𝘯𝘵𝘪𝘰𝘯 𝘢𝘯𝘥 𝘔𝘢𝘯𝘢𝘨𝘦𝘮𝘦𝘯𝘵 𝘰𝘧 𝘓𝘦𝘢𝘳𝘯𝘦𝘳 𝘗𝘳𝘦𝘨𝘯𝘢𝘯𝘤𝘺 𝘪𝘯 𝘚𝘤𝘩𝘰𝘰𝘭𝘴 (𝘗𝘗𝘔𝘓𝘗𝘚) (2021). This policy aims to manage and prevent learner pregnancies that may occur. Although there are procedures and policies in place to address this problem, this study seeks to identify the capabilities educators need to implement 𝘗𝘗𝘔𝘓𝘗𝘚 (2021). Therefore, this study uses the Amartya Sen capabilities sets to guide this study and answer research questions. The gap in research is that there is limited research done on 𝘗𝘗𝘔𝘓𝘗𝘚 (2021). and there is a lack of research done on what sets of skills are needed by educators to implement the 𝘗𝘗𝘔𝘓𝘗𝘚 (2021). In this study, I used a qualitative approach and generated data through semi-structured interviews in which two educators, two head of departments (HODs)and two deputy principals participated. I also employed critical policy analysis to analyse 𝘗𝘗𝘔𝘓𝘗𝘚 (2021). To generate themes, I used Amartya Sen's capability sets to guide this study in answering the primary research question. The findings indicated challenges with the implementation of 𝘗𝘗𝘔𝘓𝘗𝘚 (2021). namely lack of training, lack of support, and lack of ability to create an inclusive environment. Despite these challenges, it was clear that one of the schools, although under-resourced, had considerable experience in dealing with teenage pregnancy, even with limited resources. The Department of Basic Education needs to take further steps to create training and awareness within the school environment.
Open Access
Experiences of TVET college leaders in managing workplace job-related gossip in one municipality, Gauteng Province
(University of the Free State, 2024) Xaba, Siphamandla Johan; Mdodana-Zide, L.
The study aimed to investigate the experiences of technical and vocational education and training (TVET) college leaders managing workplace job-related gossip in in one municipality, Gauteng province. The study was informed by the leader-member-exchange theory developed by Dansereau in 1975 and the Evolution of Gossip Theory by the anthropologist Robin Dunbar in 1996. In developing a critical and interpretive understanding of the experiences of TVET college leaders handling workplace job-related gossip, data were created through semi-structured interviews with campus managers, focus group discussions with the head of the department, and document analysis using a qualitative technique. The study found that gossip, a private discourse, can be harmful and duplicitous, reflecting the speaker's true sentiments. It can be positive and negative, affecting and targeting the individual's private life. The study further revealed that managers condemn gossip, while others provide counselling or encourage employees to be mature to foster a culture of love and care, acting reasonably in handling discussions. This approach helps mitigate gossip's negative impact and promotes a healthier work environment. The findings also revealed that managers face substantial obstacles in handling workplace gossip, such as becoming subjects of gossip themselves, often cited incorrectly, employees may perceive themselves as being targeted and misinterpret the managers' motives. Such challenges add complexity to handling gossip-related issues, impeding the effective resolution of these problems. The study, therefore, concludes that the nature of gossip is complex, involving secrecy and potential harm. The study recommends continuous professional development programs that include training enhancing work-related gossip management skills, for managers to better manage interpersonal relationships, encourage open communication, and promote a just culture, which can also help reduce the frequency and consequences of workplace gossip.
Open Access
Examining the influence of principal’s leadership approaches on the school climate
(University of the Free State, 2023) Mentz, Marné; Plaatjies, B. O.
The school's climate plays a crucial role in achieving its goals, ensuring quality teaching and learning, and job satisfaction. As a leader and manager of the school, the principal has many responsibilities, including the constant improvement of the school's climate. Therefore, this study aims to examine how the principals’ leadership approaches influence the school's climate. This study was conducted at four primary schools in the Mangaung district of the Free State Department of Education. It was qualitative research that utilised a phenomenological research design, and the interpretivist paradigm was used as a philosophical lens. The participants included the four principals, deputy principals, departmental heads, and 12 educators from each school, all of whom were purposefully selected. The principals were interviewed individually, while open-ended questionnaires were distributed to the deputy principals, departmental heads and educators. The data were supported by observations and field notes. The study found that the school climate is greatly influenced by the leadership style of the principal. The data also showed that certain leadership approaches such as the democratic, transformative, charismatic, invitational, and servant leadership approaches are creating a conducive climate. Leadership approaches such as the autocratic leadership approach and authoritarian leadership negatively influenced the climate. The study revealed that effective leadership, characterised by clear communication, collaborative decision-making, support, and trust, plays a crucial role. The study highlighted the value of the physical environment in establishing a conducive climate. Based on the findings, it is recommended also that the school principal should set clear guidelines and expectations, maintain good relationships, delegate tasks effectively, and have clearly defined goals and expectations. The principal should also create a welcoming, appealing physical environment focusing on the entire playground, buildings, and classrooms.
Open Access
Exploring South African school management response to covid-19 pandemic: case of selected schools in Petsana, South Africa
(University of the Free State, 2024) Mokoena, Nthoto Priscilla; Omodan, Bunmi Isaiah
Public schools’ management faces different challenges, ranging from a lack of an effective mechanism to manage the COVID-19 pandemic when it struck. This study explored management’s response to the COVID-19 pandemic in public schools. The Strategic Management Theory as a theoretical framework for the study assist the researcher to come up with strategic plans capable of helping public schools’ management to manage their schools effectively. The study is situated in transformative paradigm and adopted a Participatory Research Design to enhance public school management strategies towards effective management of the COVID-19 pandemic in schools. Semi-structured interviews were used to generate data. This is appropriately in line with the qualitative research approach since it understands the experiences of individuals through non-numerical data. The participants comprised nine (9) people: public school principals, deputy principals and departmental heads. The participants were selected using the purposive sampling technique to select the principals and deputy principals and convenient sampling to select the departmental heads. Thematic analysis was used to analyze the data generated through a qualitative research approach. The study found that syllabus reduction, shortage of teachers and absenteeism, and workload pressure are challenging that school management faced during the pandemic. It was also found that COVID-19 regulations, teamwork among staff members, and extra classes are methods that school management adopted to deal with the virus. It was concluded that online learning, parental involvement, and modification of the school syllabus were the best possible solutions that might help deal with such a pandemic in the future.
Open Access
Legislative compliance: exploring the relationship between school governing bodies and school management teams
(University of the Free State, 2023) Malunga, Aaron Beresford Frobisher; Larey, D. P.; Jagessar, V.
This study explores the views of School Governing Bodies (SGBs) and School Management Teams (SMTs) on legislative compliance and how does it contribute towards a relationship between the two. It is stipulated in the South African Schools Act (No. 84 of 1996) (DOE, 2011) that all public schools in South Africa must have democratically elected SGBs. The act was intended to enhance collective decision-making in schools, while the Personnel Administrative Measures (RSA DOE 2022) regulates the responsibilities of SMT members. One of the principles of the National Policy on Whole School Evaluation (RSA DOE 2001) is that all evaluation activities must be characterised by openness and collaboration. In addition to a literature review on the relationship between the SGB and SMT, a research study based on the qualitative research paradigm was performed to collect data on SGB and SMT members and their roles in legislative compliance, and how this regulates the relationship between the two. This study used the interpretivist paradigm to understand the meaning that the SGB and SMT members give to their behaviour relating to this research title. The researcher used a multiple case study and the data was generated through semi structured and focus group interviews, and analysed through thematic analysis. The findings revealed the acknowledgement of these two major school role players (SGB and SMT members), and highlighted the important participatory and deliberative role of the SGB and SMT regarding legislative compliance in schools. There are some limitations on the establishment and enhancement of a relationship between the two role players. This study is concluded by the suggestion that it is important for the SGB and SMT to create the space and opportunity for all members to participate and deliberate on their roles and important pieces of legislation that are linked to the SA Schools Act (No. 84 of 1996) (DOE, 2011). This should ensure compliance and the basic functionality of the school, which is in the best interest of the school and its children, while strengthening the relationship between the SGB and SMT.
Open Access
Management of implementation of the curriculum assessment policy statement for english first additional language
(University of the Free State, 2023) Monyeke, Tefo Francis; Gcelu, Ntombizandile
The main goal of the Free State Department of Education is to provide improved quality education but in different ways from school to school and to each learner. The School Management Team has the mandate to manage and implement curriculum policy statement for English First Additional Language in schools. There is significant evidence that has emerged that primary schools underperform in the delivery of their mandatory core duties and responsibilities to manage and implement curriculum policy for English First Additional Language. In this context, educational management must focus on the efforts of teachers, learners, and stakeholders to guarantee quality education throughout the education system. This study focused on the implementation of Curriculum Policy Statement (CAPS) for English FAL. The study drew from the collaborative leadership theory in exploring the accurate picture of collaborative leadership tactics in the discourse. Interpretivist paradigm research was also used in this study. Data was collected through the interviews, and used inductive thematic analysis technique to derive categories and patterns from the data. Four SMT participants from three different schools were interviewed to determine perceptions of EFAL CAPS curriculum implementation for English FAL in primary schools. The results of this study also indicated that most of the SMTs in primary schools are not conversant about their roles and responsibilities in curriculum management. Some were unclear about what they should do in managing curriculum implementation. This study recommends that collaborative leadership management capacitates and develops individuals with the necessary attributes to manage curriculum implementation to achieve a common goal. The study presented appropriate approaches to a school governance strategy that can be adopted by underperforming primary schools. This strategy helps increase parental influence over learning outcomes. The study is significant because learners from different socioeconomic levels are still underperforming. Creating an effective teaching and learning environment is critical to educational leadership.
Open Access
Exploring school safety models adopted by selected high schools in Berea district, Lesotho
(University of the Free State, 2022) Nyapisi, Mamphula; Ntshoe, I.
Cases of violence in schools suggest that schools are not safe enough to promote effective teaching and learning, though schools need to be conducive and free from any form of violence. In line with the Constitution, documents such as the Child and Welfare Act and Education Act documents that govern schools, advocate for safety in schools (Kingdom of Lesotho, 2010). This study is a qualitative case study conducted within the interpretivism paradigm. The aim was to explore safety models in specific high schools in the Berea district of Lesotho. To achieve this aim, literature on models of school safety, school safety policies, measures for ensuring school safety and violence in schools were reviewed. Data was generated using document analysis, focus group and individual interviews. Five principals from five selected high schools and three teachers from each of the five high schools took part in this study. To analyse the data, invitational theory which emphasises the importance of creating friendly and inviting environment was used as a lens. This theory asserts that in the creation of a friendly environment, principles such as trust, respect, optimism, as well as intentionality play a vital role. Findings revealed that there are still cases of violence prevalent in schools some of which are perpetrated by teachers and learners. It was also observed that teachers still use corporal punishment as a way of disciplining learners and there are learners who still bully others in schools. The study recommends cooperation between teachers and police to try and improve safety in schools as well as abolishing corporal punishment which is prevalent in schools to protect learners from any form of harm. The role played by the Ministry of Education and Training to ensure safety in schools should be clarified and all documents with directives that ensure safety in schools be put into practice.
Open Access
The use of professional learning communities to monitor the implementation of the Lesotho integrated curriculum
(University of the Free State, 2022) Rapeli, Ratsele Edward; Tsotetsi, Cias
In Lesotho, like in other countries where educational policies are reformed, the government of Lesotho, through the Ministry of Education and Training, developed and published the Curriculum and Assessment Policy 2009 (CAP2009). The new policy aimed to establish an integrated curriculum (Education for individual and social development) because the previous curriculum seemed to fail to address the challenges faced by the young Basotho generations. When this new policy was implemented in 2013, some of the important aspects, such as training of the School Management Teams, were not considered. Consequently, these people encountered several challenges when monitoring the implementation of the integrated curriculum. Most current studies about integrated curricula are based on the challenges encountered by teachers and the strategies that can be applied. There is a limited study focused on the challenges faced by School Management Teams. The main function of the SMTs is to spend much of their time monitoring the implementation of the new policy so that they find and use suitable strategies such as professional learning communities. This study aims to use the professional learning communities as a form of continuous professional development to enhance the monitoring of the Lesotho integrated curriculum. It seems that the SMTs, as people responsible for monitoring the implementation,have sufficient knowledge of monitoring the new policy. The literature indicates that the challenges encountered by the SMTs in Lesotho in monitoring CAP 2009 were encountered by other countries regionally and internationally when they were monitoring the implementation of the new educational reforms. This participatory action research was conducted with a formulated team of school principal, deputy school principal, senior teacher and two teachers of the same school as people with ideas about implementing the integrated curriculum. The team scheduled the activities that needed to be performed to address the monitoring challenges. The findings provided that to address the challenges of monitoring the implementation of the Lesotho integrated curriculum; the SMTs should schedule suitable time, involve parents of learners in the education, assess learners as the policy provided, develop a shared vision amongst other stakeholders, make resources available, monitor and provide teachers with feedback after monitoring their work.
Open Access
Investigating the role of school principals on grade 12 learners’ performance in the Eastern Cape
(University of the Free State, 2022) Mdlalana, Nosipho Succevia; Ntshoe, I.
This study aimed to investigate the role of school principals in managing the Grade 12 learners’ performance in the six selected schools of Joe Gqabi district - Sterkspruit in the Eastern Cape Province (EC). Matric results in the Department of Education have increased by 2,6% between 2016 and 2017. However, by 2017, the Eastern Cape Province’s performance was still rated under 80%. The improvement in the EC can partly be attributed to the intervention programmes implemented by the provincial Department of Education aimed at capacitating principals. These interventions included the temporary appointment of mentors who were former principals in the performing schools. However, the true extent to which these improvements in the results can be attributed to the role of the school principals is unknown. The study was conducted in the Joe Gqabi District - Sterkspruit, in the Eastern Cape, a vast geographical area with scattered schools – some with accessible roads and others without. An interpretive paradigm and a qualitative design with discursive, exploratory, and narrative methods were used in this study, together with purposeful sampling of six schools. Two schools demonstrated good Grade 12 learner performance, the other two demonstrated significant Grade 12 improvement, and the two schools' Grade 12 learner performance showed a steady decline. The two well-performing schools had the same principal over the past five years. The two improved schools had demonstrated improvement only after the appointment of new principals. Lastly, the two poor-performing schools had only declined after the appointment of new principals. The selected schools were diverse in many ways: some in deep rural areas, some near towns with accessible roads, and some in town, which were the former model C schools with Afrikaans as a medium of instruction for some learners. All six schools write the same examinations; therefore, comparisons based on the results were generally credible as they indicated the factors leading to poor performance. The principal from these schools, two teachers, and two learners was identified to participate in this study. The instruments used to collect data were interviews, observations, and document analysis. The study showed that principals understand their roles towards Grade 12 learners’ performance, motivation of Grade 12 teachers and learners is essential, and proper management of school resources and curriculum management implementation is paramount. Recommendations from this study included the professional growth of principals, communication with all the stakeholders within the school, and principals' motivation.
Open Access
Factors influencing lecturers’ retention in A South African university
(University of the Free State, 2023) Mahoko, Neo; Omodan, Bunmi Isaiah
Most university first-year students do not get an opportunity to graduate in the presence of their first-year lecturers because their lecturers would have moved to another university. The identified challenge for this study is that universities cannot retain their lecturers. The question now is why are they are failing to retain their lecturers for longer. The research question was formulated from the research problem, i.e., what factors influence the lecturers’ retention in a South African University? Subsequently, the aim of the study was formulated as the focus was on exploring factors influencing lecturers’ retention in a South African University. The qualitative research approach was chosen for collecting and analysing the data. The University stakeholders are the population, and the sample consists of fourteen participants. That is six lecturers with more than three years of working experience, four Human Resource Management (HRM) staff and four Deans/Heads of Departments (HoDs). Sampling was done using three forms of selection: purposive, convenient and snowball. As a result, a rural campus in South Africa was selected as the research site. The above-mentioned participants were interviewed by means of semi-structured interviews as a method of collecting data. Thereafter, Braun and Clarke’s six-step thematic analysis method was adopted for analysing the data with the use of the themes. Once the data was analysed and interpreted, the findings were as follows: universities are not providing a conducive work environment for teaching and learning. Additionally, as minor as it may seem, poor internet connection is a major challenge for lecturers. The excellence awards ceremony and incremental payments resulting from outstanding performance should be implemented as part of the reward systems. One of the recommendations for universities is to build housing units for lecturers on campus. Consequently, it will have a competitive advantage when the university can retain its lecturers by satisfying their needs. As a result, stakeholders such as HRM staff will focus on other matters than always filling the lecturers’ vacancies, and students will have the first-year lecturers present at their graduation ceremony. In addition, there will be a rich pool of experienced supervisors to guide the post-graduate students from the beginning until the end.