In this thesis, I focus on adolescent teens at Kingswood College High School, where I am currently employed as a student assistant in Grahamstown. I form part of a networked hierarchy at Kingswood College whereby I am expected to perform duties which require me to uphold discipline, forge respect and act as a mentor to students. Within this complex role I am mindful of the power dynamics within the school and my focus is on how the students at Kingswood College in some instances challenge them. Regulations in regard to uniforms and in regard to the arrangement of each learner’s belongings insist on the sublimation/sacrificing of an individual identity in favour of an institutional one. Thus tiny departures from those norms, slight transgressions, might be understood as small rebellions which the boarder stages against disciplinary structures and the conformity demanded of him or her. I am particularly interested in these transgressions. In this thesis I attempt to unravel the complexities associated with such idiosyncrasies and how they play out amongst adolescent teens.

Department of Curriculum Studies and Education Management / MEd

MEd / Department of Curriculum Studies and Educational Management / The study aims to investigate the impact of intervention strategies in addressing bullying among secondary school students. A literature study was conducted, in order to understand the views of different authors and other researchers on effective intervention strategies. An empirical study utilising the quantitative research approach was used. A questionnaire was employed to gather data. It was distributed among all secondary schools in Motupa circuit. The Statistical Package for Social Sciences (SPSS) version 17.0 was used to analyse data from the questionnaire using the maxim for statistical significance. Findings from the empirical study were discussed. The implication is that intervention and preventive strategies need to be based on personal and contextual factors, in order to effect change.

Includes bibliography. / School Effectiveness is a relatively new and poorly defined domain for which a structure is proposed, to facilitate future discussion. Three fields within School Effectiveness are identified, namely School Effectiveness Research (SER), School Improvement (SI) and Quality Assurance (QA). Three divisions are identified within each field on the basis of various criteria. SER has methodological generations, Sl is classified by decade, and three themes of QA are described, including performance indicators (Pis). A definition of effectiveness in terms of regression lines is described and the concept of added value or adjusted achievement developed. This study is concerned with the development of Pis for use within a single school to monitor and promote improvement. The context of the study (a model C senior high school in a predominantly white southern suburb of Cape Town) and the data collected is described before a review is made of some of the analyses which could be used to monitor effectiveness. A technique whereby pupil achievement is adjusted (for prior achievement and other background variables) and the residuals (or adjusted achievement) derived from the regressions investigated with one-way A NOVAs is described and tested using various models and subjects. With respect to groups, it is proposed that statistical significance of differences between mean residuals could be used as a PI. With respect to individual pupils, educators could set their own criterion for investigating cases where adjusted achievement is very large or very small. Statistical significance requires interpretation, however, and the role of professional judgement in modelling and monitoring adjusted achievement is discussed. The view that techniques such as regression analysis can only indicate when professional investigation and intervention might be necessary is stressed. It would seem unwise to rank teachers or subjects on the basis of adjusted achievement.

Thesis (M.A. (Education)) -- University of Limpopo, 2022

Thesis (M.A. (English Studies)) -- University of Limpopo, 2022 / Sufficient English vocabulary in language learning is a fundamental tool for academic success in Further Education and Training (FET). In every school where English is the medium of instruction, learners are anticipated to be proficient and competent in English. This is a target language for content comprehension and content engagement for academic success. The aim of the study was to explore the vocabulary deficiencies of English First Additional Language (EFAL) learners at a selected public high school in Limpopo Province, South Africa. A mixed method approach was used to accumulate the qualitative data and quantify the results. The study used a purposive sampling for the population of twenty (20) EFAL learners and one (1) EFAL teacher. The data collection methods in the study incorporated criterion-referenced test, semi-interviews, and a focus group discussion. The data was analysed thematically. The findings show that EFAL Grade 10 learners have challenges with EFAL vocabulary deficiencies, which causes academic failure, delay, and school drop-out. The implication is that strategic interventions are required to eradicate the vocabulary deficiencies of EFAL Grade 10 learners in the selected school. The limitation of the study is that it sampled a small population which does not reflect the predicament of every EFAL Grade 10 learner. However, the findings have shown that vocabulary deficiencies is a challenge for EFAL Grade 10 learners.

M. Tech. (Human Resource Management, Faculty of Management Sciences), Vaal University of Technology. / The primary objective of this study was to investigate the relationship between perceived organisational support, frustration with work and occupational commitment among public secondary school educators in the Sedibeng West District. The social exchange theory, expectancy theory and side-bet theory constituted the bedrock in this study. In order to achieve the primary objective, a quantitative research approach was adopted, and a descriptive survey research design was utilised. The reliability of the measuring instrument was confirmed satisfactory, and thereafter the questionnaires were self-administered to three hundred and seventy-three educators, HODs, deputy principals and principals at nine public secondary schools using a convenience sampling technique. Two hundred and forty questionnaires were retrieved, constituting 64.3 percent response rate, and the data obtained was analysed using the Statistical Package for Social Sciences (SPSS) 25.0 and the Analysis of Moment Structures (AMOS) 25.0 for statistical analysis. The statistical analysis performed include descriptive statistics using frequencies, mean and standard deviation. Inferential statistics was utilised to determine the relationship between the two factors of perceived organisational support, frustration with work and occupational commitment. The inferential statistical methods used include Pearson product moment correlation coefficient, confirmatory factor analysis, path analysis and structural equation modelling. Confirmatory factor analysis (CFA) was conducted to confirm the factor structure of the constructs in the study, and to determine if the data fit the model. Six model fit indices were used to assess the measurement and structural model fit assessments, which include Chi-square value over degree of freedom (χ2/df), Goodness-of-fit index (GFI), Root mean square error of approximation (RMSEA), Norm fit index (NFI), Tucker Lewis index (TLI) and Comparative fit index (CFI). The results of the model fit indices indicated a satisfactory fit of the data with the measurement and structural models. Thereafter, path analysis was performed on the research model to measure the path coefficients in the research model. Structural equation modelling (SEM) was applied to test the hypotheses and the results revealed that there was a significant negative relationship between the job-related factor and frustration with work; a significant negative relationship between the relationship factor and frustration with work; a significant negative relationship between frustration with work and occupational commitment; a significant positive relationship between the job-related factor and occupational commitment; and a non-significant positive relationship between the relationship factor and occupational commitment. The correlation analysis also showed that there was a moderately significant negative correlation between the job-related factor and frustration with work; a moderately significant negative correlation between the relationship factor and frustration with work; a strong positive correlation between frustration with work and occupational commitment; a moderately significant positive correlation between the job-related factor and occupational commitment; and a moderately significant positive correlation between the relationship factor and occupational commitment. The reliability of the measuring instrument in the main study was tested using Cronbach alpha coefficient and composite reliability, while the validity tests were confirmed using face validity, content validity, construct validity, convergent validity, predictive validity and discriminant validity. Based on the findings, recommendations were proposed to enhance the perception of organisational support among educators, HODs, deputy principals and principals; reduce the level of frustration with work; and foster increased level of commitment to the teaching profession.

Thesis (Ph.D. (Education Studies)) -- University of Limpopo, 2022 / This qualitative study explored teacher perceptions, knowledge and intervention of homosexual learners in high schools in the Gert Sibande District of Mpumalanga. Homophobic issues have proven to be rife in high schools in Mpumalanga. Therefore, it was commendable to understand how teachers perceive the homosexuality of these minority learners. That reason directed the purpose of this study, as teachers should teach, guide and protect all learners in the school. Hence, it was crucial to ascertain how they deal with homophobic attitudes or whether they are even aware of homophobic attitudes within schools. This study adopted Gibson’s Theory of Direct Perception, the top-down and constructivist theory, to understand teacher perceptions and knowledge of the homosexuality of high school learners. This study used a case study design and empirical studies were extensively reviewed to corroborate data gathered through individual interviews and document analysis. Data generated from the semi-structured individual interviews were analysed through Thematic Content Analysis. Numerous findings emerged from this research. Firstly, it became evident that teacher perceptions of learners’ homosexuality were hampered by their lack of knowledge about the phenomenon. It follows that there was no mention of homosexuality as a concept during their teacher education. Even in practice, the concept is not precisely included in the curriculum. Secondly, teachers appeared to have negative perceptions and a misunderstanding of the homosexuality of learners because they are obstructed by their own beliefs – namely, the Christian religion and their culture – in recognising homosexual learners in high schools. They still believe in stereotypes and myths which are encouraging homophobic behaviour. Thirdly, no homophobic incident was documented and as a result, no one was able to refer to previous or common incidents. The teachers confirmed that management resonated the same sentiments as everybody else at the expense of homosexual learners, who are rendered voiceless and vulnerable to discrimination, violence and isolation. This study recommends a speedy intervention from the Department of Basic Education to equip teachers with the necessary knowledge and accurate information on homosexuality as a concept for school communities. This study offered sufficient evidence for the claim that secondary school teachers’ perceptions, knowledge and intervention need to be challenged and homosexuality should be explicitly included in the curriculum to benefit the minority youth in high schools.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The purpose of this study was to investigate the impact of English First Additional Language on learners‘ academic performance. Qualitative approach was used to elicit responses from a sample of 12 learners and 4 teachers. The participants were purposefully sampled from a secondary school in Soshanguve. The researcher collected data using semi-structured interviews and classroom observations. Both selected teachers and learners were interviewed, and content subject lessons were observed. The data was analysed using inductive thematic data analysis method. The findings of the study indicated that different factors such as poor English Language proficiency, the use of mother tongue language in the classes, lack of parental involvement, and lack of tangible resources and instructional materials had a negative impact on learners‘ academic performance. The findings also showed that lack of exposure to English language among both teachers and learners is a critical factor that resulted in the poor academic performance of Grade 10 learners. The study recommends that all the recommendations made to all the stakeholders involved, such as the Department of Education, teachers, parents and learners, should be implemented in order to improve the academic performance of all learners in schools.

Thesis (M.A. (Education)) -- University of Limpopo, 2022 / This study sought to explore the perceptions of practitioners such as school principals, Heads of Departments and teachers towards the Grade9 curriculum changes in Economic and Management Sciences (EMS).This stems from the need for South African schools to have teachers with positive perceptions of teaching Economic Management Sciences since this is one subject that prepares learners for one of the scarce skills in the country entrepreneurship.The problem identified in this study is the perpetual poor performance of Grade 9 Economic Management Sciences learners.The review of the literature points out that since Economic and Management Sciences (EMS) in Grade 9 comprises the Accounting section, Business Studies section and Economics part, it is the former that contributes to the experienced learner's poor performance.This is a qualitative case study carried out at the Malelane circuit in Mpumalanga.This case study method allowed the researcher to use multiple data collection methods to enhance the qualityof the findings.The qualitative data generation methods applied in this study included the interviews, documents review and observations. Out of 12 secondary schools in the Malelane circuit, Mpumalanga, 3 secondary schools were conveniently sampled. In each secondary school, 3 research participants became part of this study. Teachers were specifically sampled for this study based on teaching Economic and Management Sciences in Grade 9. Key findings of the study revealed that a lack of sufficient teaching and learning resources in EMS delays the successful teaching of the subject. Furthermore, overcrowded EMS classes in secondary schools, make it difficult for the subject to be taught with enthusiasm by teachers. Finally, the difficult accounting section, which is part of the EMS, triggers negative perceptions against EMS by the EMS teachers. Lastly, inadequate support given to EMS teachers from secondary schools was worsening the negative perceptions against the subject. Based on the expressed findings, the researcher recommends that the Mpumalanga Education Department allocates more time for Economic and Management Sciences subjects in secondary schools to enable learners to build a better foundation of the subject. Inaddition, adequate teaching and learning resources for EMS are necessary