This study aimed to evaluate the benefits of life skills training as a preventive strategy for HIV and AIDS, for secondary school learners in one secondary school in the Moretele District of Mpumalanga. The objectives of this study were to determine the levels of learners’ knowledge about HIV and AIDS, and levels of teacher training in life skills, to assess how teachers’ and learners’ attitudes affect life skills training, to explore the perceptions of teachers and learners regarding the usefulness of life skills training in the prevention of HIV transmission and to assess the usefulness of the learning and teaching support materials (LTSM) used in life skills training. The study also investigated the challenges encountered by learners and teachers in life skills training in order to make recommendations for improvements. This is a qualitative evaluation study that involved qualitative focus group interviews, qualitative semi-structured interviews and qualitative observation. Sampling was purposive and it entailed 30 grade 9 learners and 2 grade 9 Life Orientation teachers. The Health Belief Model and Social Cognitive Theory formed the theoretical framework for this study. The results of the study showed that the aspects which significantly benefited learners were: sufficiently acceptable levels of knowledge about HIV and AIDS, the use of other resources from the library, and development of positive attitudes of learners and teachers involved in life skills. Aspects of life skills training which demonstrated partial benefits for the learners were teacher training and involvement of parents and other health care professionals. However, aspects which were less developed were the learners’ and teachers’ knowledge and application regarding some skills needed for prevention of HIV infection / Social Work / M.A. (Social Behaviour Studies in HIV-AIDS)

The study focuses on management strategies of the highly impoverished secondary schools of the Mount Fletcher District in the Eastern Cape. Challenges facing the impoverished learners and managerial experiences of principals of these schools have been discussed in the study. A literature review provided a conceptual framework and covered definitions of poverty, school management strategies, leadership styles and qualities required for a successful principal heading a secondary school with impoverished learners. An empirical investigation using a qualitative approach was conducted and data gathered by means of interviews with principals, Life Orientation teachers and parents. Finally a synopsis of findings and recommendations were made to assist the policy makers, Departmental officials, principals, teachers and parents in proper management of secondary schools in the poor rural communities. / Educational Leadership and Management / M. Ed. (Education Management)

DEd (Curriculum Studies) / Department of Curriculum Studies / Poor learner academic performance is a major problem in South African public schools today. A considerable number of schools in the Vhembe District are dysfunctional. While the Department of Basic Education (DoBE) is attempting to intervene in these schools to address this problem, the interventions and turnaround strategies have not been sustainable. In schools where interventions and turn around strategies are being provided, such interventions have been short lived and were not sustainable. The aim of the study was to investigate the issues affecting teachers in dysfunctional secondary schools in order to develop a model for creating a sustainable teaching and learning environment. This study used both quantitative and qualitative research designs in which questionnaires, interview and observation schedules were used, for data collection processes. Purposive sampling procedure was used to select participants. Quantitative data was analysed using IBM Statistical package for Social Sciences Version 23 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that conditions in the schools were not conducive to the promotion of quality teaching and learning. Teachers were demotivated resulting in poor performance in all school activities which contributed to rendering the schools dysfunctional. Some teachers even left the profession. A model was developed for the creation of a sustainable teaching and learning environment in dysfunctional secondary schools in the Mutale area.

MEd / Department of Curriculum Studies / See the attached abstract below

`DEd (Curriculum Studies) / Department of Curriculum Studies / See the attached abstract below

MA.CRM / Department of Criminal Justice / See the attached abstract below

MEd (Educational Management) / Department of Educational Management / See the attached abstract below

DEd (Educational Management) / Department of Educational Management / The study aims to compare the role of the principal in implementing the culture of learning, teaching and service (COLTS) in the effective, ineffective and schools experiencing fluctuating NSC results for the past five years. The study explores why secondary schools located within the same socio-economic environment, with the same resources, uniformly funded and controlled by the same government and ultimately there are commitment variation, hence effective schools, ineffective schools and schools with fluctuating results. Therefore, in an attempt to attempt to answer the main research question for this thesis: What role should be played by the secondary school principals in implementing the culture of learning, teaching and service? Other identified sub-questions were raised. Furthermore, a review of relevant literature was conducted and uncovered what makes a good and good school leadership, management and provision of quality service on international scale, that is, in developed, developing and under-developed countries. The Situational Leadership Theory (SLT) of Hersey and Blanchard was regarded as the most suitable theory since the theory proposes that individuals can change their leadership style (behaviour) depending on the situation and the readiness of the followers. Mopani District consists of 24 circuits and 6 circuits were purposively sampled and data was collected from these 6 circuits which have effective, ineffective and secondary schools experiencing fluctuating NSC results for the past five years. Quantitatively, a total number of 38 secondary school principals as key-informants subjects were given a questionnaire to respond on the set questions which was later analysed through the SPSS version 17.1 programme and empirical deduction was made. Additionally, qualitative method of data collection was used on 20 participants, on-site observation and document analysis. The researcher utilised the focus group (semi-structured) interview on 7 secondary school principals and 7 SGB members and one-on-one semi-structured interview on 3 Curriculum advisors and 3 Governance officers in order to gather rich qualitative data. The principle of anonymity was utilised on which codes were used in order to conceal the identity of the participants so that they could participate freely in data collection. The researcher analysed data collected from focus group interview and visited vi schools (on-site observation) of the principals who participated in the interview in order to verify the authenticity of data and also checked school records to validate collected data. All the collected qualitative data (from interviews) and confirmed through site-observation and school records. Collected data was analysed and themes were developed linked to the objectives of the study. A number of findings emanated from this study. The principals were found to be the final authority and accounting officer for the school on which teaching, learning and service is the primary duty. The study revealed that the principals play a substantial impact for the implementation of the culture of learning, teaching and service. The study recommends that principals must ensure that planning, monitoring and support of teaching and learning must be a priority duty of the principal. Furthermore, basic policies that are necessary for the school to be effective must be compulsory to all schools and the DBE must ensure that its implementation is strictly monitored, for instance school starting and departure time and school uniform. The researcher developed a model which contributes to the new body of knowledge which emphasises the support from different stake-holders that can contribute extensively towards the implementation of the culture of learning, teaching and service in schools. / NRF

MEd (Educational Management) / Department of Educational Management / Subject heads of departments (SHDs) play pivotal role in the leadership and curriculum delivery in secondary schools; yet they are still expected to lead departmental teams and to promote quality of teaching and learning. They find themselves in complex situations of leading departmental teams and of leading instructions in secondary schools. The purpose of this study is to investigate the challenges facing SHDs in promoting quality teaching and learning of dysfunctional Secondary schools. Qualitative research methodology was employed using case study research design to collect data through interviews and on-site observation checklists. Purposive sampling procedure was used to select four (4) out of seven (7) dysfunctional secondary schools. Sixteen (16) SHDs from the seven secondary schools were the population of this study. A total of ten (10) SHDs were sampled to be the participants in this study. Semi-structured individual interview schedules and on-site observation check list were used to collect data from participants. A voice recorder was used to record interviews and data collected was interpreted verbatim. The purpose of using on-site observation was to serve check the practicability and verification of data collected during interviews. Data from the two instruments was triangulated, analysed and interpreted verbatim. Common themes were drawn followed by interpretations and conclusions. The researcher presented general views of participants and linked them with relevant literature. The researcher hoped that this study will benefit teachers, school management teams (SMT) and researchers in understanding the challenges facing SHDs in promoting quality teaching and learning in dysfunctional Secondary schools (DSS). Empirical findings revealed that SHDs are facing complex challenges of promoting quality teaching and learning in dysfunctional Secondary Schools. Furthermore, it is recommended that SHDs should be supported internally by Principals and deputy principals. Equally importance is that external support by curriculum advisors should be ongoing. / NRF

MEd (Educational Psychology) / Department of Foundations of Education / This study examined the impact of guidance and counselling on learning outcomes. The study was comparative study of two high schools in Vhembe district located in the Northern part of Limpopo Province, South Africa. A mixed method design was employed, consisting of qualitative and quantitative approaches. For the quantitative part an experimental design and a questionnaire were used. Independent samples entailed t-tests to compare the performance of the experimental and control group, a chi-square of association was used to determine the presence/absence of alignment between career and subject choices after counselling, while paired samples t-tests were used to ascertain if there was any improvement in the performance of the two groups. In addition, written mark schedules of pre-test, post-test and a short questionnaire for learners were analysed quantitatively. For the qualitative component face-to-face, semi-structured interviews were used while the purposive sampling technique was used to select 8 Life Orientation teachers, of which 4 were from school A and the other 4 were from school B. In addition, 2 Life Orientation heads of department were interviewed on challenges in implementing Guidance and Counselling in the school curriculum. For the quantitative data analysis, the chi-square and t- test of association was used to determine if there was any difference in career and subject choices alignment and performance between learners exposed to counselling and those not exposed to the program. The overall mean scores were calculated, and the chi-square test was used to indicate if there was any significant difference in career choices and subject alignment and performance between the group that received guidance and counselling and the group which did not receive such support. Fifty learners from the two selected schools were randomly selected, whereby 25 were used for the experiment and the other 25 as a control group. The experimental results indicated that learners who were exposed to guidance and counselling showed improvement in their learning outcomes while those who were not exposed to counselling showed no improvement in their learning outcomes. The fact that group that received guidance and counselling improved suggest that guidance and counselling services should be strengthened in all schools through departmental policy review meetings. / NRF