Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2019 / The teachers’ workshops seem not to fulfil their designated purpose of equipping educators with proper knowledge of inclusive education. The workshops on inclusive education do not fulfil the purpose of professional development to teachers as one of the goals of the White Paper 6. The purpose of this study was to investigate the teachers’ experiences regarding the workshops on inclusive education as a strategy for professional development in Lebopo Circuit in Lebowakgomo District, Limpopo province. The study followed a qualitative research approach, in which a case study design was applied. Eight teachers who attended inclusive education workshops were purposively selected from four schools in Lebopo Circuit. Data was collected through semi-structured interviews, observations and document analysis. The results of the study indicated that: workshops are impotent to equip educators with adequate knowledge regarding inclusive education; time allocation for conducting workshops is insufficient; there is lack of confidence among the workshop facilitators; and there is lack of support and follow-ups by the provincial Department of Education. The results therefore, imply that the workshops are not effective in equipping educators with knowledge on inclusive education, and they do not serve their purpose as a model of professional development for the teachers. The study suggests that further research should seek to develop the strategies that will improve the quality of workshops on inclusive education, time allocated for workshops, as well as to encourage support and follow-up by the Department of Education.

Dissertation submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration at the University of Zululand, 2003. / The purpose of this study has been to determine the challenges facing female managers in the schools that they manage in the Emondlo circuit of the Nqutu district. Literature, strategies and models were used to determine empirically how the female managers manage their schools effectively. Little has been documented about the challenges facing female managers in the new dispensation in South Africa. In addition, little attention is paid to support them in their management roles in schools. In this study, a self-administered questionnaire method was used to gather data. A 31-item questionnaire was developed to determine the perceptions of respondents regarding the challenges facing female managers at Emondlo circuit. A random sample of 11 schools managed by females were chosen. In each school, the questionnaire was filled in by the female school manager only. The empirical investigation conducted revealed that the female managers experienced problems including discipline and absenteeism among both educators and learners. The study also revealed that some of them lacked relevant management skills and knowledge. The study finally revealed that some female managers have greater barriers to overcome than their male counterparts and that discrimination is a major obstacle to their advancement. Finally, conclusions were drawn with regard to data gathered from the literature as well as from empirical research findings. In this study, some recommendations are made with regard to research findings. It was found that workshops, staff development programmes and seminars are some of the best strategies in helping the female managers to perform their duties effectively.

Thesis (MPA.) -- University of Limpopo, 2017 / Employment of educators has never been such a problem as it is now where race and ethnicity are at the centre stage in the recruitment and appointment of educators. The high rate of unemployment and exorbitant cost of living in the country also worsen the situation. The problem of employment in public education is compounded by the semi-literate School Governing Bodies (SGB) especially in most disadvantage rural schools, who are expected to recommend the appointment of educators to the Head of the Department. Employment of educators remains a challenge in the Department of Education. This research study provides a critique and an analysis of the role played by the SGB in school governance as elucidated in the literature and also stated by the South African Schools Act 84 of 1996. The aim of the study is to ascertain the alignment of educators‟ employment policies to South African Schools in the Mopani District. The research also highlights the challenges that hinder effective governance and management such as lack of knowledge and skills, to interpret and implement policies and regulations when appointing relevant educators. The study reveals an unethical behaviour amongst principals and governing body of policy non-adherence that amounts to corruption within the public service. The dysfunctionality of governance and management to hire relevant, competent and qualified educators to occupy promotional posts cause more problems in the society as a whole, such as lack of accountability in terms of best education for the learners who are our future generation. The department should revise the roles and laws concerning school governors. The maladministration occurring in public institutions and schools is to be punished by law and public servants are to be accountable for their wrong actions taken. In conclusion the Public Service Act 103 of 1994, section 11 stipulates that filling of posts in the public service must be given a democratic values and must follow democratic principles. Appointments should be based on qualifications, skills and competences. Nevertheless educators are appointed into various positions through corrupt activities. This must come to an end for effective governance in education to prevail.

Thesis (MBA) --University of Limpopo, 2007 / The main purpose of the study was to investigate the implementation of a performance management system for educators, named by the Department of Education: the Integrated Quality Management System (IQMS). The investigation took place in the Zebediela schools of the Limpopo province. The research study targeted members of the School Development Teams (SDT’S) and the Principals of the schools in their capacity as accounting officers. The investigation was done by identifying the possible factors influencing the implementation of the system and its impact on the teaching profession, the motivation/productivity of educators and the efficiency of service delivery. Appropriate recommendations were suggested to improve the implementation of the IQMS. The study obtained primary data through structured questionnaires, interviews and secondary sources. Questionnaires were administered to all the 77 schools in the Zebediela area and personal interviews were conducted with a minimum of 15% of the population (schools) in each circuit of the Zebediela area. Ethical considerations were adhered to and all responses were treated as confidential while the names of the respondents will not be published if this research is published. The collected data were analysed using the Statistical Package for Social Sciences (SPSS) with the aid of a contingency table analysis. The findings suggest that the implementation of the Integrated Quality Management System in Zebediela area is very slow while numerous respondents were undecided as to whether there was really implementation in the schools or not. This research attributed this slackness to various factors ranging from insufficient training, uncoordinated activities, lack of commitment, a high workload for only a low salary increase percentage and the slow progression through the professional ranks. All these factors were leading too the low morale of the educators. Based on the findings it is recommended that the Department of Education as an employer should offer thorough training and development for educators, well coordinate activities, competitive salaries, proper job design and team work, favourable working conditions and a better promotional system. ii These interventions will contribute to an increase in the motivational levels of educators’ that will ultimately uplift the low morale of educators.

This study was conducted to investigate perceptions of Environmental Education among senior Ciskeian educationists, and to explore the possibility of implementing Environmental Education in school and college curricula in the Ciskei region. Data was collected from interviews with a sample of senior Ciskeian educationists, then analysed and assessed. Corroborating information was obtained from attendance at several regional workshops organised by the Environmental Education Policy Initiative. The data indicated a sound general awareness of environmental problems in Ciskei and a belief in Environmental Education as a means toward their solution. Although the interviewees' understanding of Environmental Education was imperfect, there was broad support for its aims and principles. Since the study was motivated by concern about the implementation of Environmental Education in Ciskei, the results obtained were encouraging.

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2002 / Within the broad theoretical context provided by debates on the importance of focussing on programme teaching towards workplace-orientated goals and greater cooperation between the world ofwork and the higher education sector in order to develop work integrated curricula, this study attempted to investigate the relevance of the diploma in educare with regard to meeting the needs ofeducare centres. The study as a whole is set against the general literature on the development of the transdisciplinary curriculum that integrates the world of work with academic programmes and the development oftransdisciplinary curriculum in educare in particular. The literature that was surveyed covered the following aspects: The needs ofthe educare practitioner in the workplace, important aspects that need to be present in the Early Childhood curriculum in order for the child to learn effectively and how could the higher education sector and the workplace, work together to develop a balanced curriculum that is offered to the educare practitioners at the institutions. Along with this investigation quantitative as well as qualitative data were collected about the curriculum that is offered to potential educare practitioners by means of questionnaires, interviews and focus group interviews. The conclusion drawn from the findings of the literature survey and the investigation is that the integration of theory and practice in the teaching and learning processes should be encouraged if the development and professional growth of students are to be achieved, and more interaction should take place between the higher education sector and the workplace in order to increase the performance levels of students and their employability in the workplace. The present study therefore, is an attempt to encourage the integration oftheory and practice and collaborative efforts between higher education institutions and the worklllace in curriculum development and is in line with the new South African curriculum that places emphasis on the relevance of education to the needs ofthe workplace and to the lives of South Africans.

The researcher, who is also an educator, a School Management Team member and a union official, observed that conflict among educators at schools was a cause of concern. This situation prompted the researcher to explore how school leaders and educators perceived conflict among educators at school in order to determine the perceived possible causes of conflict, the perceived possible consequences of conflict, how conflict was currently dealt with and the perceptions regarding appropriate measures to address the handling of conflict. The research was underpinned by the interpretive paradigm and followed a case study approach that involved three primary schools residing in close proximity to one another in the Northern Areas of Port Elizabeth, South Africa. Data was collected from educators and school leaders ranging from Post Level One educators to principals and covering educators from the Foundation Phase, Intermediate Phase and Senior Phase. Data was gathered by making use of an open-ended questionnaire, semi-structured personal interviews and semi-structured focus group interviews. The findings revealed that the research participants mostly viewed conflict negatively and associated it (conflict) with disagreements, misunderstandings, verbal and non-verbal fighting, and diverse views or opinions. The possible causes as identified by the participants were categorised into data-based conflict, relationship conflict, structural conflict, interest-based conflict and needs-based conflict. Data-based conflict related to issues concerned with communication, a lack of transparency and consultation, and the spreading of gossip and untruths. Relationship conflict pertained to favouritism, not valuing the opinions of others, and a lack of respect or tolerance. Structural conflict, as highlighted by the participants, were linked to issues of management and leadership, workload allocations and time tabling, punctuality and time issues and the role and responsibilities of employees. Value-based conflict was ascribed to different beliefs and viewpoints of people and differences in valuing guidance from others. Interest-based conflict was closely connected to appointments and limited possibilities around promotion posts as well as to issues with resources. Needs-based conflict focused on individuals‟ self-esteem needs and people‟s need for power and (or) status. Conflict was also perceived as having both positive and negative consequences. Positive aspects related to improved relationships, better understanding, change and improved attitudes and the development of personal growth. Negative aspects of conflict were associated with the manifestation of defiant attitudes and intolerance, poor cooperation, the formation of groups and cliques, poor morale and work ethic, poor health and stress, absenteeism and negative effects on teaching and the learners. Regarding the handling of conflict, the findings highlighted the perception that conflict is mostly avoided and (or) inadequately handled and when it was dealt with, it was done unprofessionally and inappropriately. The findings also pertained to suggestions in dealing with conflict in an appropriate manner. Here, the following important practical ways or aspects of handling conflict were suggested, namely ensuring that aggrieved parties were provided with opportunities to raise their issues, listening with serious intent, applying confidentiality and professionalism, openness and transparency, provision of fair hearings and treatment, the utilisation of policies and procedures, the value of conflict management training and the inclusion of external intervention in resolving conflict. Various outcomes were suggested by the findings. These were linked to striving towards a win-win situation, respect and understanding for all, compromise and agreement and satisfying all parties with agreements reached. The promotion of third party intervention was emphasised, with participants highlighting the characteristics that these third parties had to reflect and the procedures which they had to follow when attempting to resolve conflicts. Recommendations are also provided. In terms of these recommendations drafted, this study concludes that the recommendations can be grouped related to professional development opportunities and policies and procedures. Finally, in exploring educators‟ perceptions of conflict in three Northern Areas primary schools in Port Elizabeth, the researcher gained valuable insights into conflict among educators at schools, which could benefit educators (teachers, SMT‟s and principals) and education in general.

Department of Curriculum Studies and Education Management / MEDCS

Department of Curriculum Studies / MEd

Submitted to the Faculty of Education in fufilment of the requirements for the Degree of Doctor of Education in the Department Foundations of Education at the University of Zululand, 2005. / This research has been conducted during the period when South Africa has undergone numerous changes as a result of social, political and economic developments in the country. The aim of the study was to find out the role that can be played by the educators in promoting the African indigenous culture in schools under Umgungundlovu region. Qualitative research in the form of ideograms, as well as unstructured interviews with educators was used to elicit educators1 views concerning how they perceive their roles in the promotion of African indigenous culture in schools. Interviews conducted enabled the researcher to gain deeper understanding of an insight into the problem under investigation. Results revealed among other issues that; (i) there is a problem of time for African indigenous cultural activities in schools. (ii) not all educators engage themselves in the promotion of African indigenous culture in schools. (iii) the South African curriculum is not doing enough to promote African indigenous culture in schools. (iv) not all parents and School Governing Bodies support the promotion of African indigenous culture in schools. (v) there is a conflict between African indigenous culture and Western culture. (vi) there is a lack of experience in managing diversity in schools. (vii) cultural aspects accommodated in schools are not the same. (viii) sometimes people's right to culture is infringed. These findings presuppose that the South African education department needs to review its policy with regard to the promotion of African indigenous culture in schools. Finally the research recommends that: (i) training of educators on African indigenous culture should be done.. (ii) there should be an improvement of the school curriculum. (iii) consultation to acquire knowledge should be done by educators. (iv) there is a need for an increased support by the SGB and parents. (v) there is a need for educators to be the role models of African indigenous culture. (vi) educators should organise cultural days in their schools. (vii) there is a need for maintenance and elaboration of cultural values. (viii) there should be a development of innovative and adaptive abilities of learners. (ix) there should be a promotion of educational tours to places of cultural importance. (x) promotion of indigenous languages should be done. (xi) there is a need for paradigm shift among Africans. (xii) educators should manage cultural diversity in schools. Promotion of African indigenous culture in schools will amongst other things help the learners to know their history i.e. where they come from and ultimately to regain their identity.