Thesis (Ph.D. (Educational Management)) -- University of Limpopo, 2020 / Continuous professional development (CPD) embraces the idea that individuals aim for continuous improvement in their professional knowledge and skills beyond the basic training initially required to carry out the job. CPD is especially critical in schools where the kind of education that students receive is heavily dependent on the quality, efficiency and effectiveness of educators. The purpose of the study was to explore the influence of continuous professional development in promoting quality teaching and learning leading to enhanced student achievement in South African schools. The study was based on a qualitative research approach. The interpretive paradigm and case-study research design were adopted. The researcher employed three research methods of data collection namely; individual interview, focus group and documentary evidence. The population from which the study sample was drawn is defined as all Pietersburg Circuit secondary schools in Polokwane urban. Five schools were drawn from the population to make a sample for the study. Two subjects for the study were principals and educators. The sample consisted of 5 principals and 10 educators to give a total sample size of 15. The research engaged purposive sampling technique. The idea behind purposive sampling was to concentrate on participants with those particular characteristics ideal to supply relevant research data that best enabled me to answer research questions. The researcher chose thematic data analysis. Thematic analysis basically entailed arranging data according to themes evolving. Data was triangulated to determine if data results from different sources supported each other. Findings revealed that both principals and educators were well conversant with the concept of continuous professional development. Continuous professional development in schools was mainly put through school-based, educator-initiated and externally-initiated approaches. Additionally, the findings revealed that the educators were minimally consulted and involved in professional development needs-identification and analysis. Furthermore, study findings showed that evaluations of informal continuous professional development programmes prevailed in schools, but the majority response alluded to the total failure by schools to institute deliberate, planned and documented evaluations. The professional development of educators is regarded as crucial in developing professional skills. Furthermore, it is looked upon as a direct contribution to student achievement. Professional development of educators has long been a key and logically positioned undertaking for improving educator iv satisfaction as well as hope for improved classroom instruction and student achievement. As a result, continuous professional development comes as both a big challenge as well as the best solution to effective teaching and learning in schools. On the basis of the findings of this study, some recommendations were made and possible areas for further research suggested. The primary recommendation of this study is for continuous professional development to match and attempt to address the identified needs of the educators and students alike. That would likely have the desired consequence of a more empowered and enriched educator with the capacity to efficiently and effectively raise student achievement. It could be assumed that, by allowing educators a voice in their own professional development, they would embrace a more vested interest and feel compelled to contribute more.Key concepts Continuous professional development, needs-identification and analysis, educator consultation and involvement, monitoring and evaluating professional development programmes, school-initiated professional development, educator-initiated professional development, externally-initiated professional development, student achievement.

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / Refer to document

The purpose of this study was to investigate the roles that members of SMTs play in their efforts to manage the present educational changes in schools. Members of SMTs are leaders and managers who hold authoritative positions in schools. They are regarded as the key personnel who are supposed to manage schools successfully. Since the present education system in South Africa is characterized by a variety of changes, school managers are not only expected to understand these changes but also to be able to manage them effectively. The study commenced by outlining the concept change and its nature. The intention was to lay a foundation for understanding what change entails. Some of the common changes that are experienced in schools were also discussed. These included curricular and non-curricular changes that pose challenges to school managers. Focus was primarily placed on the educational changes and the way they impact on the managerial roles of school managers. These included the changes such as the implementation of OBE, NCS and IQMS. Reference was also made to the application of some of the educational policies that contribute towards the increasing managerial responsibilities of school managers. These include the application of the present policy on norms and standards for school funding, admission policy and the abolition of corporal punishment that pose managerial challenges to school managers. Empirical research was conducted in four randomly selected schools in Mogodumo region in Limpopo Province. Semi- structured interviews were conducted with members of SMTs in these four schools. The research findings revealed that the present school managers find it difficult to meet the new managerial expectations that are brought about by the transforming educational environment. It became evident from the research that insufficient professional development for school managers contributed towards their failure to execute their expected managerial roles. / (M. Ed. (Eduction Management))

The purpose of this study was to investigate the roles that members of SMTs play in their efforts to manage the present educational changes in schools. Members of SMTs are leaders and managers who hold authoritative positions in schools. They are regarded as the key personnel who are supposed to manage schools successfully. Since the present education system in South Africa is characterized by a variety of changes, school managers are not only expected to understand these changes but also to be able to manage them effectively. The study commenced by outlining the concept change and its nature. The intention was to lay a foundation for understanding what change entails. Some of the common changes that are experienced in schools were also discussed. These included curricular and non-curricular changes that pose challenges to school managers. Focus was primarily placed on the educational changes and the way they impact on the managerial roles of school managers. These included the changes such as the implementation of OBE, NCS and IQMS. Reference was also made to the application of some of the educational policies that contribute towards the increasing managerial responsibilities of school managers. These include the application of the present policy on norms and standards for school funding, admission policy and the abolition of corporal punishment that pose managerial challenges to school managers. Empirical research was conducted in four randomly selected schools in Mogodumo region in Limpopo Province. Semi- structured interviews were conducted with members of SMTs in these four schools. The research findings revealed that the present school managers find it difficult to meet the new managerial expectations that are brought about by the transforming educational environment. It became evident from the research that insufficient professional development for school managers contributed towards their failure to execute their expected managerial roles. / (M. Ed. (Eduction Management))

MGS / Institute for Gender and Youth Studies / Institutions of higher learning are still masculine-orientated; this creates a barrier for women in terms of career advancement. To this effect women are under-represented in top academic positions. The study employed qualitative research methods to explore factors that contribute to the under-representation of women in senior positions at the University of Venda. A combination of purposive and convenience sampling was used to select twenty five female academics (25). Data was collected through primary and secondary data, semi-structured interviews were used to elicit and illuminate women’s voices on issues that affect them and a thematic analysis was used to analyse the collected data. The research findings demonstrate that the University’s environment continues to be masculine-oriented within most of employment categories as well as in academia where women struggle to thrive. Women face multiple challenges in ascending the academic ladder which results in the under-representation of women in management and academic levels. These challenges included: the stringent criteria for promotion which do not seem to accommodate women, especially mothers, lack of female role-models, mentors and networks. The second major barrier is the teaching work-load which poses difficulties for women, preparations for teaching took long hours leaving them with no time for family, research, publication, as well as to further their studies, which are necessary requirements for promotion. The third major barrier women are faced with is the challenge of balancing multiple roles - as students, workers and mothers. Balancing these multiple roles makes it difficult for women to meet the highly stringent promotion criteria in the University

Using the right method of evaluation for clinical competence in nursing education plays a major role in obtaining appropriate results and making correct judgements. Nurse educators favour the Objective Structured Clinical Assessment (OSCA) for this purpose. The objective of this study was two-fold; firstly to explore and describe the experiences of nurse educators and student nurses of the OSCA within a private nursing college in Gauteng. The second objective was to develop implementation guidelines for the use of the OSCA as an assessment method. A qualitative, exploratory, descriptive, and contextual design was used and employed individual in-depth interviews, as well as field and direct observations to collect data. A purposive sampling method was used to select participants for the study and the sample comprised of ten nurse educators and ten student nurses to represent the population. Data were analysed thematically and resulted in seven themes and eighteen categories relating to nurse educators’ and student nurses’ experiences of the OSCA. Nurse educators had a predominantly negative view of the OSCA as an assessment method related to the ability of the OSCA to assess all learning assessment method related to the ability of the OSCA to assess all learning domains, the quality, structure, and organisation of the assessment, the simulated nature of OSCA, the availability of resources, as well as the feedback, communication and remedial action during the process. Challenges were experienced with the assessment tools as well as the educator as instrument. Educators raised a concern regarding the students’ readiness for evaluation. Student nurses related their experiences prior to the OSCA, their experiences of the educator, the structure and organisation of the OSCA, and their experience related to the communication and feedback of the results. Students related mixed emotional experiences as recipients of the assessment, as well as the relevance and benefits of the OSCA / Health Studies / M.A. (Nursing Education)

MEd (Curriculum Studies) / Department of Curriculum Studies / The purpose of this study was to investigate the challenges prevalent in teaching mapwork in Geography at Grade 12. The researcher adopted the mixed-methods research design which, combines elements of the qualitative and quantitative approaches. The researcher used an interview schedule and questionnaires to collect data. Purposive sampling and simple random sampling were used to select participants for the study. The population comprised of Heads of Departments of Geography, Geography teachers and Grade 12 learners. The Qualitative sample consisted of 5 Heads of Departments of Geography and 5 Geography teachers. The Questionnaires were administered on 150 learners. The researcher analysed the qualitative data thematically. The Quantitative data was analysed through the Statistical Package for Social Sciences (SPSS) version 25. The findings showed that the dearth of learner-teacher support materials and overcrowded classrooms are the major set back on teaching Geography mapwork at Grade 12. The study recommended that the Department of Basic Education should provide schools with enough learner-support materials and construct enough classrooms at schools, so that there is a conducive teaching-learning environment. / NRF

MPH / Department of Public Health / Globally, substance use is a significant public health problem around the world. Many schools encounter the challenge of learners using substances in and outside of the school premises. This problem affects the education system because learners who use substances display behaviours that negatively affect the quality of learning and teaching. The study aimed to determine the educators’ knowledge of the factors contributing to substance use among secondary school learners in Greater Giyani Municipality, Limpopo Province. A descriptive research design was employed, and the participants were selected using purposive sampling. Data was collected utilising a structured questionnaire and analysed using the Statistical Package for Social Sciences (SPSS) version 25 programme. The study findings show substance use as a significant public health problem in schools. Some of the factors identified that contributed to substance use among learners by most educators were low-self-esteem, poor self-control, depression, meagre finances, academic environment, background, peer pressure, accessibility and availability of substances. Based on the findings a number of recommendations were made such as capacitating parents on parenting skills and also on strategies to assist teachers to fight against substance use by students. Instead of the media only displaying lucrative advertisements of alcohol, it must also provide education and awareness about substance use/abuse and its consequences. Further research is necessary to investigate learners’ and parents’ knowledge of the factors contributing to substance use. / NRF

Purpose: The purpose of this study was to develop a visual concept map that could assist nurse educators in explaining the concept ‘nursing’ so that students have a similar understanding, meaning and interpretation thereof. Methodology: An exploratory and descriptive qualitative study was conducted to develop a visual conceptual map that can help in the common understanding and interpretation of the concept ‘nursing’. Research approach: A qualitative research approach was used. The research approach consisted of four phases: Phase 1: A self-designed online questionnaire was used to obtain information from the nurses, registered with South African Nursing Council (SANC) and members of Democratic Nursing Organisation of South Africa (DENOSA), about their interpretation of the meaning of ‘nursing’. Phase 2 included the integrative review that was used to obtain in-depth meaning of the concept ‘nursing’ from relevant literature and documentation. Phase 3: The two sets of analysed data from Phase 1 and Phase 2 were combined and used to develop the visual conceptual map. Phase 4: The developed visual concept map was validated by the nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, in order to provide a validated visual concept map based on their expertise in Africa. The outcome of the study: A validated visual concept map, agreed upon by nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, based on their expertise in Africa, is available and may be of great benefit for nurse educators in teaching the meaning of the concept of nursing to student nurses in their institutions. As a teaching tool, this concept map might assist educators in explaining the meaning and interpretation of the concept ‘nursing’. / Health Studies / Ph. D. (Nursing)

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. The purpose of this study was to explore the challenges experienced by secondary school teachers in implementation of CAPS in Mankweng Circuit of Limpopo Province. This qualitative study conducted at two secondary schools in Mankweng Circuit, Limpopo province aimed to  Identify resources needed by secondary school teachers in Mankweng Circuit on the implementation of Curriculum and Assessment Policy Statement.  Investigate the kind of training the Department of Basic Education provides to secondary school teachers in Mankweng Circuit when implementing Curriculum and Assessment Policy Statement.  To investigate how secondary school teachers conduct assessment when implementing Curriculum and Assessment Policy Statement.  Identify mechanisms that are used by secondary school teachers in the implementation of the Curriculum and Assessment Policy Statement. The study embedded within interpretivist paradigm. It also adopted a qualitative approach and the case study design was employed, where document analysis, semi structured interviews and observations were data-collection instruments used. Two secondary schools with their respective school heads were purposefully selected to participate in the study. Two principals, six Heads of Department and Eight teachers comprised the purposefully selected participants. Data collected from document analysis, semi structured interviews and observations revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames, they however experienced challenges related to CAPS implementation, quality and the amount of training, inadequate resources, increased assessment activities and the impact of rapid pace of the curriculum on teaching and learning. Based on these results, recommendations are made for the improvement of the implementation of CAPS. The study findings revealed that while teachers welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames, they however experienced challenges related to the quality and the amount of training, inadequate resources, increased assessment activities and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. The implication of this study is that, CAPS is a viable policy in theory, but its implementation is erroneous, from the planning stage to the implementation stage. Key resources, for example, suitable human resources, infrastructure, textbooks were not taken into serious consideration.