The purpose of the study was to investigate the effective implementation of instructional supervision practices in secondary schools of Hawassa City Administration in Ethiopia. The study focuses particularly on the practices and roles of supervisors in the implementation of instructional supervision, and the factors affecting its implementation in secondary schools. Basic questions related to the availability of instructional supervision strategies and their implementation, the roles of instructional leaders, perceptions of instructional supervision, and challenges for proper implementation of instructional supervision were raised. In addition, strategies for strengthening the effective implementation of instructional supervision were also addressed. The study was framed within the Theory of Change in Teachers’ viewpoints on instructional practices. In fact, there is a strong link with the instructional leadership strategies and the role of supervisors for the effective implementation of instructional supervision practices. The Instructional Supervision Model was used as it integrates the activities of instructional supervision in the schools. Moreover,this study reviewed global perspectives on educational supervision and provided an overview of the study context with an emphasis on improvement of instructional supervision. Philosophically, this study followed the pragmatist research paradigm, employing mixed research approaches; it also employed an explanatory sequential design in which both quantitative and qualitative data were collected simultaneously, interpreted separately and combined at the time of discussion for better understanding of the problem. Data were gathered from 160 supervision teams (vice-principals, senior teachers, unit leaders and department heads), 185 teachers. In addition, 14 principals and supervisors took part in interviews. One focus group discussion was also conducted with the city educational experts. Data were gathered through survey questionnaires, semi-structured interviews, FGD question guides and document reviews. Quantitative data was analysed through the descriptive approaches such as percentage, mean, grand mean and inferential statistics, known as standard division and t-test. Qualitative data collected through interviews and FGDs was summarised through thematic and narrative techniques, and finally triangulated. The results indicated that the quantitative and qualitative data supported one another. It was found that school supervision in line with strategies was inadequate. In addition, school supervision corresponding to the expected standards was not effectively done. The extent to which instructional supervisors design various intervention strategies so as to assist teacher’s professional improvement was insufficient. Evidence showed that instructional supervisors’ role in building effective relationship in schools was weak. Supportive, directive, conflict management and monitoring and supervising roles in the implementation of instructional supervision were also found to be inadequate. The teachers did not have enough support from supervisors in order to improve their instructional skills, and there was a negative perception of teachers about the implementation of instructional supervision. On the other hand, effective implementation of instructional supervision was hampered by a lack of qualified instructional supervisors, management skills, professional manuals, cooperation, and motivation for work and a lack of training and funding. Inadequate facilities and assignment of small number of supervisors hindered proper implementation of instructional supervision. Moreover, lack of commitment on the part of teachers and school leaders, lack of effective stakeholder support, lack of respect among stakeholders, lack of participatory supervisory approach and lack of adequate guidance between instructional leaders hampered instructional supervision. Based on the findings, instructional leaders, teachers, supervisors, school instructional supervision team and school communities need to be well equipped with basic knowledge and skills on the implementation of school instructional supervision, through pre-service and in-service training, experience-sharing programmes, seminars, workshops and discussion forums about the different approaches of supervision in order to enhance the professional growth of teachers and improve their instructional practices. This could help in fostering critical thinking and the problem-solving capacity of the supervisors. Moreover, the instructional leaders in schools need to plan for continuous training and orientation on the nature, practice and significance of instructional supervision. Suggestions were made to solve the factors that hinder proper implementation of instructional supervision. / Educational Management and Leadership / Ph. D. (Education Management)

PhDH / Department of Advanced Nursing Science / Background: The National Committee for the Confidential Enquiries into Maternal Deaths recommend the implementation of “Saving Mothers’ recommendations” as a measure to reduce maternal deaths. However, this objective has not been achieved because the Maternal Mortality Rate in South Africa was standing at 134.33/100 000 live births and Limpopo Province at 165.16/100 000 live births. The national target for reduction of maternal mortality was 20% for all provinces for 2016. Limpopo Province’s reduction was below 12.5% for 2016. Purpose: The purpose of the study was to develop a strategy to enhance the implementation of the Saving Mothers’ recommendations in the maternity units of Limpopo Province. Methods: The convergent parallel design was used in this study. The study was conducted in phases, namely: Phase 1(a) was a qualitative research approach and a non-experimental, descriptive and exploratory design. The population consisted of district managers who were managing the Maternal Health Services and registered midwives who were working in the maternity units of Limpopo Province. Non-probability purposive sampling was used for both the district managers and the registered midwives. Data were collected using a central question for the managers managing Maternal Health services which was “What support are you giving to facilitate the implementation of the recommendations by the Saving Mothers Report?” and the question for the registered midwives was “What challenges are you experiencing when implementing the Saving Mothers’ recommendations.” Tesch’s open-coding technique was used to analyse qualitative data. Trustworthiness was ensured through credibility, confirmability, dependability, transferability and authenticity. Phase 1(b) was a quantitative and a non-experimental descriptive design. The population comprised of 200 patients who were included in the study. Questionnaires were developed and used to collect ABSTRACT vi data. Data was analysed using the Statistical Package for Social Sciences (SPSS, version 24.0) with the assistance of the statistician. Discussion of data were done in an explanatory sequential way where data from Phase 1a was discussed and supported by data from Phase 1b. Findings: The themes that emerged were: Challenges related to implementation of the recommendations of the Saving Mothers Report in maternity units, Description of existing training programmes and in-service education for health care professionals, Knowledge on implementing recommendations for the Saving Mothers Report when providing care in maternity units and Suggestions related to improvement of adherence to recommendations for the Saving Mothers Report in maternity units. Some of the themes were supported by the quantitative results whilst some not supported. Validity and reliability were ensured by giving the questionnaires to experts on the subject, colleagues and promoters to analyse and determine if items adequately represent content in the correct proportion. Ethical considerations were ensured by obtaining ethical approval from the University of Venda Ethics Committee and permission to access the facilities from the Limpopo Province Department of Health. The participants signed informed written consent. Phase 2 entailed strategy development and validation of the developed strategy. Recommendations: The recommendations included that the Department of Health should employ more staff and put operational managers in permanent positions. Sufficient equipment and supplies essential for maternal health care and maternal health infrastructure should be procured and a good plan for the managing thereof implemented. It is also recommended that health care workers should work hand in hand with the community structures and the ‘mosate’. / NRF

The study investigated the Impact of Activity-Based Teaching Method (ABTM) on students’ academic performance in basic science at Junior Secondary Schools in Katsina Metropolis, Nigeria. Three research questions and three research hypotheses were formulated to guide the researcher in the conduct of the research. The study randomly sampled three hundred and thirty (330) out of nine thousand and six (9,006) Junior III Basic Science Students. Three of the randomly selected schools were placed as experimental control groups. A total of one hundred and sixty five (165) students were randomly sorted out, each way, to constitute the experimental and control groups. A quasi-experimental pre-test-post-test research design was used for the study. A pre-test was administered to ascertain the equivalence of the two groups. The study subjects in the experimental group were taught a number of concepts enshrined in environmental management for sustainability using the assets in activity-based teaching method; the control group was taught the same content using the lecture method for eight weeks. The students were subjected to “Basic Science Achievement Test” (BSAT); this instrument provided data for addressing the research questions and hypotheses raised in the study; the hypotheses were tested using SPSS version 20.0 packaged at 0.05 level of significance; t-test for independent samples was used to test the hypotheses. The study revealed that basic science students taught using activity-based teaching strategy performed significantly higher than their counterparts who were only taught using lecture method; similarly, there was significant difference in the academic performance of males, as compared to female students; similarly the students exposed to activity-based teaching strategy demonstrated a higher retention ability indices in the learning of basic science concepts, as compared to their colleagues who were exposed only to the lecture method. The study recommended that teachers should employ activity-based teaching methodology (ABTM) in teaching concepts in basic science at Junior Secondary Schools in order to enhance academic performance and retention of the content that was taught. The study further recommended that there should be provisions in schools of facilities, provisions and equipment which are vital for effective implementation of activity-based teaching method (ABTM). / Curriculum and Instructional Studies / D. Ed. (Didactics)

В диссертации рассматриваются основные условия и факторы, обеспечивающие эффективное внедрение системы электронного документооборота. / The dissertation considers the main conditions and factors that ensure effective implementation of the electronic document management system.

The aim of this study was to find out the perceptions on the principals’ implementation of instructional leadership in the Amajuba District of KwaZulu-Natal with a view to provide guidelines that may be employed to enhance the execution of this role. Scholars believe that instructional leadership can assist in the transformation of schools into effective schools with consistent high learner achievement. In the Amajuba District schools show fluctuation in their grade twelve results, hence the need to investigate the principals’ implementation of instructional leadership. The grade 12 results were used because it is assumed that the variance is indicative of the differences in the principal’ leadership roles in these schools. This qualitative study examines the principals’ instructional leadership role. Data was gathered by means of literature study and focus group interviews. Four interviews were held: three with Deputy Principals and Heads of Departments, and the fourth one comprised of principals of the six selected secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)

The aim of this study was to find out the perceptions on the principals’ implementation of instructional leadership in the Amajuba District of KwaZulu-Natal with a view to provide guidelines that may be employed to enhance the execution of this role. Scholars believe that instructional leadership can assist in the transformation of schools into effective schools with consistent high learner achievement. In the Amajuba District schools show fluctuation in their grade twelve results, hence the need to investigate the principals’ implementation of instructional leadership. The grade 12 results were used because it is assumed that the variance is indicative of the differences in the principal’ leadership roles in these schools. This qualitative study examines the principals’ instructional leadership role. Data was gathered by means of literature study and focus group interviews. Four interviews were held: three with Deputy Principals and Heads of Departments, and the fourth one comprised of principals of the six selected secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)

The Extended Public Works Programme (EPWP) is a government programme targeted at unemployed individuals. Public entities at the national, provincial and municipal level implement the EPWP. The City of Tshwane Metropolitan Municipality (CTMM) is one of the entities implementing the EPWP at the local level. This study investigated the implementation of the EPWP within the CTMM with a view to understand the current implementation approach. The CTMM has been unable to achieve their EPWP annual targets since 2009. The CTMM experienced the lack of attaining targets mainly in relation to persons with disabilities (2%), and indigents (50%). Other challenges include the lack of training EPWP participants in specialized skills; the unsustainable nature of the EPWP projects; and un-approval of the draft EPWP policy. This study proposes interventions with regard to the coordination of the EPWP, improved monitoring of projects, training, indigent criteria, and approval of the EPWP policy within the CTMM. / Development Studies / M.A. (Development Studies)

The Extended Public Works Programme (EPWP) is a government programme targeted at unemployed individuals. Public entities at the national, provincial and municipal level implement the EPWP. The City of Tshwane Metropolitan Municipality (CTMM) is one of the entities implementing the EPWP at the local level. This study investigated the implementation of the EPWP within the CTMM with a view to understand the current implementation approach. The CTMM has been unable to achieve their EPWP annual targets since 2009. The CTMM experienced the lack of attaining targets mainly in relation to persons with disabilities (2%), and indigents (50%). Other challenges include the lack of training EPWP participants in specialized skills; the unsustainable nature of the EPWP projects; and un-approval of the draft EPWP policy. This study proposes interventions with regard to the coordination of the EPWP, improved monitoring of projects, training, indigent criteria, and approval of the EPWP policy within the CTMM. / Development Studies / M. A. (Development Studies)