This research project was primarily a qualitative investigation, the purpose of which was not to test a particular set of hypotheses, but rather to develop an exploratory analysis of the disjunction between spoken and written English among pupils at St Charles High School. In light of the lack of empirical and exploratory research on the use of English as a second language in Lesotho, the study aimed to investigate pupils' and teachers' perceptions on the use of English as a subject and medium of instruction. Chapter 1 presents an introduction of English and the formal type of education in Lesotho by missionaries just before the middle of the nineteenth century. Although English is regarded as the 'language of power' nevertheless the teaching and learning of the language has its own problems and teachers and pupils' experiences with second language learning in different local and international contexts are discussed in Chapter 2. The study used both qualitative and quantitative methods to gather and analyse data. A case study approach was employed using a range of instruments to collect data relevant to the aim of this project. The findings show that although pupils are generally proficient in spoken English and appear to understand the spoken language fairly well, assessment of their written exercises and during lesson observations indicates that their fluency in English is not related to their performance in written English. Therefore, fluency in English language does not necessarily form a sufficient basis to describe pupils as competent in English (L2). This does explain the possible difference between spoken and written English. The thesis does not offer tips for teachers nor are methods prescribed about how to teach English as a second language. Although limited to a particular high school (the detail and context of which are described in Chapter 3), much of what was found and the subsequent recommendations may be of value to improve the teaching and learning of English. I hope that this study, which was very much a pilot in nature, will help to highlight issues that might be addressed in more detailed studies in the field of second language learning. / Thesis (M.Ed.)-University of Natal, 2002.

This study investigated perceptions of teachers and school management on factors influencing poor academic performance of Form 'E' students at Maryland High School in Lesotho. After realizing that the poor academic performance by Form 'E' students was a national crisis, the study aimed to examine factors that influenced poor academic of Form 'E' students. This study adopted a qualitative method through which data was collected from the principal, deputy principal, heads of department and teachers. A qualitative design used interviews, observation and document analysis to collect data for the research. The research findings disclosed that teachers and management perceived that the following factors influence poor academic performance of Form 'E' students at Maryland High School:1. Leadership of Maryland High School is very poor. 2. The running of the school without clearly written or documented policies. 3. The control of the school funds by the chairperson of the School Board instead of the principal. 4. Absence of a library and poorly equipped science laboratory. 5. Teachers are not motivated due to lack of some teaching and learning materials. 6. Heads of department are not involved when decisions pertinent to management are made. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2004.

This study sought to investigate factors that enable high pass rates at Cambridge Overseas School Certificate (C.O.S.C.) level at Botha-Bothe High School in Lesotho. The focus of the study has been on three broad possible factors, namely the nature of leadership within the institution, the relationships between administration and teachers, amongst the teachers and between the teachers and learners, as well as resources available in the school. The study used a triangulation of three instruments: interviewing, observation and document analysis to collect data. These three instruments helped the researcher to collect proof-checked information and arrive at concretized conclusions. The Principal, Deputy-Principal, HODs and teachers who participated in interviews, handed to the researcher the necessary documents and took the researcher around to different teaching centres. Having investigated and correlated all the results, the researcher concluded that the following are possible factors that could improve pass rates. The first factor is a sound leadership that allows interaction, that manages time, that motivates other stakeholders, and that includes its subordinates in decision-making. The second factor is warm relationships between management and staff, amongst the academic staff and between teachers and students. The third factor is the availability and good management of resources (human and material). / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.

The purpose of this study is to explore the experiences that the principals encounter when managing curriculum change at the secondary schools in the Maseru district. The study is qualitative in nature and employed a case study to investigate principals’ experiences with the LGCSE curriculum change. This study used Kotter’s theory of change management as a theoretical foundation for the analysis of the data. Semi-structured in-depth –interviews and non-participant observations were used to collect data. A total of six principals from urban and rural secondary schools were interviewed and observed. Content analysis was employed to analyse data in this study. The findings revealed that the secondary school principals in the Maseru district lack skills and knowledge to manage the LGCSE curriculum change. The findings showed that the majority of the principals were not thoroughly trained on how to manage and implement the LGCSE. The principals needed continuous support from the Ministry of Education and Training. There was also a need for relevant and adequate resources to support curriculum changes. This study revealed that most principals delegated the instructional roles to the Head of Departments and the deputy principals to manage lesson plans, selection of teaching and learning materials as well as monitoring lesson presentations. This study found that most principals concentrated on administrative roles. Team work and school based workshops were found to be the strategies that principals used to manage the LGCSE curriculum change. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)

The focus of this case study inquiry was to explore the influence of school proprietors on the roles and responsibilities of the School Boards (SBs) in church-owned secondary schools in Maseru. The samples consisted of SBs chairpersons, school principals, parents’ representatives, and teachers’ representatives in the SBs and educational secretaries from three church-owned secondary schools. Interviews were used to collect data. The findings of this study revealed that the perceived roles of proprietors were to develop the learners holistically including religious values and morals. The SBs managed human resources, physical infrastructure, and school funds, and policy implementation. The relationship between proprietors and SBs was both positive and negative. The proprietors influenced SBs through promoting religious values and morals and by ensuring achievement of their academic goals. The proprietors’ sense of ownership and the desire for maintaining quality education motivated them to monitor the functions of SBs’ in their schools. / Educational Leadership and Management / M. Ed. (Education Management)