The aim of the study was to establish the possible causes of poor Grade 12 results in physical science in South Africa and to apply a total quality management (TQM) approach to suggest a solution. The literature study indicates that resources, preparation or subject knowledge, commitment and support affect the quality of performance. The research was done in one school district (cluster). Following the literature study a questionnaire was distributed to 150 science teachers from 31 schools and the response rate was 73% (113 responses). The questionnaire tested the respondents' perception on the availability of resources and the support received by them, the support given to learners and their level of preparation and subject knowledge. From this, as well as from the biographical information from the questionnaire, certain conclusions were made about the reasons for poor performance of learners in science examinations. It could be concluded from the analysis of the results that limited support to teachers and support to learners are important factors contributing to a poor Grade 12 pass rate. The pass rate also correlates positively with experience levels of teachers. Although 39% of teachers are unqualified or under-qualified, no significant correlation could be found between pass rate and level of qualification. Analysis of the effect of commitment on pass rate was inconclusive. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The aim of the study was to establish the possible causes of poor Grade 12 results in physical science in South Africa and to apply a total quality management (TQM) approach to suggest a solution. The literature study indicates that resources, preparation or subject knowledge, commitment and support affect the quality of performance. The research was done in one school district (cluster). Following the literature study a questionnaire was distributed to 150 science teachers from 31 schools and the response rate was 73% (113 responses). The questionnaire tested the respondents' perception on the availability of resources and the support received by them, the support given to learners and their level of preparation and subject knowledge. From this, as well as from the biographical information from the questionnaire, certain conclusions were made about the reasons for poor performance of learners in science examinations. It could be concluded from the analysis of the results that limited support to teachers and support to learners are important factors contributing to a poor Grade 12 pass rate. The pass rate also correlates positively with experience levels of teachers. Although 39% of teachers are unqualified or under-qualified, no significant correlation could be found between pass rate and level of qualification. Analysis of the effect of commitment on pass rate was inconclusive. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The purpose of this study was to explore the causes of low Grade 12 pass rate in two Umlazi District Schools, KwaZulu-Natal. It is hoped that the study would contribute to the understanding of the causes and factors of low Grade 12 pass rate and provide solutions of improving learners’ performance. This is qualitative study conducted in the area of Umbumbulu focusing on exploring the causes of low Grade 12 pass rate in two Umlazi District Schools, KwaZulu-Natal. The methodology used was qualitative. A case study method was adopted. Data was gathered through focus group interviews with two principals, twelve Grade12 learners aged between 18 and 21, and six teachers between 15 and 22 years teaching experience in secondary schools. Drawing from the findings of the interviews conducted, the study highlights the factors that have negative impact to low Grade 12 pass rate, and it revealed the possible solutions to alleviate the trend of low performance. The data reveals that there are numerous factors that affect the performance of Grade 12 learners such as poverty, child headed families, sporadic absenteeism, questionable assessment methods, overcrowded classes, lack of discipline in schools, corporal punishment, violence in schools, teenage pregnancy, curriculum reforms, lack of parental involvement, and cultural background. In this study I argue that the trend of low Grade 12 pass rate is not only limited to Umbumbulu Circuit in Umlazi District, but is the overall trend in most rural schools in South Africa. Therefore, the study recommended that all stakeholders should play their roles to overcome the crises of low Grade 12 performance. Again, it was recommended that the introduction of an advanced integrative approach in training programmes of future teachers is needed in which attention to rural -FET band schools will be considered as an integral part of the training, whereby teachers will be trained to teach inclusive education. / Inclusive Education / M. Ed. (Inclusive Education)

This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers’ low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District. / Educational Foundations / D. Ed. (Socio-Education)