Thesis (M. Ed.) -- University of Limpopo, 2019 / The comparatively high failure rate in South African rural and township secondary schools is a matter of great concern. This study set out to establish what factors are contributing to the low matric pass rate in our secondary schools, in order to identify possible solutions. The study provides an overview, informed by a review of local and international research literature, of the educational and social factors that hinder school performance. The two secondary schools in Motupa Circuit selected for this study had underperformed for the previous five years, below the benchmark of a sixty percent pass rate. The study population consisted of school management teams, teachers, school governing bodies and grade 12 repeating learners. The study followed a qualitative approach, with a case study research design in which the inquiry process was based on interviews and observation. The theory of educational productivity was used to discuss the social and emotional influences of classroom management, parental support, and interaction between teachers and learners. Analysis of the data collected led to findings that served as the basis for the recommendation that all stakeholders, from departmental officials downwards to communities and parents, join hands and work together to address and correct all the ills. The findings revealed minimal support from departmental officials and school management teams. Poor management and instructional leadership are seen as some of the ills that affect academic results. The lack of involvement of parents in supporting the schools serves to demotivate teachers in their daily work. The study also revealed that non-completion of the syllabus and the poor monitoring of written work were a bane to our rural schools. Lastly, social life outside the classrooms contributed to derailing our learners? progress. The study recommends that the DBE develop and support SMT?s by enhancing their skills of management and leadership, so as to empower teachers at all levels. Career guidance in grade 9 was a necessary step towards guiding learners on their choice of subjects.

MPM / Oliver Tambo Institute of Governance and Policy Studies / See the attached abstract below

DEd (Educational Management) / Department of Educational Management / The study examined challenges in the implementation of performance appraisal on educators in Shiluvana Circuit in Mopani District, Limpopo Province. The study focused on 5 principals, 5 deputy principals, 18 teachers, 1 IQMS circuit coordinator and 1 IQMS District coordinator who were selected purposively, as they were directly involved in teacher appraisal. The study is qualitative which used interpretive paradigm research and case study research design. Qualitative data was generated through face–to-face interviews, with the 5 principals, 5 deputy principals, 1 IQMS circuit coordinator and 1 IQMS district coordinator, focus group interviews with 18 teachers and documentary analysis. Thematic analysis was employed to analyse narrative data for the study. It was established that principals, deputy principals, teachers, IQMS circuit coordinator and IQMS district coordinator experienced challenges with teacher appraisal, challenges like inadequate commitment by teachers, inadequate trained principals, inadequate monitoring, lack of interest and backlog in teachers’ remuneration. The study recommends that principals, deputy principals and teachers be trained thoroughly for the effective implementation of the programme at schools, an expect official in IQMS to be permanently employed at circuit office for the successful implementation of the programme. Finally, informed by the conceptual framework of the study, it is recommended that the Accountability and Professional Development models for teacher appraisal be implemented in the circuit in order for all stakeholders to understand and effectively play their roles on teacher appraisal. To improve the current situation, cyclical stakeholders teacher appraisal model is suggested which suggests that IQMS structures to be set at national, provincial, district, circuit and school levels as substantive offices. IQMS structures to be trained by circuit on IQMS policy and implementation strategies using cascading approach. / NRF

DEd (Curriculum Studies) / Department of Curriculum Studies / Poor learner academic performance is a major problem in South African public schools today. A considerable number of schools in the Vhembe District are dysfunctional. While the Department of Basic Education (DoBE) is attempting to intervene in these schools to address this problem, the interventions and turnaround strategies have not been sustainable. In schools where interventions and turn around strategies are being provided, such interventions have been short lived and were not sustainable. The aim of the study was to investigate the issues affecting teachers in dysfunctional secondary schools in order to develop a model for creating a sustainable teaching and learning environment. This study used both quantitative and qualitative research designs in which questionnaires, interview and observation schedules were used, for data collection processes. Purposive sampling procedure was used to select participants. Quantitative data was analysed using IBM Statistical package for Social Sciences Version 23 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that conditions in the schools were not conducive to the promotion of quality teaching and learning. Teachers were demotivated resulting in poor performance in all school activities which contributed to rendering the schools dysfunctional. Some teachers even left the profession. A model was developed for the creation of a sustainable teaching and learning environment in dysfunctional secondary schools in the Mutale area.