Thesis (Ph.D. (English Studies)) -- University of Limpopo, 2023 / Technology use is gaining momentum the world over, including South Africa. Therefore, technology use presupposes technology integration, and educators appear better positioned to ensure its integration. As a result, the integration of technology by English First Additional Language (EFAL) educators is of significant importance to learners’ academic development. The purpose of this research study was to investigate South African rural public schools EFAL educators’ readiness to integrate technology into EFAL content. The study was underpinned by a combination of two theoretical frameworks, the Technology Readiness Index (TRI) and the Technological Pedagogical Content Knowledge (TPACK). The study followed a quali-quantitative approach and an exploratory research design. The triangulation data collection method employed questionnaires, interviews and equipment checklists. Findings indicated that EFAL educators in rural public schools are not ready to embrace the Fourth Industrial Revolution (4IR) and lack relevant and adequate infrastructure to integrate technology. Findings further revealed that EFAL educators need proper training in technology skills and technical support in order to be ready to integrate technology into EFAL. Pertinent intervention strategies should include the collaboration of all stakeholders to improve the Information Communication Technology (ICT) context in rural public schools. Additionally, the Department of Basic Education (DBE) has to bridge the gap between rural and urban schools in SA by providing adequate technology support to rural public EFAL educators.

DEd (Educational Management) / The purpose of this study was to investigate the leadership role of principals in creating a culture of teaching and learning in rural public schools of Mopani District, Limpopo Province. The performance of learners below the expected standards in the National Senior Certificate (NSC) examinations, despite, massive resources that the Department of Basic Education (DBE) is providing annually to schools to improve quality of teaching and learning, has raised public concern. When seeking answers to these schools’ dysfunctionality, focus, however, was laid on the leadership role of school principals in some rural public schools of Mopani District, Limpopo Province. The study was guided by Hersey and Blanchard Situational Leadership theory, complemented by Maslow’s Hierarchy of needs. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research approach. A qualitative case study was used with four rural public high schools. A total of sixteen participants were purposefully selected, made up of four school principals, four deputy principals and eight Heads of Departments (HoDs). Research data were gathered through individual interviews, observations and documents analysis. Data from interviews were thematically analysed, and data from documents and observations were analysed descriptively in words. Findings from interviews revealed that school principals do not monitor and support curriculum implementation. In supporting the findings from interviews, the documents analysed revealed the absence of an administered class-visits monitoring-tool. Data from the observations revealed that schools were without vision and mission statements and had inadequate resources. The study recommended principals to monitor and support curriculum implementation, and develop staff professionally. Suggestions for further study were provided. A proposed model of Action-Based COTL was developed to assist school principals in creating a COTL in schools. / NRF