Thesis (MPH.) -- University of Limpopo, 2022 / Background: Bullying has been reported to be on the rise in the world. South Africa is no exception. In recent years bullying has been reported to impact severely, resulting in resignations by teachers from the teaching profession. The researcher looked at the school as the workplace for teachers who experienced bullying. The study was about occupational health and safety for teachers, which is an important public health issue. The employer is obliged to create a conducive workplace for teachers as employees working at schools. Objectives: The objectives of the study were to explore and describe high school teachers’ lived experiences of bullying by learners in Limpopo Province. Methods: The qualitative and descriptive phenomenological method was followed. Due to data saturation, ten teachers participated after being selected through purposive sampling from seven high schools. Research ethics were observed. Data was collected through semi-structured interviews using an interview guide. Interviews were audio-taped and field notes were taken. Voice recordings were transcribed verbatim and analysed using open coding thematic analysis. Findings were confirmed by an independent coder. Results: The findings reveal that bullying is not a new phenomenon in schools in South Africa and globally. Most teachers perceive bullying differently. Some perceive acts of violence amongst learners as bullying. Some interpret noise in the classrooms as bullying, some view overcrowding in the classrooms contributing to bullying. Some perceive substances and drug abuse as causing bullying in schools. Most teachers experience feelings of hopelessness and powerlessness. They are sad, and feel small, embarrassed, intimidated, angry, disappointed etc. Some lack support from school management and governance, and others experience different forms of bullying. Some refrain from their style of teaching as it impacted on their teaching duties. The findings furthermore indicate that bullying affects both males and females but differently. Female teachers were more prone to bullying than male teachers. Conclusion: The outcomes of the study have revealed that bullying is a reality. Teachers are being targeted by learners at schools. They seemed not to understand policies and procedures to intervene when addressing bullying at schools. Interventions were not effective due to lack of knowledge and poor policy implementation. Bullying is not a new concept in the Department of Education. Unions, SGBs and SACE are aware of incidents that happen in schools. The Department of Education should ensure that teachers are protected when rendering their teaching services in schools.

D.Ed. / Although the mandated change processes were intended to, among other things, improve the work performance of educators, they have, however, experienced a number of obstacles which are briefly discussed. Lack of participation by educators in the introduction and implementation of the change processes lead to resistance by some educators and this had a negative impact on their work performance. Lack of physical resources such as water, telephone lines, the interne and classrooms lead to overcrowded classes. Effective management of mandate change was hampered by the defiance of authority by some educators, who prevented circuit managers and subject advisors from visiting schools for purposes of professional development and guidance in terms of mandated change processes such as developmental appraisal. This had a negative impact on the work performance of educators. Educators had low levels of morale and motivation and this manifested itself in educators' high levels of absenteeism, lack of commitment and preparation. The Department of Education's lack of capacity to manage financial and human resources hampered effective management of the mandated change processes. Lack of coordination between the national department of education and provincial education departments resulted in lack of information needed by educators to implement the mandated change processes such as rationalization and redeployment of educators and curriculum 2005 and this had a negative impact on educators' work performance. This research employed the quantitative research approach to investigate the influence of effective management of change on the work performance of educators in the Limpopo province. Data was collected by means of a questionnaire which was distributed among the 274 total number of principals in the district. These schools wrote the 2005 senior certificate examination. 78.5% of questionnaires were returned. The completed questionnaires were processed by a computer programme (SPSS), after which research data was analysed and the following were the most important findings: There was a statistically significant association between the mandated change processes, IQMS, OBE, CASS, training and development and the quality of teaching as a work performance indicator. 88.5% of the respondents believed that IQMS had a significant influence on the current level of cooperation (which is high) to a large extent. More courses/workshops/seminars attended on the management of change processes had a positive influence not only on the ability of educators to manage the change processes but also on their motivation levels. However, the number of courses/workshops/seminars attended on the management of change had no influence on the rationalization and redeployment of educators. Mandated change processes are accompanied by reactions such as anxiety, fear, low morale and motivation which had a negative impact on the work performance of educators. The research results showed that educators should receive more intrinsic motivation. The necessary financial resources should be mobilized to ensure that there is adequate infrastructure and training for effective implementation of mandated change processes. Educators should participate in all phases of mandated change processes. Principals and other senior departmental officials should be made aware that effective implementation of the change processes do not take place overnight but need more time.

Department of Curriculum Studies / MEd

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

MPH / Department of Public Health / See the attached abstract below

Thesis (Ph.D. Education (Curriculum Studies)) -- University of Limpopo, 2021 / The genesis of this study was the lack of comprehensive teacher socialisation programmes for Zimbabwean immigrant teachers in public schools in the Limpopo Province, South Africa. To better understand the theoretical foundations of teacher socialisation as the phenomenon under review, the principles of expanded Activity Theory (AT) (Engeström, 1987) fused with elements of the theory of Symbolic Interactionism (SI) were used as a conceptual framework to ground and structure the study. The study sought to answer the following main research question: How are Zimbabwean immigrant teachers socialised in their host schools amid the inadequacy of existing teacher socialisation programmes for new teachers in public schools? The study followed the qualitative approach to research, based on the interpretive paradigm executed through a multiple instrumental case study design in two public secondary schools in the Sekhukhune South District of the Limpopo Province. The researcher used purposeful sampling so select five participants and two schools, which provided answers to the research questions posed. The study reveals that the teacher socialisation programmes offered in public schools are inadequate and not tailored according to the real needs of Zimbabwean immigrant teachers. The situation is entrenched by the lack of shared understanding amongst principals about the structure and implementation of an effective teacher socialisation programme, especially for immigrants. The study further revealed that Zimbabwean immigrant teachers, owing to their temporary job status, feel only partly valued and appreciated in the South African schooling system. This was evident in their perception that the employment policies for immigrants had been tightened to ensure that they do not attain any permanent employment. In addition, the study revealed that owing to the uncertainty of their job status in schools, Zimbabwean immigrant teachers prefer private schools as their employment of choice rather than public schools. Lastly, the study generally reveals that the challenges Zimbabwean immigrant teachers experience with their socialisation are more systemic than in their host schools.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The purpose of this study was to explore the coping strategies of primary school teachers in their multi-grade classes at Glen Cowie circuit. This exploratory case study addresses the coping strategies that rural primary school teachers use in curriculum delivery. Data was generated through semi-structured interviews, observations and document analysis. This study revealed various challenges teachers experience and the coping strategies that teachers employ in dealing with challenges. A qualitative research approach was adopted in the study with the intention of finding as much detail as possible using a case study. Participants in this study were teachers who teach multi-grade classes in their rural schools in the Glen Cowie circuit in Limpopo. The investigation revealed that teachers did not have the necessary skills and expertise to teach multi-grade classes. It was also revealed that teachers were not trained to teach in multi-grade classes and they had to use individual strategies to cope with the contradictory conditions they found themselves in. The investigation concluded that the teachers in those multi-grade classes were qualified and had teaching experience, but they were not prepared to teach multi-grade classes in general. It proved that teachers remained resilient by applying varied strategies such as problem solving, goal setting, extra curriculum lessons and maintaining work-life balance to ensure that teaching and learning occurs

Educators play an essential role within the education system as role models. Many educators, in addition to being affected by learners living with HIV and AIDS, are themselves living with HIV and struggle to cope. SMTs have to play a role in the provision of psychosocial services. The purpose of this study was to explore the types of psychosocial services provided to ELWHIV by their SMTs in order to gain insight and understanding and to make suggestions on how psychosocial services can be improved. A qualitative study was undertaken in 2008. Fifteen interviews were conducted with ELWHIV and members of SMTs at four primary schools in Bela-Bela, Limpopo Province. The findings reveal that SMTs are failing to implement government policies and are not providing adequate support for ELWHIV. None of the participating schools had a functional AIDS policy. Support structures were found to be inadequate and ineffective. Disclosure was identified as one of the major obstacles to the provision of effective services. / Sociology / M.A. (Social Behaviour Studies in HIV/AIDS)

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006. / This study is centered on the perception of Foundation Phase educators in the Nzhelele West Circuit in the province of Limpopo of Curriculum 2005. The implementation of Curriculum 2005 created much uncertainty among these teachers. The study took the form of a survey of published and unpublished sources, questionnaires, interviews and observations. Respondents were made up of stakeholders affected by the introduction of the new curriculum. Recommendations have been made about how the new curriculum should have been planned, developed and implemented to make foundation phase educators feel confident and able to help in the interpretation and implementation of the curriculum so as to help achieve the developmental goals of the South African Education System.

Educators play an essential role within the education system as role models. Many educators, in addition to being affected by learners living with HIV and AIDS, are themselves living with HIV and struggle to cope. SMTs have to play a role in the provision of psychosocial services. The purpose of this study was to explore the types of psychosocial services provided to ELWHIV by their SMTs in order to gain insight and understanding and to make suggestions on how psychosocial services can be improved. A qualitative study was undertaken in 2008. Fifteen interviews were conducted with ELWHIV and members of SMTs at four primary schools in Bela-Bela, Limpopo Province. The findings reveal that SMTs are failing to implement government policies and are not providing adequate support for ELWHIV. None of the participating schools had a functional AIDS policy. Support structures were found to be inadequate and ineffective. Disclosure was identified as one of the major obstacles to the provision of effective services. / Sociology / M.A. (Social Behaviour Studies in HIV/AIDS)