The purpose of this study was to explore the experiences of School Management Teams (SMTs) in implementing and managing anti-bullying policies in public high schools in the Tshwane South District of the Gauteng Province. This study was prompted by the global concern about bullying in schools and the need for schools to create safe spaces for learning. While the literature regarding bullying is substantial and much literature points to the need for sound anti-bullying policies to curb bullying, bullying is still rampant in many South African Schools. In this study, a qualitative approach was taken to explore SMTs implementation and management of anti-bullying policies in high schools in the Tshwane South District. Interview schedules and a measurement rubric were used as research tools for gathering data to analyse the experiences of the SMTs in managing bullying through anti-bullying policies. / Educational Management and Leadership / M. Ed. (Education Management)

Abstract in English, Xhosa and Afrikaans / In South Africa, the number of households owning private cars has increased from 22.9% in 2003 to 28.5% in 2013. The City of Tshwane Metropolitan Municipality (City of Tshwane) in South Africa had the largest increase in population that was using private cars between 2003 and 2013 of approximately 11.3%; hence, a need was identified to shift from private cars to sustainable modes of transport. The purpose of this study was to develop guidelines for sustainable urban transport. Geographical location was used for quota sampling to ensure that all seven regions of the Tshwane municipal area would be represented. The sample size of the study comprised 418 participants. The primary data were gathered in Tshwane during the month of August 2017 using a structured questionnaire. The Likert scale was employed to ascertain the public's attitudes towards sustainable urban transport. Descriptive statistics, exploratory factor analysis and inferential statistics were used to analyse the data. The results revealed that the private car is the most frequently used mode of transport in the City of Tshwane. The results further indicated that the majority of the residents of the City of Tshwane had a negative attitude towards sustainable transport modes, which was attributed to safety, reliability and convenience concerns. Regions 4 and 6 differed statistically and significantly from region 5 regarding their opinions on the safety and comfort of private cars. In order to promote sustainable transportation, it is recommended that the City of Tshwane implement transport initiatives that can improve the service quality and safety features of sustainable transport modes. Each region of the City of Tshwane made specific recommendations that were based on the results of the study. The findings of this study provide insights that can be useful to the city planners to secure sustainable urban transportation for the City of Tshwane. Future research could investigate the feasibility of public bicycle rental programmes in the City of Tshwane. / EMzantsi Afrika, inani lamakhaya aneenqwelo mafutha landile ukusukela kuma-22.9% ngonyaka wama-2003 ukuya kuma-28.5% ngowama-2013. Umasipala Wesixeko Esimbaxa saseTshwane (Isixeko saseTshwane) eMzantsi Afrika ube nelona nani lamakhaya asebenzisa iimoto zabucala elande ngaphezu kwabo bonke abanye ooMasipala phakathi kowama-2003 nama-2013, landa ngesithuba se-11.3%. Le nto idale isidingo sokushenxa kwisimbo sokusebenzisa iimoto zabucala, ukuze kusetyenziwe ezinye iindlela zokuhamba eziya kuhlala zihleli. Injongo yesi sifundo kukuvelisa isikhokelo seendlela zokuhamba eziya kuhlala zihleli kwimimandla yasezidolophini. Ekukhetheni abathathi nxaxheba, kwasetyenziswa indawo abahlala kuyo abantu, ukuqinisekisa ukuba zosixhenxe iingingqi zomasipala waseTshwane zinabameli. Ubukhulu besampulu yaba ngabathathi nxaxheba abangama-418. Iinkcukacha zolwazi ezingundoqo zaqokelelwa eTshwane ngenyanga yeThupha kowama-2017, kwaye kwasetyenziswa uluhlu lwemibuzo ecwangcisiweyo. Kwasetyenziswa isikali esaziwa ngokuba yiLikert scale ekufumaniseni izimvo zoluntu jikelele ngeendlela zokuhamba eziya kuhlala zihleli kwimimandla yasezidolophini. Iinkcukacha zolwazi (idata) zahlelwa ngokusebenzisa indlela yamanani okucacisa iipatheni zezimvo zoluntu (descriptive statistics), indlela yokufumana iimpawu eziphambili kulwazi olufunyenweyo (exploratory factor analysis) nendlela yokungqinisisa izimvo ebezifudula zikho ngaphambi kophando (inferential statistics). Iziphumo zophando zadiza ukuba ukusebenzisa imoto yabucala yeyona ndlela yokuhamba esetyenziswa kakhulu kwisixeko saseTshwane. Ezi ziphumo zaphinda zabonisa ukuba uninzi lwabahlali besixeko saseTshwane abazithandi iindlela zokuhamba zikawonkewonke ngenxa yokungabikho kokhuseleko, ukuthembeka nokuba luncedo. Ingingqi yesi-4 neyesi-6 zahlukana kakhulu nengingqi yesi-5 ngokwamanani, malunga nezimvo ezingokhuseleko nokuhlala ntofontofo kwiimoto zabucala. Ukuze kukhuthazwe iindlela zokuhamba zikawonkewonke eziya kuhlala zihleli kucetyiswa ukuba Isixeko saseTshwane senze amalinge okuthutha abantu anokuphucula ukunikezelwa kwenkonzo yothutho, iphucule nokhuseleko. Ingingqi nganye yesixeko saseTshwane yenza iingcebiso ezathi zafakwa kwiziphumo zesifundo. Okufunyaniswe kwesi sifundo kunika iimbono ezinokuba luncedo kubacebi nabalungiseleli besixeko ekuveliseni iindlela zothutho eziya kuhlala zihleli kwisixeko saseTshwane. Uphando oluzayo lusenokuphanda ngokusetyenziswa kweenkqubo zokuqeshisa ngeebhayisikili kwisixeko sase Tshwane. / Die aantal huishoudings in Suid-Afrika wat private motors besit, neem van 22.9% in 2003 tot 28.5% in 2013 toe. In die Stad Tshwane- Metropolitaanse Munisipaliteit (Stad Tshwane) in Suid-Afrika toon die aantal inwoners wat private motors tussen 2003 en 2013 gebruik, die grootste toename van nagenoeg 11.3%. Daar word op grond hiervan ’n behoefte geïdentifiseer om van die gebruik van private motors weg te beweeg na volhoubare vervoerwyses. Die doel van hierdie studie is om riglyne vir volhoubare stedelike vervoer te ontwikkel. Geografiese ligging is vir die kwotasteekproefneming gebruik om te verseker dat al sewe streke van die Tshwane- munisipale gebied verteenwoordig word. Vir die steekproef wat vir die studie geneem word, word 418 deelnemers gebruik. Die primêre data word met behulp van ’n gestruktureerde vraelys in die loop van Augustus 2017 in Tshwane ingesamel. Die publiek se houdings jeens volhoubare stedelike vervoer word aan die hand van die Likert-skaal vasgestel. Beskrywende statistiek, verkennendefaktor-ontleding en inferensiële statistiek word gebruik om die data te ontleed. Dit blyk uit die resultate dat die private motor die vervoerwyse is wat die gereeldste in die Stad Tshwane gebruik word. In die resultate word verder aangedui dat die meerderheid inwoners van die Stad Tshwane ’n negatiewe houding teenoor volhoubare vervoerwyses het, wat toegeskryf word aan kwessies van veiligheid, betroubaarheid en gerief. Streek 4 en 6 verskil statisties aansienlik van streek 5 betreffende hul menings oor die veiligheid en gemak van private motors. Om volhoubare vervoer te bevorder, word aanbeveel dat die Stad Tshwane vervoerinisiatiewe implementeer wat die diensgehalte en veiligheidskenmerke van volhoubare vervoerwyses kan verbeter. Elke streek van die Stad Tshwane het vorendag gekom met spesifieke voorstelle wat by die resultate ingesluit is. Die bevindinge van hierdie studie bied insigte wat bruikbaar vir stadsbeplanners kan wees om volhoubare stedelike vervoer in die Stad Tshwane moontlik te maak. Die uitvoerbaarheid van openbare fietshuurprogramme in die Stad Tshwane kan in toekomstige navorsing ondersoek word. / Transport Economics, Logistics and Tourism / M. Com. (Transport Economics)

The study investigated the pedagogical impact of the use of smart classrooms by Grade 11 secondary teachers to facilitate the teaching and learning in the Tshwane South District. The lens used to understand this study’s problem was Technological, Pedagogical and Content Knowledge. The researcher used the interpretivist paradigm and a qualitative approach was applied. A multiple case study research design was also employed. Five secondary schools were used from which to collect data. The instruments used to collect data were semi-structured interviews, non-participant observation and document analysis. The population comprised Grade 11 secondary teachers. The ten participants were purposively sampled on basis that they taught Grade 11 classes using smart classrooms on daily basis. Ethical considerations were maintained by ensuring anonymity, voluntary participation, informed consent and confidentiality. Data collected were analysed using thematic analysis. The data were coded and organised into descriptive themes. Trustworthiness in the study was maintained through credibility and transferability. The results revealed that the introduction of smart classroom have a predominantly positive impact on the pedagogy in education and teachers are enjoying the new era in education. The findings of the individual semi-structured interviews reflect that the participants of this study used smart technology in their daily teaching. The findings also revealed that smart technology is useful, important and effective in the teaching and learning process. The findings of the non-participant observation revealed that participants showed varied degrees of mastery of Technological knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge. Some participants were well conversant with navigation of the smart board. They could use the tools and icons on the smart board throughout the lessons. The findings of the document analysis revealed that the five schools had an ICT file and the table of contents of these files were spelt out clearly. Every school had a policy on ICT integration and implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum studies)

The purpose of the study is to evaluate practices and operations of Community Police Forums and their sub-structures in Tshwane. This includes various approaches that are used to implement and manage the operations of Community Police Forums and their sub-structures. This research is designed to determine different operational approaches that are used by the Community Police Forums and their sub-structures to curb the criminal activities including those of their respective members. The qualitative research method was utilised for this study, achieving stated research objectives and answering the research questions. The population in the study included members of the South African Police Service and Community Police Forums in Tshwane District, as well as officials in the Directorate Community Police Relations within the Gauteng Department of Community Safety. The study revealed that Community Police Forums and their sub-structures are essential in the reduction of crime and they can be used as force multipliers to the South African Police Service. It also shows that there are legislative framework that Community Police Forums and their sub-structures are supposed to function under and adhere to. Monitoring mechanisms are in place to ensure that these structures function within the stipulated framework. Therefore, based on these findings, recommendations were made on practices and operations of Community Police Forums and their sub-structures. / Criminology and Security Science / M.A. (Criminal Justice)

Social work, as a profession, is critical for societies as it aims to promote social change and development, as well as social cohesion and the empowerment and liberation of people. Whereas the working conditions of social workers have been the focus of previous research, the topic of social workers’ personal safety challenges and the coping strategies employed during social work service delivery seems to be sparsely researched and documented in indigenous literature. In view of this, I designed a research project aimed at exploring the personal safety challenges that social workers encounter and the coping strategies they employ during social work service delivery from a qualitative research approach with a collective case study design, coupled with an explorative, descriptive, contextual and phenomenological research design, with a view to proffer suggestions for promoting social workers’ personal safety. From the conception of the research project, up until its finalisation which culminated in this research report, I observed the ethical principles of informed consent, anonymity, and confidentiality in the context of the management of information. I employed semi-structured interviews as a data collection method from a sample of 14 purposively selected social workers in the employ of one government Department and three non-profit organisations in the Tshwane region. Data was analysed using Tesch’s (1990) steps and data verification was done through Gibbs’ (2008) model. I utilised Schlossberg’s (1981) Transition Process Model as the theoretical lens in this study. Based on the findings presented in this research report, it is evident that social workers face various challenges in terms of their personal safety, ranging from being physically attacked and being at the receiving end of aggressive behaviour from distressed, frustrated, and hostile service users, to facing risks to their personal safety in the social work offices and whilst on the road during fieldwork or in the communities they serve. The various coping strategies that social workers employ as way of dealing with the incidents and situations in which their personal safety is compromised include speaking to a supervisor, colleagues, friends, or a therapist; using their personal faith; remaining calm and withdrawing from the unsafe situation; and enlisting the help of the police or ensuring that they are accompanied by colleagues when doing fieldwork. The research findings included the suggestions proffered by the research participants on how to promote the personal safety of social workers and these are directed at employer organisations and social workers themselves. In addition, recommendations are provided which are directed towards social work practice; social work education and training; and continuous professional development. There are also recommendations for areas of further research. / Social Work / M.A. (Social Work)

The persistence and enormity of the housing backlog facing the poorest of the poor is an indication of the gravity of the housing crisis in Gauteng. The challenge exists despite government efforts to provide low-cost housing and formalize informal settlements. Against the background of this persistent need, this study investigates the City of Tshwane Municipality’s response to informal settlements in Mamelodi Phase 3, Gauteng. Participants from Mamelodi Phase 3 and officials from the City of Tshwane Municipality were purposively sampled. Research findings indicated that informal settlements in Mamelodi are caused by various factors, which include movement from rural to urban areas, movement from other provinces to Gauteng and natural population growth. Furthermore, the persistence of the informal settlements is caused by poverty. Most people continue to live in informal settlements since they cannot access financial assistance from the banks as per the National Credit Regulation (NCR). Corruption is also a formidable problem as some informal settlement dwellers alleged that officials of the City of Tshwane Municipality allocated houses in contravention of set procedures. This research shows that the City of Tshwane’s informal upgrading policies have failed in terms of providing adequate housing. Further, the housing policy has not succeeded in creating long-term sustainability in the delivery of low-cost housing to deal with the problems of the informal settlements. Although the City of Tshwane has implemented the Re aga Tshwane, which involves a wide range of policies, programmes and strategies to address the developmental challenges facing dwellers in informal settlements, more is required. On this basis, it is recommended that proper consultation with the community should be held to improve the lives of people in informal settlements in line with Section 26 of the Constitution of the Republic of South Africa (1996), regarding every person’s right to have access to adequate housing. / Public Administration and Management / M.B.A. (Public Administration)

Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0: μinquiry-based facilitation = μtraditional axiomatic approach. This study emphasises a pragmatist view that constructivism is fundamental to realism, that is, inductive inquiry supplements deductive inquiry in teaching and learning. Participants in this study comprise schools in Tshwane North district that served as experimental group and Tshwane West district schools classified as comparison group. The two districts are in the Gauteng Province of South Africa. The total number of students who participated is 166, that is, 97 students in the experimental group and 69 students in the comparison group. Convenient sampling applied and three experimental and three comparison group schools were sampled. Embedded mixed-method methodology was employed. Quantitative and qualitative methodologies are integrated in collecting data; analysis and interpretation of data. Inquiry-based-facilitation occurred in experimental group when the facilitator probed asking students to research, weigh evidence, explore, share discoveries, allow students to display authentic knowledge and skills and guiding students to apply knowledge and skills to solve problems for the classroom and for the world out of the classroom. In response to inquiry-based facilitation, students engaged in cooperative learning, exploration, self-centred and self-regulated learning in order to acquire knowledge and skills. In the comparison group, teaching progressed as usual. Quantitative data revealed that on average, participant that received intervention through inquiry-based facilitation acquired inquiry-based learning skills and improved (M= -7.773, SE= 0.7146) than those who did not receive intervention (M= -0.221, SE = 0.4429). This difference (-7.547), 95% CI (-8.08, 5.69), was significant at t (10.88), p = 0.0001, p<0.05 and represented a large effect size of 0.55. The large effect size emphasises that inquiry-based facilitation contributed significantly towards improvement in inquiry-based learning and that the framework contributed by this study can be considered as a framework of inquiry-based facilitation in Euclidean Geometry. This study has shown that the traditional axiomatic approach promotes rote learning; passive, deductive and algorithmic learning that obstructs application of knowledge in problem-solving. Therefore, this study asserts that the application of Inquiry-based facilitation to implement inquiry-based learning promotes deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Euclidean Geometry. / Mathematics Education / Ph. D. (Mathematics, Science and Technology Education)

Parental involvement plays a very important role in the development of a child’s formal education. This study explored various management strategies that might serve as guidelines to improve parental involvement in primary schools. The conceptual framework that informed this study was factors that determine school effectiveness as well as Epstein’s theory of overlapping spheres and her typology on parental involvement that served as the theoretical framework. A qualitative research approach was used for this study, as it allowed the researcher to conduct in-depth interviews with six principals in Southern Tshwane primary schools and examined relevant documents to collect data. The research indicates that most schools comprehend the importance of parental involvement, yet lack structured implementation frameworks for parental involvement. The study recommends that schools need to plan, manage and implement a parental involvement programme according to the unique circumstances of the school. / Ukubandakanyeka kwabazali kudlala indima ebalulekile kakhulu ekuthuthukiseni imfundo esemthethweni yengane. Lolucwaningo luhlola amasu ahlukahlukene okuphatha angase asebenze njengemihlahlandlela yokuthuthukisa ukubandakanyeka kwabazali ezikoleni zamabanga aphansi ase Ningizimu neTshwane. Umhlahlandlela womqondo owazisa lolucwaningo yizici ezenza ukusebenza kahle ezikoleni kanye nenkolelo ka-Epstein yezinhlaka eziqhamukayo ekubandakanyeni kwabazali okwakungumhlahlandlela wemfundo. Indlela yokucwaninga eyasetshenziswa kulolucwaningo yenza ukuthi umcwaningi aqhube izingxoxo ezijulile nothishanhloko abayisithupha bezikole zamabanga aphansi ase Ningizimu neTshwane, futhi wahlola nemibhalo efanele ukuqoqa imininingwane. Ucwaningo lubonisa ukuthi izikole eziningi zinalo ulwazi lokubaluleka kokubandakanya abazali kodwa azinazo izinhlaka ezihlelekile zokwenza ukuthi abazali babandakanyeke. Ucwaningo lukhuthaza ukuthi izikole zidinga ukuhlela, ukuphatha nokusebenzisa uhlelo lokubandakanya abazali ngokuvumelana nezimo ezihlukile zesikole. / U dzhenelela ha vhabebi ndi tshipida tsha ndeme tsha u aluwa ha pfunzo ya vhana. Tsedzuluso ino yo sedzulusa ndila dzo fhambanaho dza u langula dzine dza shumisiwa sa nyeletshedzo dza u khwinisa u dzhenelela ha vhabebi kha zwikolo zwa fhundzo dza fhasi Tshitirikini tsha Tshipembe ha Tshwane. Tsedzuluso ino yo di sendeka nga zwithu zwine zwa bveledza tshumelo ya maimo a ntha a zwikolo na pfunzo khulwane ya Epstein ya masia a no shumisana kha u dzhenelela ha vhabebi zwine zwa shumisiwa sa maga a kuhumbulele. Tsedzuluso ino yo shumisa maitele a u sedzulusa a qualitative, ngauri a tendela musedzulusi u vhudzisa mbudziso dzo dzudzanywaho na thoho dza tshikolo dza rathi dza zwikolo zwa fhasi Tshitirikini tsha Tshipembe ha Tshwane, na u sedzulusa manwalo o no yelana na tsedzuluso ino kuvhanganya ndivho. Tsedzuluso i sumbedza uri vhunzhi ha zwikolo zwi dzhiela nzhele u dzhenelela ha vhabebi, fhedzi a zwina maitele o dzudzanywaho a u eletshedza u dzhenelela avhabebi. Tsedzuluso ino i themendela uri zwikolo zwi tea u dzudzanya, u langula na u shumisa maitele o themendelwaho a u katela u dzhenelela ha vhabebi uya nga u fhambana-fhambana ha nyimele dza zwikolo. / Educational Management and Leadership / M. Ed. (Education Management)

The study was limited to three national education policies, which were the teacherlearner ratio policy, teacher workload policy and learner discipline policy. The problem was the learner moral decay, which was conspicuous to the public who saw learners all over the school grounds during contact time, along streets strolling to their schools without showing any remorse long after schools had started at 8h00. Poor academic performance in public secondary schools in the Tshwane South District is a cause for concern, whereby one of the schools in Tshwane South had only 6% of learners passing in 2018 out of 300 in Grade 8, and the rest were progressed. Qualitative methodology was used, and one-on-one interviews were conducted to collect data from the SGBs, SMTs and teachers of five poorly performing schools in the district. The study revealed that the incorrect development and implementation of the new national education policies had a negative impact on learner discipline and academic performance. The classrooms were overcrowded which meant the teacher-learner ratio and teacher workload were high. The learners and the parents were not provided with the Code of Conduct, and some teachers never read the education policies and did not know that the Code of Conduct is an alternative policy to the corporal punishment policy. Consequently, learners who misbehave and are under the leadership of COSAS defy it because they are aware that teachers are ignorant of the correct procedure to enhance the Code of Conduct implementation. This implies that any case against the learners was considered unprocedural and nullified. It became evident that the Department of Basic Education needed to invest even more in education to deal with the issue of overcrowding by deploying more teachers and teacher assistants. The intervention was also necessary to equip stakeholders with skills in the adoption and implementation of national education policies. The intervention should empower the SGBs to develop and adopt the Code of Conduct correctly, teachers to maintain discipline with confidence and effectively to improve academic performance. As well as the powerful tools for planning correctly by the SMT to involve policy authorities for stakeholders’ development. The implementation of the teacher-learner ratio policy, teacher workload policy and learner discipline policies required monitoring, and to be reviewed if necessary, to avoid disparity between policy and practice. / Thuto ye e akareditšwe ka melawana e meraro ya thuto ya naga, lenaneo la ditekanyetšo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti. Thuto ye e dira dinyakišišo mabapi le maitshwaro a go phuhlama a baithuti: barutwana ba ba kantle ga diphapuši tša bona ka nako ya thuto, ebile go nale setlwaedi sa go fihla ka morago ga nako sekolong. Se se hlola dipoelo tša go se kgotsofatše dithutong tše di phagamego seleteng sa borwa bja Tshwane, gomme se ke tlhobaboroko. Mohlala, dikolong tsa borwa bja Tshwane, ke diperesente tše tshela fela tša baithuti ba mphato wa seswai go ba makgolo a mararo bao ba phasitšego ka noši ngwageng wa ketepedi lesome seswai, mola ba bangwe ba fitišitšwe. Thuto ye e šomiša mokgwa wa di nyakišišo wa khwaliteitifi, mme dintlha di kgobokantšwe ka go šomiša molawana wa go botšiša dipotšišo thwii, re lebelelane ka mahlong go dihlopha tša go buša dikolo (SGBs), dihlopha tša taolo ya dikolo (SMTs) le go tšwa go barutiši ba dikolo tše hlano tša go se šome gabotse seleteng seo. Thuto ye e tšweletša gore go hloka tšweletšo ya maleba le tšhomišo mpe ya melawana e meswa ya thuto ya naga e nale khuetšo e mpe taolong ya baithuti le mešomong ya sekolo. Palo e kgolo ya barutwana diphapušing e baka morwalo o boima go barutiši. Baithuti le batswadi ga ba fiwe Melao ya sekolo ya maitswaro, gomme barutiši ba bangwe le bona ga senke ba ipha nako ya go bala melawana ya thuto ebile ga ba tsebe gore melao ya maitšhwaro ke mokgwa o mongwe wa go fapana le kotlo ya go betha. Ka lebaka leo, baithuti bao ba sa itshwarego gabotse ebile ba huetšwa ke COSAS ba nyatša melao ya maitšwaro gobane ba lemogile gore barutiši ba hlokomologile mokgwa wo o nepagetšego wa go matlafatša tšhomišo ya maleba ya melao ye. Se se bolela gore kgafetša kgafetša melato kgahlanong le barutwana e tšewa okare ga se ya maleba ebile e phošagetše. Go molaleng gore Lefapha la Thuto ya motheo le hloka go lokiša taba ya go tlala ga barutwana ka diphapušing ka go thwala barutiši bao ba lekaneng le bathuši ba barutiši. Go tsea karolo go thuša batšeakarolo ka tsebo ya go amogela le go šomisa melawana ya thuto ya naga gwa hlokega. Se se ka matlafatša dihlopha tša go buša dikolo go amogela le go šomiša Melao ya maitswaro ka nepo, ele ge barutiši ba holega ka go netefatša maitshwaro ama botse le go kaonafatša dipoelo tša thuto ya barutwana. Dipoelo di hlagiša gore lenaneo la tekanyo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti di hloka go hlokomelwa le go lekolwa, gomme moo go hlokegago e hlahlobje gore go efošwe thulano magareng ga lenaneo tshepedišo le tiragatšo ya lenaneo leo. / Hierdie ondersoek word beperk tot drie nasionale onderwysbeleide: die beleid op die onderwyser-leerder-verhouding, die beleid op onderwyserwerkslading en die beleid op leerderdissipline. Die navorsing ondersoek wat meestal beskou word as die morele agteruitgang van die leerder: leerders is gedurende kontaktyd buite die klaskamer en daar is gedurige laatkommery. Die kommerwekkende gevolge hiervan is swak akademiese prestasie in openbare sekondêre skole in die TshwaneSuiddistrik. By een skool in Tshwane-Suid het byvoorbeeld slegs 6% uit 300 Graad 8 leerders in 2018 geslaag, terwyl die res oorgeplaas is. Die ondersoek maak gebruik van ’n kwalitatiewe metodologie, en data is ingesamel in een-tot-een onderhoude met lede van die skoolbeheerliggame (SBL’e), skoolbestuurspanne (SBS’e) en onderwysers van vyf swak presterende skole in die distrik. Die navorsing toon dat die onvoldoende ontwikkeling en implementering van nuwe nasionale onderwysbeleid ’n negatiewe uitwerking op leerders se dissipline en akademiese prestasie het. Die hoë onderwyser-leerder-verhouding in oorvol klaskamers het vir onderwysers ’n hoë werkslading tot gevolg. Leerders en ouers word nie van ’n Gedragskode voorsien nie, en sommige onderwysers het nog nooit die onderwysbeleid gelees nie en weet nie dat die Gedragskode ’n alternatief vir die lyfstrafbeleid is nie. Leerders wat hul wangedra en deur COSAS beïnvloed word, minag gevolglik die Gedragskode omdat hulle bewus is dat onderwysers oningelig is oor die juiste prosedure ter bevordering van dié kode. Dit beteken dat sake teen leerders dikwels as prosessueel ongeldig beskou word en nietig verklaar word. Dit is duidelik dat die Departement van Basiese Onderwys aandag moet bestee aan die kwessie van oorvol klaskamers deur meer onderwysers en onderwysassistente aan te stel. Ingryping is ook nodig om belanghebbendes toe te rus met vaardighede vir die ingebruikneming en implementering van nasionale onderwysbeleide. So ’n ingreep sal SBL’e bemagtig om die Gedragskode korrek te ontwikkel en aan te neem, waardeur onderwysers bygestaan sal word in die handhawing van dissipline en die verbetering van akademiese prestasie. Die bevindinge dui aan dat die implementering van die beleide op onderskeidelik die onderwyser-leerder-verhouding, die onderwyserwerklading en leerderdissipline monitering en, waar nodig, hersiening vereis ten einde skeiding tussen die beleid en die praktyk te vermy. / Educational Management and Leadership / M. Ed. (Educational Management)

M. Tech. Public Management / The aim of this research is to test different opinions of whether there are instances of unethical and corrupt activities in Academic higher educational institutions in South Africa and to also discover the types of unethical behaviour and corruption taking place if any, in order to come-up with remedial measures. The participants in this research are the academic and administrative personnel. Participants are aware of what is expected of them by management within their different academic higher educational institutions. They can be able to detect instances of unethical and corrupt acts by their colleagues and these will allow them to make a valuable contribution in this research.