This study investigated teachers' and learners' perceptions of the causes of poor performance in Mathematics among Grade 9 learners in Durban's Ethusini Circuit of KwaZulu-Natal Province. By using a phenomenographic research design, a sample of 15 Grade 9 learners who take Mathematics, one Grade 9 Mathematics teacher and one Mathematics head of department was selected purposively from three high schools in the Ethusini Circuit. The three schools are one former model C school, one ordinary government school and one private school. Focus group and semi-structured interviews were used to collect data from the participants. The data were analysed by transcribing the focus group and semi-structured interviews; thereafter, the transcriptions were coded into themes and categories. The results of this study indicate that teachers and learners perceive that poor performance in Mathematics in Grade 9 is due to CAPS curriculum challenges, such as overloaded and advanced content, and insufficient time to complete the curriculum. Parental support, English (first additional language) as a language of learning and teaching, methods of teaching (such as the talk and chalk method), and learners' negative attitude towards Mathematics were also cited. From these findings, recommendations for revisiting the CAPS curriculum and other areas of need, as well as topics for future research were suggested. / Dinyakišišo tše di nyakišišitše ka ga maikutlo a barutiši le a baithuti ka ga dilo tšeo di bakago go se šome gabotse ka thutong ya Dipalo gareng ga baithuti ba Kreiti ya 9 ka Sedikothutong sa Ethusini ka Durban ka Phrobentsheng ya KwaZulu-Natal. Ka go šomiša mokgwa wa dinyakišišo wa fenomenokrafiki, sampole ya baithuti ba 15 ba Kreiti ya 9 bao ba ithutelago Dipalo, morutiši o tee wa Dipalo ka go Kreiti ya 9 le morutiši o tee yo e lego hlogo ya lefapha la Dipalo o kgethilwe ka maikemišetšo go tšwa dikolong tše di phagamego tše tharo ka Sedikothutong sa Ethusini. Dikolo tše tharo tše ke sekolo se tee seo se bego se le sa motlolo wa C, se tee sa tlwaelo sa mmušo le se tee ke sekolo sa phraebete. Sehlopha seo se nepišitšwego le dipoledišano tša dipotšišo tšeo di beakantšwego peleng di šomišitšwe go kgoboketša tshedimošo go tšwa go bakgathatema. Tshedimošo e sekasekilwe ka go ngwalolla dipoledišano tša dipotšišo tša sehlopha seo se nepišitšwego le tšeo di beakantšwego peleng; ka morago ga fao, dingwalollo tše di filwe dikhoutu go ya ka merero le magoro a tšona. Dipoelo tša dinyakišišo tše di laetša barutiši le baithuti ba bona gore go se šome gabotse ga baithuti ka thutong ya Dipalo ka go Kreiti ya 9 ke ka lebaka la ditlhohlo tša lenaneothuto la Setatamente sa Melawana ya Tekolo ya Lenaneothuto (CAPS), go swana le diteng tša thuto tšeo di tletšego kudu le tšeo di gatetšego pele kudu, le nako ye e sego ya lekana ya go fetša lenaneothuto. Thekgo ya batswadi, Seisemane (polelo ya gae ya tlaleletšo) bjalo ka polelo ya go ithuta le ya go ruta, mekgwa ya go ruta (ya go swana le mokgwa wa go bolela le go ngwala ka tšhooko letlapeng), le maikutlo ao a sego a loka a baithuti go Dipalo le tšona di filwe bjalo ka dilo tšeo di bakago se. Go dikutollo tše, ditšhišinyo tša go etela leswa lenaneothuto la CAPS le makala a mangwe ao o hlokago šedi, gammogo le dihlogotaba tša dinyakišišo tša ka moso le tšona di ile tša šišinywa. / Lolu cwaningo luphenye imibono yothisha kanye neyabafundi yezimbangela zokungasebenzi kahle esifundweni seziBalo kubafundi beBanga le-9 kuSekhethi yase-Ethusini eThekweni esifundazweni saKwaZulu-Natali. Ngokusebenzisa isakhiwo sokucwaninga esisezingeni eliphezulu, isampula yabafundi abayi -15 beBanga le-9 abathatha iziBalo, uthisha oyedwa weBanga le-9 kanye nomphathi oyodwa womnyango weziBalo bakhethwa ngenhloso ezikoleni ezintathu eziphezulu kuSekhethi yase-Ethusini. Lezi zikole ezintathu esisodwa semodeli C, esisodwa sikahulumeni ojwayelekile kanye nesisodwa isikole esizimele. Iqembu lokugxila kanye nezingxoxo ezihlelwe kahle zisetshenzisiwe ukuqoqa imininingwane evela kubahlanganyeli. Imininingwane yahlaziywa ngokubhalwa kweqembu okugxilwe kulo kanye nezingxoxo ezihlelwe kahle; emva kwalokho, imibhalo ivezwe ngendlela engaqondile ezindikimbeni nasezigabeni. Imiphumela yalolu cwaningo ikhombisa ukuthi othisha kanye nabafundi babona ukuthi ukungasebenzi kahle esifundweni seziBalo kuBanga lesi-9 kungenxa yezinselela yezifundo ezibandakanya isifundo esifundwayo seCAPS, njengokuqukethwe okugcwele kakhulu nokuthuthukile, kanye nesikhathi esinganele sokuphothula izifundo ezibandakanya isifundo esifundwayo. Ukusekelwa kwabazali, isiNgisi (ulimi lokuqala olwengeziwe) njengolimi lokufunda nokufundisa, izindlela zokufundisa (njengeyokufundisa lapho uthisha ebhala ebhodini), kanye nesimo sengqondo esingesihle sabafundi maqondana neziBalo nakho kuveziwe. Ukusuka kulokhu okutholakele, kuphakanyiswe ukuphinda kuphinde kufundwe izifundo ezibandakanya isifundo esifundwayo seCAPS kanye nezinye izindawo ezidingeka, kanye nezihloko zocwaningo lwakusasa ziphakanyisiwe. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

The aim of the study was to investigate participants’ views on the role of school governing bodies (SGBs) in enhancing school effectiveness in South African schools with a view to promoting learners’ sustainable academic achievement. The study was undertaken at ten (10) South African schools in the Western Cape *Province in South Africa, in a metropolitan area. The study adopted the case study as the principal research design, and it was informed by the mixed methods paradigm; thus, qualitative and quantitative research approaches were used. Non-probability and probability sampling techniques were used for the selection of the site of study and the participants. A representative sample of 189 participants was used from a target population of 567 participants. The study was informed by multiple theories. The study found that most of the participants perceived maladministration and mismanagement of the SGBs as a major problem affecting the governance in most public schools in South Africa. It was found that the adoption of a vibrant and robust school governance strategy is the solution/panacea to solving this persistent problem of a lack of proper governance in schools. The introduction of a school governance education and regulatory framework for the SGBs was singled out to be the ‘pivotal’ strategy that policy-makers should adopt to strengthen the role of the SGBs. It was further established that the role of the SGBs in South African schools should be strongly supported by a multi-agency response to enhance the effective running of the education system to propel learners’ academic achievement. The study findings further revealed that the SGBs in South African schools lack the necessary assumed or anticipated knowledge regarding school governance. The study has the potential to contribute to the scholarly literature on how the SGBs can be supported to enhance effectiveness in South African schools and improved academic achievement. An analysis of global experiences and best practices revealed some new insights which could improve the functioning of the SGBs in South African schools. It also emerged that training trainers or educating teachers and other stakeholders can help capacitate individuals and transform South Africa’s basic education. The study concluded that school governing bodies are an indispensable entity in education and require the necessary backing by multi-stakeholders. Therefore, there is a need to strengthen the local school governance strategies and support existing mechanisms currently being employed in South African schools to successfully provide an environment that supports learners’ sustainable academic achievement. In line with the above, the study recommends the resourcing of the SGBs to assist them in executing their mandate. In addition, the study recommends further research in this seemingly grey area to contribute to the knowledge body regarding instituting good school governance in South African schools. / Educational Management and Leadership / Ph. D. (Education Management)

This study investigated how lesson study, a Japanese intervention tool, may be used as a management strategy to improve performance in space, shape and orientation in Mathematical Literacy at Technical and Vocational Education and Training colleges. In this study a qualitative approach was followed in both the pilot and the main study. Prior to the main study, a small-scale pilot study was conducted which consisted of two participant lecturers and lasted for about two months culminating in one complete lesson study cycle and a second partially completed cycle. Four lecturers participated in the main study which lasted about seven months from the last week of February 2019 to the last week of August 2019 at a campus of a TVET college where Mathematical Literacy is a subject in the NCV program. Data were collected from semi-structured interviews with lecturers and students, observations of students’ performance and behaviour while delivering the research lessons, including researchers’ journals and participant lecturers’ journals, students’ work and meeting notes which included debriefing notes. The LS - Participative Management model proposed in this study has shown to achieve the broad teaching and learning outcomes, personal and professional outcomes and managerial outcomes. Hence, it is possible that the model proposed in this study is an appropriate model which can be successfully implemented at TVET colleges in South Africa. With the application of the LS Participative Management model, findings revealed from this study showed that participant lecturers improved their teaching and learning by reflecting and engaging with the content of space, shape and orientation in Mathematical Literacy by highlighting the misconceptions students have around this topic. Participant lecturers were also brought out of isolation, giving them the opportunity to collaborate with other lecturers and the manager. Collaboration and participation in lesson study also brought about organisational effectiveness which was revealed through vigorous discussions, openness, trust and respect, positive relationships and sharing ideas. Lesson study also provided an enabling environment for lecturers to become personally and professionally empowered by increased confidence and motivation as they gained more experience in lesson study. The involvement of the manager as a participant observer showed that it can impact on curriculum management, sharing experience and expertise, influence the organisational culture and provide guidance and support. / Educational Management and Leadership / D. Ed. (Educational Management)

MEd (Educational Management) / Department of Educational Management / This longitudinal research study investigated the attendance and academic performance of teen mothers enrolled at two schools in the Luvuvhu Circuit, Vhembe District, of the Limpopo Province over a period of two years, 2014 and 2015. Apart from this, it also sought out to examine factors in the school and home that influenced the schooling of teen mother learners (TMLs) and the available support that were provided to teen mothers with the aim of improving their poor performance in schools. The study used a qualitative approach and data were collected by means of school documents such as mark schedules and attendance registers and focus group interviews from a total of 40 participants from the two sampled schools. Purposive sampling was used to select 10 teen mother learners, 10 teachers and 20 other learners who were in the same school with the teen mother learners. Tables were used to present data on teen mother learners’ school performance and attendance in 2014 and 2015 in order to find out how their performance changed before, during and after pregnancy. Data from interviews was analysed using the thematic approach according to four themes. The main findings from the study were that both schools had over 20 teen mother learners, teen mother learners performance was good to fair in Tshivenda but poor in English and extremely poor in Mathematics and Science and most of them did not have marks in the last two subjects. Every month, teen mothers did not come to school for some days due to home problems such as baby being ill, taking baby to clinic for immunisation, collecting grant money and household duties. The general picture that actually emerged relationship-wise, within the school between teachers and non-mother or ordinary learners could generally be referred to as differing depending mostly on the pregnancy stages. This study revealed that teen mothers had some causes for being absent from school and for not being able to perform well at school. The factors were found both in the home and the school, such as illness during pregnancy, baby sitting and taking baby to clinic for immunisation, home duties, having to collect monthly government child grants, being ridiculed by other learners at school. With respect to support given to teen mothers by the school and the family or in the home, most teen mothers and teachers indicated in the interviews that not much was given to them. Based on little support for teen mother learners from the school and the home, the study recommended that there should be nurses and counsellors or social workers at schools, extra lessons to be organised by principals, religious leaders to be invited to pray for them and rules to be formulated by the school so that they are not ridiculed by other learners and teachers

This study focused on the teaching of Mathematics to Grade 3 learners and learner underperformance in Mathematics in South Africa and worldwide. A theoretical framework examined the value of social constructivism, behaviourism and connectivism to Mathematics teaching. A comparison was made with Mathematics teaching in primary schools in South Africa, Bangladesh and Mozambique according to the literature. Against this background a qualitative inquiry was conducted in three selected primary schools with a purposeful, convenient sample of five Grade 3 Mathematics teachers in Danielskuil town, North West Province, South Africa Data were gathered by semi-structured individual interviews, non-participatory classroom observation and document analysis to explore theoretical knowledge and teaching approaches of participants, establish strategies to enhance teacher proficiency, identify successes and challenges in teaching Grade 3 Mathematics and factors that impede Mathematics teaching in the selected primary schools. Findings indicated challenges created by lack of physical classroom resources such as stationery, textbooks and learning aids, poor school infrastructure, overcrowded classrooms, discipline problems, teachers' inability to meet the needs of learners with barriers to learning , language barriers , learners' social problems, teachers' lack of Pedagogical Content Knowledge , lack of developmental teacher training and limited stakeholder support from the Department and parents. Successes related to Mathematics intervention programmes, study groups after school and math's clubs. Based on the literature and empirical inquiry, recommendations were made for implementation by Department of Basic Education, schools and teachers improve the learner performance outcomes in Grade 3 Mathematics in primary schools in South Africa. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

This study investigated the relationship between principal leadership and school performance in Gauteng schools. The study examined the role and functions of the school principal, the differences between schools which perform well and schools which perform poorly, and what influence the leadership style of the principal has on the performance of the school. It was a qualitative study. Principals and teachers were interviewed. The study found that the leadership style of the school principal influences the performance of the school. The study also revealed that the principal, the management team, the teachers and the community all need to be invested in the success of the school in order to provide the learners with quality education. / Educational Management and Leadership / M. Ed. (Education Management)

The goal of this research study was to understand the use of learner-centred approaches in teaching Accounting to enhance performance of learners at high schools (Grades 10-12). The teaching of Accounting in high schools is facing challenges. The Department of Education, through many curriculum implementations and revisions, have introduced a new approach to teaching as outlined in the National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS). This policy, as with previous ones, emphasises a change in teaching pedagogy emphasising learner-centred approaches in contrast to the traditional teacher-centred approaches which favour rote learning. The Department aims at developing knowledge but links that with acquiring and developing the skills of thinking critically and creatively, working as an individual or a member of a team, organising and managing oneself responsibly and effectively, collecting, analysing, organising and critically evaluating information, communicating effectively, using science and technology effective (DBE, 2011:5) in order to be able to adapt to the requirements of the commercial industries. It was found out that learner-centred approaches can enhance the performance of learners in Accounting in high schools. The researcher used a qualitative approach together with an interpretive perspective to examine the themes. Four high schools, four Accounting teachers and four Heads of Departments were selected from the Ximhungwe circuit in Bohlabela District in Bushbuckridge. Data was collected through observations and interviews. Data were analysed and findings presented. The findings reveal how the Economic and Management Sciences curriculum has a negative effect on Accounting in the higher grades of 10-12, by not developing a solid foundation for the subject. It also revealed that school, parent and learner-based challenges also contribute to a poor perception of Accounting and high failure rates. The research study revealed that learner-centred approaches can improve teaching and learning of Accounting. Recommendations were made in that respect. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

The purpose of the study was to determine the reasons for student midwives’ absenteeism during midwifery classroom facilitation and clinical placement, and the effects of such absenteeism. A quantitative, descriptive, correlational design was adopted to examine the relationship between absenteeism (independent variable) and student midwives’ performance (dependent variable). Data were collected by means of a three-part questionnaire related to respondents’ demographic data, theory facilitation and clinical placement. Data analysis was done using Statistical Package Microsoft Excell 365 Pro Plus, Version 2019. The study revealed that despite the shortage of staff, the most related factor to absenteeism was the negative staff attitude and lack of clinical accompaniment. These discouraged regular attendance, thus affecting the performance of student midwives. With regards to college resources (classroom facilitation), the study revealed that irrespective of how many days a student midwife missed lectures, academic performance declined. Also, the unavailability of study areas and libraries (after 4 pm), Wi-Fi and internet facilities both in the college grounds and clinical areas contributed to absenteeism. Moreover, health issues, social issues and inadequate transport also contributed to absenteeism to some extent. / Health Studies / M.A. (Health Studies)

The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent. A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated. The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment. / Psychology of Education / M. Ed. (Guidance and Counselling)

Recently it has been noticed that there is a marked decline in the culture of teaching and learning (COLT) in sortie of the schools in the KwaZulu Natal province. An investigation was undertaken to check whether the instructional leadership of school principals was a contributory factor to this decline. A literature study and an empirical investigation was done to identify if any relationship existed between the instructional leadership ofthe principal and COLT in schools. From the findings it became apparent that such a relationship did exist. Schools where principals neglected such instructional leadership roles were more susceptible to perpetuate the erosion of the culture of teaching and learning (COLT), whereas principals who do fulfil their instructional tasks tend to alleviate the erosion of COLT. The educational implications of the findings are discussed and guidelines are provided to assist school principals in attaining their roles as effective instructional leaders. / Educational Leadership and Management / M. Ed. (Educational Management)