MPH / Department of Public Health / Introduction: It has been noted that stress is considered a major global health challenge. This is because it affects the well-being of service providers, especially those working in the human service sector, such as educators. The sources of stress are attributed to social factors, discipline of students, occupational pressures and workload. Studies have shown that stress is a silent killer that affects the health and productivity of educators, leading to mental, physical, emotional and behavioral illnesses. Educators in the Malamulele North East Circuit are confronted with work challenges and continue experiencing stress. Purpose: The study aimed at finding out the experienced stressors by educators in public high schools of Malamulele North East circuit, Vhembe District. Method: The study was conducted in Malamulele North East public high schools. Malamulele North East is situated in Vhembe District, Limpopo Province, South Africa. A qualitative approach using explorative and descriptive design was adopted for the study. A sample of twelve educators was chosen from the target population by means of convenience sampling and data was collected through a face to face individual in-depth interview. Interviews and discussions were audio-recorded, transcribed and coded into larger themes, categories and sub-categories. Results: The following themes were derived from data analysis: factors considered to be sources of stress, perceived effects of stress among high school educators, strategies that educators use to cope with stress and strategies to manage the experiences of stress for educators. The study showed that different factors at schools have a great impact on educators. All the educators were affected by stressors in their work daily and adopted some coping strategies. However, these educators required continued intervention to manage the stress. Conclusions: The findings showed that all educators were experiencing stress in their work environment and were affected personally as well as professionally. Hence, the DOE needs to design strategies for continues support in order to manage the stress.

MEd / Department of Curriculum Studies / See the attached abstract below

MA (Sociology) / Department of Sociology / This study aims to investigate the socio-cultural influence towards the risky sexual behaviour of adolescents in eSikhaleni, in context of the prevalence of HIV/AIDS epidemic. The study will adapt a qualitative approach. It is an explanatory study goes beyond simple description to model empirically the phenomenon under study. The participants were drawn from two categories. The participants for the key informant interviews were selected purposively and they include community leaders, high schools principals and life orientation teachers. The adolescent’s learners were selected using a snowball sampling technique. Data was analysed thematically, matrices were created using to content thematic analysis. The responses were grouped thematically. Broad categories were then generated to differentiate and explain the thoughts expressed by the respondents. Invitations to participate on the study were sent to respondents by submitting informed consent electronically and in person. When participants completed the structured interview they were not required to reveal their personal or contact details. The findings of the study reveals that risky sexual behavior amongst adolescents learners is as a result of a number of factors which include the diminishing role of parenting, death of morality in society, poverty and deprivation just to name a few. The recommendations advanced speak to the need for government to have a multipronged strategy of resolving the problem.

MPM / O. R. Tambo Institute of Governance and Policy Studies / The study is based on challenges facing schools as a result of experienced educators exiting the education system. Retaining effective experienced teachers is a particular challenge. Statistics shows that from year 2015 to date (2018), 111 educators have exited the education system at Soutpansberg East circuit. There are number of factors that cause teachers to exit the education system, amongst others are, old age, sickness, failure to cope with new changes, career dissatisfaction, low salaries, lack of discipline amongst learners, overcrowded classrooms. As a result of these, schools suffer from lack of experienced educators; the Department of Education, communities and learners pay a price. Department of Education hence must find ways to keep their highly-skilled and experienced educators. The researcher used a mixed method approach, that is, both qualitative and quantitative research method to carry out the study. The population of the study was obtained using non - probability sampling and data was gathered from the defined population. Two data collection instruments were used, namely, interviews and questionnaires while analyses were through thematic analysis and using the statistical package for social analysis. Data collected through questionnaires was analyzed using statistical analysis while the interviews data were analyzed using thematic analysis. Ethical considerations were observed when conducting the study. The researcher found that the following are the key challenges faced by schools at Soutpansberg East regarding educators exiting the system earlier. Experienced educators are difficult to replace and the process of replacing an educator takes too long. Process of teaching and learning is compromised. Scarce skills for specific subjects are difficult to replace. New educators are not able to deal with disciplinary problems in the classrooms and the school at large. The schools are always experiencing problems of allocation of work and time tabling . The following factors were found to be the causes that induce teachers to abandon their calling. Educators are not getting enough salaries and benefits in relation to their work. The introduction of qualified conditional pass in schools is causing v frustration. Some educators are exiting because they are concerned about their safety at schools. Some educators are failing to maintain discipline since the removal of corporal punishment. Most of them are in debts. The researcher proposed the following recommendation to lessen experienced educators from exiting the education system. Pay teachers accordingly so that the experienced educators can be encouraged to stay in the profession. Measures to deal with disciplinary problems in the classrooms and the school at large should be put in place. Learners should be given counseling regarding the new system of conditional pass, its advantages and disadvantages to lessen the frustration it causes to educators .Security at school should be strengthened as it is clear from the findings that some educators are exiting the system early because they are concerned about their safety at schools Educators should be given education regarding their finances as soon as they get employed. Wellness education should be prompted to assist the educators who are in debts. Educators who are in debts can be given access to their pension funds to pay off their debts as long as the process is monitored. / NRF

Includes bibliographical references: leaves 255-277 / Self-leadership has emerged as a leadership style that can be utilised to achieve successful performance for the individual and the organisation, prompting the question: What can be done to facilitate self-leadership within nurse educators in nursing education institutions? The purpose of this exploratory, descriptive sequential mixed-methods study was to understand the self-leadership within nurse educators in order to develop guidelines that could facilitate their self-leadership. The integrative literature review, qualitative and quantitative data were integrated and used to develop and validate guidelines that could facilitate self-leadership in nurse educators. Phase 1 (subphase 1) consisted of an integrative literature review that explored and described the concept of self-leadership in nurse educators. In Phase 1 (subphase 2), semi-structured focus group interviews were conducted with purposively selected nurse educators from three sampling units, namely a private nursing school, nursing college and university-based nursing departments in two of the nine provinces in South Africa to explore the nurse educators’ perception of their self-leadership, and how self-leadership could be facilitated in a nursing education institution. Phase 2 of the study entailed developing a structured questionnaire based on the findings of Phase 1. In Phase 2, quantitative data were collected from nurse educators appointed at the remaining nursing education institutions in the two provinces which were not selected for the qualitative phase of the study. This phase was aimed at determining and describing the nurse educators’ (n=265) perceptions on their self-leadership practices in a nursing education institution, using a selfadministered questionnaire. For the integrative literature review, the method of data analysis as outlined by Miles and Huberman was used (Whittemore & Knafl 2005:550– 552). The qualitative data were analysed according to Tesch’s protocol of data analysis. The themes that emerged were perceptions of self-leadership in nurse educators; engagement in self-leadership activities; motivational factors in self-leadership; and facilitation of self-leadership in nurse educators. The quantitative data were analysed using descriptive statistical methods (SPSS version 25). The participants gave their perceptions on 11 composite constructs. Nurse educators agreed the most on natural reward, intrinsic motivation, role modelling and shared leadership but agreed less with management support and positive self-talk. To establish rigour, the researcher utilised diverse empirical and theoretical sources as data sources, and applied strategies to ensure trustworthiness and performed validity and reliability tests. The findings of both Phase 1 and 2 were integrated to develop and validate guidelines to facilitate the self-leadership in nurse educators. Twelve guidelines were developed and were validated by field experts. The guidelines propose recommendations for nurse educators and the management of the nursing education institution, as well as other associated stakeholders such as SANC and government. / Health Studies / D. Litt. et Phil. (Health Studies)

This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children. A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners. The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children. The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)

This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children. A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners. The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children. The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)

Early childhood development is one of the critical services to support the development of young children from conception to age six. Children raised in vulnerable inner cities, with limited access to quality, well-resourced ECD services, are at risk of perpetuating cycles of disadvantage and exclusion. Even though ECD centres exist in abundance in the inner city of Durban, eThekwini Municipality, KwaZulu-Natal, managers of ECD centres face challenges such as meeting rigorous registration norms and standards, a lack of finances, resources, trained staff and socio-economic factors which affect the wellbeing of children. Using a qualitative approach, this study communicates the role played by the Inner City ECD Forum in the learning experiences of seven ECD managers through their participation in inter-sectoral stakeholder interventions and capacity building trainings. It further outlines the benefits of networking and collective support. Based on the findings, recommendations for practice, policy and further research are made. / School of Social Sciences / M.A. (Social Work)