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An investigation into the teachers' experiences of workshops on inclusive education as a strategy for professional development in Lebopo Circuit in the Lebowakgomo District, Limpopo ProvinceMakofane, Inneth Baby January 2019 (has links)
Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2019 / The teachers’ workshops seem not to fulfil their designated purpose of equipping educators with proper knowledge of inclusive education. The workshops on inclusive education do not fulfil the purpose of professional development to teachers as one of the goals of the White Paper 6. The purpose of this study was to investigate the teachers’ experiences regarding the workshops on inclusive education as a strategy for professional development in Lebopo Circuit in Lebowakgomo District, Limpopo province. The study followed a qualitative research approach, in which a case study design was applied. Eight teachers who attended inclusive education workshops were purposively selected from four schools in Lebopo Circuit. Data was collected through semi-structured interviews, observations and document analysis. The results of the study indicated that: workshops are impotent to equip educators with adequate knowledge regarding inclusive education; time allocation for conducting workshops is insufficient; there is lack of confidence among the workshop facilitators; and there is lack of support and follow-ups by the provincial Department of Education. The results therefore, imply that the workshops are not effective in equipping educators with knowledge on inclusive education, and they do not serve their purpose as a model of professional development for the teachers. The study suggests that further research should seek to develop the strategies that will improve the quality of workshops on inclusive education, time allocated for workshops, as well as to encourage support and follow-up by the Department of Education.
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Governance of public schools in relation to employment of educators : a case study of selected schools in the Mopani DistrictMonyela, Gigigi Eunice January 2022 (has links)
Thesis (MPA.) -- University of Limpopo, 2017 / Employment of educators has never been such a problem as it is now where race and ethnicity are at the centre stage in the recruitment and appointment of educators. The high rate of unemployment and exorbitant cost of living in the country also worsen the situation. The problem of employment in public education is compounded by the semi-literate School Governing Bodies (SGB) especially in most disadvantage rural schools, who are expected to recommend the appointment of educators to the Head of the Department.
Employment of educators remains a challenge in the Department of Education. This research study provides a critique and an analysis of the role played by the SGB in school governance as elucidated in the literature and also stated by the South African Schools Act 84 of 1996. The aim of the study is to ascertain the alignment of educators‟ employment policies to South African Schools in the Mopani District.
The research also highlights the challenges that hinder effective governance and management such as lack of knowledge and skills, to interpret and implement policies and regulations when appointing relevant educators. The study reveals an unethical behaviour amongst principals and governing body of policy non-adherence that amounts to corruption within the public service. The dysfunctionality of governance and management to hire relevant, competent and qualified educators to occupy promotional posts cause more problems in the society as a whole, such as lack of accountability in terms of best education for the learners who are our future generation. The department should revise the roles and laws concerning school governors. The maladministration occurring in public institutions and schools is to be punished by law and public servants are to be accountable for their wrong actions taken.
In conclusion the Public Service Act 103 of 1994, section 11 stipulates that filling of posts in the public service must be given a democratic values and must follow democratic principles. Appointments should be based on qualifications, skills and competences. Nevertheless educators are appointed into various positions through corrupt activities. This must come to an end for effective governance in education to prevail.
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An investigation of the nature and extent of the induction of secondary school novice educators at Mvudi Circuit, Vhembe District in Limpopo ProvinceMuremela, Matodzi Grace 10 February 2016 (has links)
Department of Curriculum Studies / MEd
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A formative evaluation of continuos professional development programmes in selected schools in Limpopo ProvinceHasha, Rio January 2020 (has links)
Thesis (Ph.D. (Educational Management)) -- University of Limpopo, 2020 / Continuous professional development (CPD) embraces the idea that individuals aim for continuous improvement in their professional knowledge and skills beyond the basic training initially required to carry out the job. CPD is especially critical in schools where the kind of education that students receive is heavily dependent on the quality, efficiency and effectiveness of educators. The purpose of the study was to explore the influence of continuous professional development in promoting quality teaching and learning leading to enhanced student achievement in South African schools. The study was based on a qualitative research approach. The interpretive paradigm and case-study research design were adopted. The researcher employed three research methods of data collection namely; individual interview, focus group and documentary evidence. The population from which the study sample was drawn is defined as all Pietersburg Circuit secondary schools in Polokwane urban. Five schools were drawn from the population to make a sample for the study. Two subjects for the study were principals and educators. The sample consisted of 5 principals and 10 educators to give a total sample size of 15. The research engaged purposive sampling technique. The idea behind purposive sampling was to concentrate on participants with those particular characteristics ideal to supply relevant research data that best enabled me to answer research questions. The researcher chose thematic data analysis. Thematic analysis basically entailed arranging data according to themes evolving. Data was triangulated to determine if data results from different sources supported each other. Findings revealed that both principals and educators were well conversant with the concept of continuous professional development. Continuous professional development in schools was mainly put through school-based, educator-initiated and externally-initiated approaches. Additionally, the findings revealed that the educators were minimally consulted and involved in professional development needs-identification and analysis. Furthermore, study findings showed that evaluations of informal continuous professional development programmes prevailed in schools, but the majority response alluded to the total failure by schools to institute deliberate, planned and documented evaluations. The professional development of educators is regarded as crucial in developing professional skills. Furthermore, it is looked upon as a direct contribution to student achievement. Professional development of educators has long been a key and logically positioned undertaking for improving educator
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satisfaction as well as hope for improved classroom instruction and student achievement. As a result, continuous professional development comes as both a big challenge as well as the best solution to effective teaching and learning in schools. On the basis of the findings of this study, some recommendations were made and possible areas for further research suggested. The primary recommendation of this study is for continuous professional development to match and attempt to address the identified needs of the educators and students alike. That would likely have the desired consequence of a more empowered and enriched educator with the capacity to efficiently and effectively raise student achievement. It could be assumed that, by allowing educators a voice in their own professional development, they would embrace a more vested interest and feel compelled to contribute more.Key concepts
Continuous professional development, needs-identification and analysis, educator consultation and involvement, monitoring and evaluating professional development programmes, school-initiated professional development, educator-initiated professional development, externally-initiated professional development, student achievement.
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Exploring experiences of female academics at a higher education institution Limpopo Province, South AfricaMuleya, Abgirl 18 September 2017 (has links)
MGS / Institute for Gender and Youth Studies / Institutions of higher learning are still masculine-orientated; this creates a barrier for women in
terms of career advancement. To this effect women are under-represented in top academic
positions. The study employed qualitative research methods to explore factors that contribute to
the under-representation of women in senior positions at the University of Venda. A combination
of purposive and convenience sampling was used to select twenty five female academics (25).
Data was collected through primary and secondary data, semi-structured interviews were used
to elicit and illuminate women’s voices on issues that affect them and a thematic analysis was
used to analyse the collected data. The research findings demonstrate that the University’s
environment continues to be masculine-oriented within most of employment categories as well
as in academia where women struggle to thrive. Women face multiple challenges in ascending
the academic ladder which results in the under-representation of women in management and
academic levels. These challenges included: the stringent criteria for promotion which do not
seem to accommodate women, especially mothers, lack of female role-models, mentors and
networks. The second major barrier is the teaching work-load which poses difficulties for
women, preparations for teaching took long hours leaving them with no time for family,
research, publication, as well as to further their studies, which are necessary requirements for
promotion. The third major barrier women are faced with is the challenge of balancing multiple
roles - as students, workers and mothers. Balancing these multiple roles makes it difficult for
women to meet the highly stringent promotion criteria in the University
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Teaching of geography mapwork in Grade 12: A case of Nzhelele West Circuit in Vhembe DistrictMukondeleli, Ananias 21 September 2018 (has links)
MEd (Curriculum Studies) / Department of Curriculum Studies / The purpose of this study was to investigate the challenges prevalent in teaching mapwork in Geography at Grade 12. The researcher adopted the mixed-methods research design which, combines elements of the qualitative and quantitative approaches. The researcher used an interview schedule and questionnaires to collect data. Purposive sampling and simple random sampling were used to select participants for the study. The population comprised of Heads of Departments of Geography, Geography teachers and Grade 12 learners. The Qualitative sample consisted of 5 Heads of Departments of Geography and 5 Geography teachers. The Questionnaires were administered on 150 learners. The researcher analysed the qualitative data thematically. The Quantitative data was analysed through the Statistical Package for Social Sciences (SPSS) version 25. The findings showed that the dearth of learner-teacher support materials and overcrowded classrooms are the major set back on teaching Geography mapwork at Grade 12. The study recommended that the Department of Basic Education should provide schools with enough learner-support materials and construct enough classrooms at schools, so that there is a conducive teaching-learning environment. / NRF
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Educator's knowledge of the factors contributing to substance use among secondary school learners in Greater Giyani Municipality, Limpopo ProvinceKhosa, Aram 21 September 2018 (has links)
MPH / Department of Public Health / Globally, substance use is a significant public health problem around the world. Many schools encounter the challenge of learners using substances in and outside of the school premises. This problem affects the education system because learners who use substances display behaviours that negatively affect the quality of learning and teaching. The study aimed to determine the educators’ knowledge of the factors contributing to substance use among secondary school learners in Greater Giyani Municipality, Limpopo Province. A descriptive research design was employed, and the participants were selected using purposive sampling. Data was collected utilising a structured questionnaire and analysed using the Statistical Package for Social Sciences (SPSS) version 25 programme.
The study findings show substance use as a significant public health problem in schools. Some of the factors identified that contributed to substance use among learners by most educators were low-self-esteem, poor self-control, depression, meagre finances, academic environment, background, peer pressure, accessibility and availability of substances. Based on the findings a number of recommendations were made such as capacitating parents on parenting skills and also on strategies to assist teachers to fight against substance use by students. Instead of the media only displaying lucrative advertisements of alcohol, it must also provide education and awareness about substance use/abuse and its consequences. Further research is necessary to investigate learners’ and parents’ knowledge of the factors contributing to substance use. / NRF
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Challenges facing the secondary school teachers in the implementation of curriculum and assessment policy statement in Mankweng Circuit, Limpopo ProvinceSebaeng, Lerato January 2022 (has links)
Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / South African educators have experienced problems understanding and
implementing various previous curriculum policies such as Curriculum 2005 and the
Revised National Curriculum Statement. These problems have made it necessary
for the Department of Basic Education (DBE) to introduce the national Curriculum
and Assessment Policy Statements (CAPS) in 2012.
The purpose of this study was to explore the challenges experienced by secondary
school teachers in implementation of CAPS in Mankweng Circuit of Limpopo
Province.
This qualitative study conducted at two secondary schools in Mankweng Circuit,
Limpopo province aimed to
Identify resources needed by secondary school teachers in Mankweng Circuit
on the implementation of Curriculum and Assessment Policy Statement.
Investigate the kind of training the Department of Basic Education provides to
secondary school teachers in Mankweng Circuit when implementing
Curriculum and Assessment Policy Statement.
To investigate how secondary school teachers conduct assessment when
implementing Curriculum and Assessment Policy Statement.
Identify mechanisms that are used by secondary school teachers in the
implementation of the Curriculum and Assessment Policy Statement.
The study embedded within interpretivist paradigm. It also adopted a qualitative
approach and the case study design was employed, where document analysis, semi structured interviews and observations were data-collection instruments used. Two
secondary schools with their respective school heads were purposefully selected to
participate in the study. Two principals, six Heads of Department and Eight teachers
comprised the purposefully selected participants.
Data collected from document analysis, semi structured interviews and observations
revealed that while educators welcomed the introduction of CAPS for its clarity,
structure, clear guidelines and time frames, they however experienced challenges
related to CAPS implementation, quality and the amount of training, inadequate
resources, increased assessment activities and the impact of rapid pace of the
curriculum on teaching and learning. Based on these results, recommendations are
made for the improvement of the implementation of CAPS.
The study findings revealed that while teachers welcomed the introduction of CAPS
for its clarity, structure, clear guidelines and time frames, they however experienced
challenges related to the quality and the amount of training, inadequate resources,
increased assessment activities and the impact of rapid pace of the curriculum on
teaching and learning. Based on these results recommendations are made for the
improvement of the implementation of CAPS.
The implication of this study is that, CAPS is a viable policy in theory, but its
implementation is erroneous, from the planning stage to the implementation stage.
Key resources, for example, suitable human resources, infrastructure, textbooks
were not taken into serious consideration.
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Challenges of school-family-community partnerships in rural areas: a case studyRibane, Motshekga Samuel January 2022 (has links)
Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2022 / The study reports on an exploration of the challenges affecting School-Family Community partnerships in two secondary schools located in the remote rural areas
of Mogodumo Circuit, in Lebowakgomo District in Limpopo Province, South Africa. The
main research question answered was.
What are the challenges of School-Family-Community partnerships in rural
areas at Mogodumo Circuit in Limpopo Province?
This study is qualitative in design and is embedded within the interpretive
epistemology. The two secondary schools were conveniently sampled due to their
accessibility whereas participants were also purposefully sampled. The number of
participants sampled was n=32. Data was collected through documents analysis,
semi-structured questionnaires involving sampled participants, and observation by the
researcher as a silent and non-participant observer. Inductive analysis was applied to
arrange and organise data in thematic categories. From the themes discovered,
intervention strategies were developed in order to address the challenges affecting the
School-Family-Community partnerships at the two rural secondary schools.
The study revealed that there is little or no involvement of stakeholders such as
parents, community leaders (including priests, pastors, headmen, and the chief), and
community based businesspeople, and non-governmental organisations in school
events, activities and functions. The study recommends that developmental
programmes such as parenting, literacy and numeracy, and parent involvement in the
education of their children be organised for parents and community members. These
challenges affecting School-Family-Community partnerships need to be dealt with
accordingly by the active involvement and engagement of various stakeholders
including, more especially, the DBE, SMTs, NGOs, educators, learners, parents,
various community members, and private sectors.
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The role of school managers in managing educational changes in schools in Mogodumo region in Limpopo provinceSello, Makgoale Emily 09 1900 (has links)
The purpose of this study was to investigate the roles that members of SMTs play in their efforts to manage the present educational changes in schools. Members of SMTs are leaders and managers who hold authoritative positions in schools. They are regarded as the key personnel who are supposed to manage schools successfully. Since the present education system in South Africa is characterized by a variety of changes, school managers are not only expected to understand these changes but also to be able to manage them effectively.
The study commenced by outlining the concept change and its nature. The intention was to lay a foundation for understanding what change entails. Some of the common changes that are experienced in schools were also discussed. These included curricular and non-curricular changes that pose challenges to school managers.
Focus was primarily placed on the educational changes and the way they impact on the managerial roles of school managers. These included the changes such as the implementation of OBE, NCS and IQMS. Reference was also made to the application of some of the educational policies that contribute towards the increasing managerial responsibilities of school managers. These include the application of the present policy on norms and standards for school funding, admission policy and the abolition of corporal punishment that pose managerial challenges to school managers.
Empirical research was conducted in four randomly selected schools in Mogodumo region in Limpopo Province. Semi- structured interviews were conducted with members of SMTs in these four schools. The research findings revealed that the present school managers find it difficult to meet the new managerial expectations that are brought about by the transforming educational environment. It became evident from the research that insufficient professional development for school managers contributed towards their failure to execute their expected managerial roles. / (M. Ed. (Eduction Management))
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