This sequential explorative mixed methods study aims to explore how selfassessment
strategies can be used to enhance quality education in schools in the
Zambezi region of Namibia. The researcher posits that teachers are key in enhancing
quality education if accorded appropriate recourses to innovate and explore the use
of self-assessment strategies in schools.
A pragmatic research approach was used to guide this sequential explorative mixed
methods study. The study sought participants’ perceptions on four sub-problems of
the study: What entails quality and quality education? How can self-assessment
strategies be linked to quality and quality education in general terms? What recourses
are available to ensure that quality education is realised by the use of self-assessment
strategies in the Zambezi region? How can self-assessment strategy models be
developed to enhance the quality of education in the Zambezi region?
Purposefully sampled school principals and heads of departments of five combined
schools participated in the study. During the first phase, face-to-face interviews were
conducted with the five participating school principals while the HoDs were engaged
in a focus group interview. The qualitative data was later used to inform the design of
the second phase of the study (quantitative). In the second phase, fifty-four teachers
completed Likert-scale questionnaires which were analysed using IBM SPSS.19 and
Microsoft Excel to compare with the qualitative data.
This study revealed that schools have common understandings of quality and quality
education albeit defined differently. The study also revealed that external professional
support is inadequate to support teachers in continuous professional development
activities. Furthermore, the study showed that the available recourses are seldom
utilised to enhance quality education in schools. Finally, the study revealed that the
use of one type of teacher self-evaluation (TSE) deprives innovative teachers from
initiating and exploring other viable self-assessment strategies. Therefore, this study
propagates the use of alternative self-assessment strategies that can contribute
towards the enhancement of quality education in schools in the Zambezi region of
Namibia. / Educational Leadership and Management / D. Ed.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/25002 |
| Date | 06 1900 |
| Creators | Matakala, Vincent Mubiana |
| Contributors | Botha, Renier Jacobus |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xiv, 253 leaves) : illustrations (chiefly color), color graphs |
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