Thesis (MEd)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This study was conducted to investigate the culture of teaching and learning in selected
Secondary Schools in Zimbabwe. It was addressing the numerous pleas within the Ministry
of Education and by other stakeholders, to review the O-level curriculum, to monitor and
improve the O-level results and to reduce dropouts at that level. Effective school
programmes hold school culture and climate accountable, and as the most influential factors
that could facilitate the process of change.
This study is a situational analysis of the culture ofteaching and learning in two selected
schools in Bulawayo, Zimbabwe. The headmasters of the two schools, selected teachers and
students were interviewed regarding the culture ofteaching and learning in their respective
schools. The culture was revisited from as far back as the dual system of education during the
colonial period in Rhodesia through post-independence in Zimbabwe in the 1980s, to the
present. It was also traced from the time the sample schools were established to date. The
schools are anonymous and they are referred to as Schools A and B.
The situation analysis revealed that a healthy culture of teaching and learning exists in School
A, but leaves room for improvement. A breakdown of this culture in school B is evident and
an immediate restoration is imperative. The primary cause supported by literature review is
ineffective school leadership. Other responsible factors are demotivated teachers, poor
parental involvement and demoralised students.
There is still hope for the culture in School B to improve because of the recent move by the
government to allow schools to collect their own fees. Of course, this still leaves the main
problem of leadership and uncommitted staff unresolved. Students might have a full time
counsellor to meet their social needs.
The study initially, states the problem and presents research questions which are answered in
the study. Then the historical background of the dual education system and how it affected
and still contributes to the culture of teaching and learning, follows. The methodology used in the study, the review of literature interview responses, findings and guidelines for
restoring the culture of teaching and learning simultaneously follow. Finally, the study
presents suggested recommendations and topics for further study and the short comings of the
research. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem im ondersoek in te stel na die leerkultuur in geselekteerde
sekondrere skole in Zimbabwe. Dit inkorpereer die groot aantal versoeke va kie Minesterie
van Onderwys en ander belanghebbendes om die O-vlak-kurrikulum te hersiem, te moniteer
en te verbeter en om die aantal kandidate wat op daardie vlak uitsak te probeer verminder.
Skole met effektiewe programme beskou die skoolkultuur en skoolklimaat as kie oorsake van
hierdie probleme, maar is terselfdertyd daarvan oortuing dat juis hierdie faktore die
veranderingsproses kan fasiliteer.
Hierdies studie in 'n situasie-analise van die kultuur van onderrig en leer in twee
geselekteerde skole in Bulawayo, Zimbabwe. Daar is ondrhounde gevoer met die
skoolhoofde, geselekteerde onderyses en leerders van hierdie twee skole oor kie kultuur van
onderrig en leer aan hulle skool. Die periode vanaf die dubbelmediumsisteem tydens
Rhodesie se Koloniale Tydperk, die post-onafhandklikheidsperiode in die tagtigerjare in
Zimbabwe tot en met die huidige tydperk is by die onderhound betrek. Dit het ook die
betrokke skool se geskiedenis vanaf sy ontstaan tot en met die huidige tydperk ingesluit.
Daar word na die skole verwys as skool A en skool B om hulle anonimiteit te waarborg.
Uit die situasie-analise blyk dit dat daar in skool A 'n gesonde kultuur van onderrg en leer
bestaan, alhoewel daar ruimte vir verberering is. In skool B bestaan dit nie en 'n onmiddellike
herstel van hierdie kultuur is noodsaaklik. Uit die literatuur blyk dit dat die hoofoorsaak van
so 'n insinking oneffektiewe skoolleierskap is. Ander bydraende faktore is gedemotiveerde
onderwysers, swak ouerbetrokkenheid en gedemoraliseerde leerders.
Dit is nog nie te laat im die kultuur in skool B te verbeter nie omdat die regering sedert
redelik onlangs skole toelaat om hulle eie fondse in te samel. Dit laat egter die hoofprobleem
van oneffektiewe leierskap en onbetrokke onderwysers onopgelos. 'n Voltydse berader kan
help om in the leerders se sosiale behoeftes te voorsien. Hierdie studie begin met die problem wat gestel word en bied dan navorsingsvrae wat in die
loop van die studie beantwoord word. Daarna volg 'n historiese agtergrond van die
dubbelmediumsisteem en hoe dit kultuur van onderrig en leer beinvloed het en nog steeds
beinvloed. Die metodologie wat in die bevindings en riglyne om die kultuur van onderrig en
leer te herstel, volg daarna. Die studie word afgesluit met voorgestelde aanbevelings,
moontlike temas vir verdere studie en die tekortkominge van die navorsing.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52548 |
| Date | 03 1900 |
| Creators | Masuku, Elisa |
| Contributors | Prinsloo, N. P., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 171 p. |
| Rights | Stellenbosch University |
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