A thesis submitted to the Faculty of Education in partial fulfillment of the Degree of Master of Education in the Department Educational Planning & Administration at the University of Zululand, 2017 / This investigation studied the challenges faced by the School Management Teams in promoting quality teaching and learning. The outcry of unsatisfied and demotivated educators and the poor academic performance of learners that is experienced as a result of challenges faced by SMTs in their daily function of school management, administration and leadership prompted me to conduct this investigation. Most South African schools, particularly the state schools perform poorly. It is believed that this study will alert the stakeholders in the education fraternity about challenges encountered and contributions each stakeholder has to make to help remedy the situation. The interpretive paradigm was used and the research design was qualitative. I generated data by means of literature reviewed and empirical research. The multi-case or multiple collective case study method was used for data collection. Data gathering techniques used were the semi-structured interviews for both individuals (school principals) and Focus Groups (all other SMTs excluding the principal), observation, documents and artefacts. Three data gathering techniques were used in order to ascertain credibility and trustworthiness of the results. The tools used were the Interview Schedule, Observation Checklist, Field Notes Pads, and the Voice Recorder. The research covers areas which include problems encountered by SMTs that result in poor academic performance, the role of the SMTs in promoting quality teaching and learning, and measures to employ in solving problems encountered. The findings indicated that some practices and policies of the department of education, uncommitted employees and the lack of full involvement of stakeholders, particularly parents and learners, affect academic results. Urban, township and rural schools are all challenged, but the complexity of problems encountered varied, as did the performance standard. Recommendations made include reviewing departmental policies and practices, giving incentives to hardworking employees, and the need for stakeholders to join hands in supporting teaching and learning in South Africa.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/1572 |
| Date | January 2017 |
| Creators | Madondo, Nomphalalo Primrose Bongekile |
| Contributors | Mncube, D.W, Duma, M.A.N |
| Publisher | University of Zululand |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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