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Faculty of Commerce, Administration and Law Faculty of Education Faculty of Humanities and Social Sciences Faculty of Science, Agriculture and Engineering Research Articles and Conference Papers Articles published on Open Access Journals and conference proceddings
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Female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit
(University of Zululand, 2019) Mthethwa, Joice jikile
Although the number of women managers in education is increasing, women continue to experience problems that prevent them from realising their full potential particularly as conflict managers. When female teachers are promoted to principalship positions, there are no programmes to equip them with relevant management skills required to lead and manage the schools effectively. This has resulted in some female principals showing lack of confidence in resolving conflict in schools, particularly where the staff is dominated by female teachers. Female principals tend to rely on their male colleagues should there be a case where they have to implement disciplinary measures. The aim of this study was to explore female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit. This study used a qualitative approach, collecting data through face-to-face interviews. Purposive sampling procedure was used to select participants for this study. The study established that female principals have skills of managing conflict despite their gender roles that have been taken as determinants that females may not do well as managers. Some gender roles, which include nurturing and accommodating, have been identified as key to female principals in assisting them when resolving conflict at the workplace where the staff is dominated by female teachers. However, they still need to learn more about skills of managing conflict in schools. The study recommends that female principals be workshopped on how to manage conflict in a school situation soon after they have been appointed. A comparative study between female and male principals regarding management skills they have for resolving conflicts is recommended.
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The use of biotic indices to assess the effect of fish farming in Richards Bay Harbour
(University of Zululand, 2023) Nzama, Sazi Fortune; Vivier, Leon; De Fortier, An
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Effectiveness of the financial management practices by high school principals promoting teaching and learning in eSwatini
(University of Zululand, 2023) Nonjola, Daphne Bethusile; Kutame, A. P. and
Ngidi, T. Z.
High school principals‟ financial management practices have been under discussion by various authors. Effectiveness of teaching and learning relies heavily on proper financial management practices of school principals. The aim of this study was to investigate the effectiveness of high school principals‟ financial management practices in promoting teaching and learning in eSwatini. The study employed a mixed method approach in the collection data. Quantitative data was collected using questionnaires from randomly sampled principals in the four regions of eSwatini and qualitative data was collected using semi-structured interviews from purposefully sampled high school principals and regional in-service officers. Quantitative data was analysed using SPSS and displayed in tables showing frequencies and percentages and inferential statistics. For qualitative data thematic analysis was employed. The main findings were that some principals had challenges in practices such as budget monitoring; compliance with some items of school financial management legislation which may inhibit teaching and learning. They cited lack of continuous training in school financial management; insufficient finances; late disbursements of OVC grants; and outdated school financial management legislation as a barrier to effectiveness. Most principals also cited lack of financial management skills as fostering negative attitudes towards school financial management. Anxiety, fear and worry were found to be part of the emotional trauma experienced by principals when managing school finances. Other findings were that some principals neglected their financial management duties and delegated most of them to school secretaries. Principals recommended school-based assistance and continuous financial management training; and internal auditing to be used as a preventative control measure as main strategies to improve school financial management. The recommendation was that they manage school finances together with School Management Teams.
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Public participation as a mechanism to enhance service delivery in Mtubatuba Local Municipality
(University of Zululand, 2024) Madondo, James Nkosinathi
The purpose of this study is to investigate anxiety associated with the use of technology among teachers in Lesotho. The sample consists of 100 high school teachers from various schools located in the Maseru district. To meet the objectives, a questionnaire was designed, which collected data on teachers’ anxieties towards technology in relation to demographic variables.
The findings of the study suggest that the educators do differ in their anxiety levels in relation to technology, and that there is no correlation between age and anxiety. The relationship between the variable of gender and anxiety is revealed. Furthermore, teaching experience is found to have a significant effect on anxiety, while nationality is found to have no effect on anxiety.
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Anxiety associated with the use of technology among teachers in Lesotho
(University of Zululand, 2016) Tlaba, David Tlaba; Sibaya, P.T. and
Sibaya, D.C.
The purpose of this study is to investigate anxiety associated with the use of technology among teachers in Lesotho. The sample consists of 100 high school teachers from various schools located in the Maseru district. To meet the objectives, a questionnaire was designed, which collected data on teachers’ anxieties towards technology in relation to demographic variables. The findings of the study suggest that the educators do differ in their anxiety levels in relation to technology, and that there is no correlation between age and anxiety. The relationship between the variable of gender and anxiety is revealed. Furthermore, teaching experience is found to have a significant effect on anxiety, while nationality is found to have no effect on anxiety.