Browsing by Author "Mpungose, Zanele Carol"

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    Curriculum management in improving learners’ performance: a case in uMhlathuze circuit
    (2021) Mpungose, Zanele Carol
    The aim of this study was to explore the experiences and views of educators with regard to curriculum management for improving learners’ performance in primary schools. The specific objectives of the study were: to explore how curriculum management can improve learners’ performance in primary schools in uMhlathuze Circuit; to determine how curriculum management affects learners’ performance in uMhlathuze Circuit; to investigate curriculum management challenges faced by educators in uMhlathuze Circuit; and to design a model for curriculum management that may be used to improve learner performance in primary schools. The study employed a qualitative approach and case study design, and was conducted among Intermediate Phase (Grades 4-6) teachers, where levels of learner performance ranged from 0-29% (very poor) to 80-100% (outstanding performance). Data about educators’ challenges was obtained through the use of unstructured interviews and document analysis. A sample of ten educators and five HoDs from five schools in the circuit were purposively selected. The findings revealed that while these educators enjoy teaching and helping their learners improve performance, many challenges affect learner performance; amongst these are lack of teacher involvement in curriculum management. The study recommends that teachers be drawn into curriculum management processes, since teachers know a lot about learners and are well placed to manage the curriculum while bearing in mind the real needs of learners. It is likely that through involving teachers in the management of the curriculum, various other challenges would be minimised. Teachers are champions in the teaching and learning process, and understand the dynamics of learners’ learning. They are therefore in an ideal position to contribute meaningfully to curriculum management.
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    Leadership practices that promote effective teaching and learning in the King Cetshwayo district
    (University of Zululand, 2018) Mpungose, Zanele Carol; Mabusela, M.S.; Kapueja, I.S.
    The purpose of this study was to investigate the leadership practices that promote effective teaching and learning in primary schools in the King Cetshwayo District. The King Cetshwayo District was chosen, because it has both rural and urban schools, though rural schools are dominant. Both rural and urban schools in this district face the same disadvantages. This study was qualitative in nature and adopted structured interviews to investigate leadership practices that promote effective teaching and learning in the targeted area. The findings revealed that the principals as school leaders perceived leadership practices differently; this leads to huge differences in their leadership. The findings also confirmed that the school principals shared the same activities and practise differently, but for the same purpose of promoting effective teaching and learning in schools they lead. This study further revealed that school leaders need to work together and discuss the ways to overcome the challenges they face, in order to progress and prosper in their leadership practices. The following recommendations were made based on the findings from the interviews. The idea was to determine which leadership practices promote effective teaching and learning in the King Cetshwayo District. It is recommended that the school leaders should plan the workshops where they will gain knowledge regarding the effective practising of their roles effectively to promote teaching and learning in the schools they lead, the school leaders should attend academic meetings set to help them and understand curriculum matters.