Browsing by Author "Ntuli, Bonginkosi Abraham"

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    Provision of quality education in selected disadvantaged schools in uMkhanyakude Education District: the application of participative leadership model in motivating educators
    (University of Zululand, 2024) Ntuli, Bonginkosi Abraham; Kutame, A. P.; Mncube, D. W.; Kapueja, I. S.
    Disadvantaged schools are historically marginalised regarding teaching and learning resources in South Africa; hence, quality education is not accessible to everyone. This study investigates the application of the participative leadership model in motivating educators to provide quality education in schools. The literature indicates that the participative leadership model needs to be considered in motivating educators to provide quality education. As a qualitative study, the qualitative design was used to investigate the application of the participative leadership model in motivating educators to provide quality education in schools. A population from Post Level 1 (PL1) educators to the School Management Teams (SMTs), especially in disadvantaged schools was used to collect data. Purposive sampling was adopted to select information-rich participants from a population to contribute meaningfully to the body of knowledge. An in-depth interview schedule was used to collect data from principals, deputy principals and departmental heads, while the focus group discussion schedule was used to collect data from PL1 educators. Trustworthiness was observed to ensure credibility and reliability of the research instruments and findings. As a qualitative study, thematic analysis was used to analyse and present the findings. The findings show that educators are motivated by engagement in school decisions and programmes to shape the school direction. On the grounds of the findings captured, this study concludes that school leaders who are still trapped in traditional leadership approaches discourage educators from striving for quality education. When school leaders isolate educators in running schools, educators do not take responsibility for providing quality education and achieving the school goals. As such, this study recommends that educators be involved in school decisions and programmes as the participative leadership model stresses democratisation of school processes, so that the school goals are achieved. It is also recommended that a study on the provision of quality education in selected disadvantaged schools in Umkhanyakude Education District: the application of participative leadership model in motivating educators should be extended across the KwaZulu-Natal (KZN) province.
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    Stakeholders’ perspectives regarding parental involvement in governance and schooling in Hlabisa circuit schools
    (University of Zululand, 2017) Ntuli, Bonginkosi Abraham
    The literature reveals that if schools lack parental involvement, effective management suffers significantly causing shortcomings in school governance and academic progress. The literature also shows that there exists a relationship between parental involvement and learner‟s academic achievements. It provides that learners whose parents care about their academic progress are likely to perform well on academic activities because such parents often communicate their wishes to children. This study is aimed at investigating stakeholders‟ perspectives on parental involvement in governance and schooling in Hlabisa Circuit schools. The theoretical framework from Epstein‟s theory of overlapping spheres of influence was used but not confined thereto; therefore, supporting theories relevant to this study were also applied. This study used a mixed methods research paradigm which integrates qualitative and quantitative designs as this approach provides convenience for data collection. The data was collected from respondents (educators and SGB members) using questionnaires and interviews. The research findings revealed that due to poor parental involvement in school governance, learners have developed errant behaviour. This emerging trend has triggered poor academic performance which taints the name of the school and the circuit in general. The results also show that if parents are inactive in school governance, poor academic performance is likely owing to the lack of parental guidance. The empirical findings noted educators‟ challenges on attendance of parent meetings, classroom management, learner discipline, effective school management, academic challenges and performance, accessibility of schools, parenting role, stakeholder communication, as well as curriculum and school-work. The SGB members noted challenges on effective involvement in leadership; instructional leadership; behavioural challenges in schools; management of school as an institution; shortcomings on academic resources provision; unemployment, poverty and school remoteness; parental obligations; home-school partnerships; and monitoring of the child‟s academic progress. The study concluded that parental involvement in school governance is not effective and therefore cripples the effect it should be having on schooling, which is academic performance in this context. The study ultimately recommends that SASA, NEPA, SACE and other relevant policies in education should be reviewed to enforce educators‟ authority in schools.