Foundations of Education

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African learners' perception of vernacular language in disegregated schools
(2003) Luthuli, Thandazile Monica; Mkabela, N.Q.; Sibaya, P.T.
This study contributes to the debate which is still going on about African languages and the need for its recognition in desegregated schools. This study reveals the historical background of the indigenous African languages in South African Education and the international trends on languages in the few countries which have been selected on the literature review of the study. It is clear that vernacular language problem is not in South African desegregated schools only but even other countries internationally. They have the problem of their languages being dominated by other languages for example English. In Great Britain, English has been spread throughout the various islands to the extent that only a very small 'Celtic Fringe' remains to remind people of linguistic diversity that once existed. Today, an attempt is being made to stop decline of the Celtic languages. In France, they are also facing the problem of vernacular languages which are declining but in recent years the state has found it necessary to meliorate its French-only policy and recognize at last the existence of other languages. The study further reveals the importance of language to everybody especially African people who need recognition of their languages in the desegregated schools. The study also highlights the problems that are encountered by African learners who are in desegregated schools. The importance of language has been pointed out in order to highlight the role vernacular language plays to pass information from generation to generation. This is done through mother tongue communication which starts from childhood. It is important then, that our learners should know their vernacular languages so that we can not lose our identity and the value of our language by forgetting our roots which we gain from our vernacular languages. Problems which have been highlighted have proved that the learners will not cope well in these schools if their African languages are not considered, since the learner learns well through understanding the subject matter in his language first, before understanding it through the second language. The stress the African learners in desegregated schools usually experience is mostly the result of the language. Research data have proved that whereas African learners and their parents have appreciated the admission of African learners by the former Model C schools, they still value their own language, which is the mother tongue. They want their mother tongue to be taught by being considered as a language of learning. The analysis has indicated that the African learners would be happy for their mother tongue to be recognised. Since the Ex-Model C schools have mixed racial groups the recommendations given provide suggestion of African languages being taught to all racial groups. Different methods to help the educators in multiracial classrooms have been given including guidelines and principles for multilingualism and approaches to multilingualism. Therefore the results of this investigation might be the positive ones as the recommendations given have a variety of methods which might assist the educators and learners.
Challenges facing principals in managing the teaching of agricultural sciences in the FET band
(University of Zululand, 2018) Mutshinya, Azwindini Robert
Principals are facing challenges in managing the teaching of Agricultural Sciences in the FET band, and this leads to some schools phasing out Agricultural Sciences. The aim of this study was to investigate the factors contributing to challenges principals experience in managing the teaching Agricultural Sciences in the FET band. The study adopted mixed methods approach and used quantitative and qualitative methods. Questionnaires were used to collect quantitative data and were completed by forty teachers. An interview schedule was employed to collect qualitative data, and ten principals were interviewed. Simple random sampling was used to select participants for quantitative data and purposive sampling was employed in the selection of participants for qualitative data. Quantitative data was analyzed through the Statistical Package for Social Science (SPSS) version 24 while qualitative data was analyzed thematically. The study revealed that principals lack managerial skills in the teaching of Agricultural Sciences. It was recommended that principals should be capacitated in managerial skills of teaching the subject, and this should be a continuous process because of the constant curriculum changes.
Challenges in the teaching of reading in English, to grade 3 Venda speaking learners in rural areas of Soutpansberg east circuit
(University of Zululand, 2020) Manenzhe, Livhuwani Reineth
Learners in the Soutpansberg East District struggle with reading in English, as the first home language. This affects their understanding of other subjects. This study aimed to investigate the challenges in the teaching of reading in English, to Grade 3 Venda-speaking learners in rural areas of Soutpansberg East Circuit. One of the main objectives was to further find out what strategies teachers in the area were using to teach learners how to read, while also looking at what factors affected the academic performance of these learners. Qualitative data was collected through semi-structured interviews with 10 teachers, each from a rural school in the Soutpansberg East Circuit. This type of data collection method was used to ensure that the study utilised raw data from the participants to ensure it is accurate and relevant. Interview discussions were taped, transcribed, analysed and data categorised into themes. The findings revealed that teachers had a limited understanding of reading comprehension strategies. They regarded teaching reading as a challenge as they do not know what reading strategies are and how to apply them. Additionally, they are stressed, confused and frustrated because learners cannot read and understand the texts. The responses also showed that teachers have identified additional social and environmental factors that negatively affected the academic performance of their learners. This study recommends that teachers should be provided with extra support that would help them to teach learners to read. More in-service training workshops and monitoring could assist teachers. Rural schools should also be provided with reading books and libraries and if need be, mobile libraries should be offered to these schools.
Collaborative approach between principals and finance committees of primary schools at Ilembe district
(University of Zululand, 2022) Dlomo, Sibongamandla Silindokuhle
This study explored the collaborative leadership method used in iLembe district schools between Principals and the finance committees. The researcher chose four schools in different circuits as the field of investigation. There is a lack of collaboration between the school principals, SGBs and finance committees which has led to the absence of defined roles each party has to play in the school finances and also a lack of accountability. This encourages all parties to avoid penalties for frivolous financial behaviour within the school. The data were collected using interviews in this qualitative study. The target population of this study comprised of 285 primary school principals in the ILembe District, KwaZulu-Natal. This district has four circuits under it, namely Lower Tugela, Ndwedwe, Maphumulo and Stanger.Four schools from Stanger circuit were selected as a sample for this study. In each school 1 principal, 1 SGB member and also 1 finance committee member were participants in the study. The main objectives of the study were to: To ascertain if or how the principals and the finance committees collaboratively contribute to school financial management; to identify the essence and nature of collaboration and its implication between the SGBs and the finance committee, and to provide suggestions based on existing policies to assist the SGBs and the finance committee to develop a collaborative relationship for effective and efficient management of their schools‟ financial resources. The findings revealed that despite all the actions taken to enhance sound financial management in schools, further efforts still require to support schools for good financial accountability. The school principals need adequate and regular support from the SGBs to manage school finance effectively. It was evident from the study that the school principals enjoyed adequate support of their schools‟ SGBs and finance committee members, though the SGBs‟ members lack expertise on financial management. This entails that a collaborative relationship is very important for school financial management. The study was underpinned by the Gidden‟s structuration theory which is about the concept and enquiry of whether single persons or communal impacts are the driving force behind social reality. RSA(1996a) highlighted good accountability of school finance as strategies to enhance learners‟ performance and whole school performance for smooth operation of the school system. Supporting this, Mestry (2004:127) sees financial accountability as referring to giving an account of actions taken and being held accountable for these actions. This could be made possible if challenges facing the principals, the SGBs and finance committees are acknowledged. The researcher recommends that mutual working relations between the SGBs, principals and finance committee members should be encouraged to strengthen the school financial management.
Effect of classroom environment on learning of four-year old preschool children in Sibasa circuit, Vhembe district
(University of Zululand, 2020) Makhwanya, Ntshengedzeni Theresa
Globally, every country is striving to put early learning at the apex of its priorities, hence, governments make many provisions to ensure early learning is accessible. The National Integrated Early Childhood Development Policy of South Africa has been put in place to ensure learners have access to quality education, without discrimination, for example, the 0-4 year olds. For preschool children to develop holistically, they need a well-designed classroom learning environment that supports the learning and development of four-year old preschool children. This study aimed to explore the effect of classroom environment on the learning of four-year old preschool children. The study employed the pragmatic paradigm, where both qualitative and quantitative methods were used, and data was collected through interviews and questionnaires. The results show that a well-designed classroom environment promotes learning and the children’s long-term development. Factors, such as - lack of learning materials, funds, lack of qualified teachers - have a negative effect on the learning of preschool children. The results further reveal that for a classroom environment to support the learning and development of the four-year old preschool children, qualified teachers, availability of classrooms, appropriate learning, and teaching materials are of paramount importance. A model for effective classroom environment design was developed based on the research findings.
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.
Effects of curriculum changes on mathematics teaching and learning in foundation phase in Sibasa circuit
(University of Zululand, 2019) Ndadza, Thivhonali Agnes; Kutame, A.P; Malasi, T.
This study investigated the effects of curriculum changes on Mathematics teaching and learning in foundation phase, in Sibasa circuit, in Limpopo province. The study made use of a qualitative approach by means of interviews. Purposive sampling was utilised to select participants for this study. Results show that: policy makers failed to involve different stakeholders before introducing the new curriculum, the department did not regularly convenes workshops, seminars, and conferences and even continued trainings for Mathematics teachers; there is lack of teacher learner support materials that makes changes in curriculum and affects teaching and learning in a negative way.
Effects of discipline on learners’ well-being in rural primary schools in Mutshindudi circuit
(University of Zululand, 2020) Nemakonde, Tshisikhawe Hope
The significance of classroom discipline and management has been appreciated both from a social practice perspective and an effective teaching stand. The study investigated the effects of discipline on learners’ wellbeing in rural based primary schools in Mutshindudi circuit. This study opted for interpretivist and constructivist paradigms which afforded the researcher to understand the circumstances in with the respondents experienced discipline and its relationship with learners’ well-being. The study adopted a case study design which provided an opportunity for triangulation. Purposive sampling was done to draw a sample from a population of learners, staff and SGB members of two primary schools. Data collection was done through open-ended questionnaires and interviews. The findings showed sentiments from all the participating parents that discipline is vital for healthy child development, necessary to build relationships, self-respect and the ability to cooperate with peers. From experience with their children they found that most learners who are not disciplined have their school performance affected adversely. The SGB members who participated in the study revealed how they as leadership were endeavouring by all means to encourage discipline through cooperation with other stakeholders listed as including management, teachers, learners, parents and guardians. One area the SGB is fighting hard is working with the parents to ensure their children do not bring dangerous weapons to school. One extreme case involved a learner who stole his father’s gun and brought it to school where he shot at a class teacher. The study found lack of discipline having a bearing on poor class performance and threatening learners’ wellbeing. In one school teachers adopt ill-disciplined learners to provide the father-figure that these learners could be missing in their lives. This has led to improved performance by the adopted learners and cessation of misdemeanours. The study recommends that a close working relationship must prevail amongst all stakeholders for a school to afford the best of learners’ wellbeing.
The effects of learner migration on academic performance at primary schools in the Lwamondo circuit
(2020) Munyai, Alilali Kone Florence
The rural schools have been losing learners to urban schools which placed them in danger of closing down. This study investigated the effect of learner migration in a rural school on learner academic performance at Lwamondo Circuit. This qualitative study collected data through interviews from teachers in five primary schools in the Lwamondo Circuit. The findings reveal that learners migrate due to lack of resources in schools, and the need to be taught English as a home language. Learner migration leads to multi-grade having a negative impact on learner performance. Learner migration leads to negative financial implications and results in the redeployment of teachers. To combat migration and enhance the academic performance of learners, the study recommends that stakeholders must be involved in the improvement of physical facilities in the rural schools, parents must be deeply involved in assisting their children and extra-mural activities must be introduced in those schools. The study concludes that if conditions are improved in rural schools, learners may not migrate to other schools.
Effects of school violence on school functionality in the secondary schools of King Cetshwayo District
(University of Zululand, 2020) Dube, Presley Velenkosini
Violence occurring within South African schools is a concern for all stakeholders. School violence manifests in different ways; these include bullying, faction or gang-related violence, shooting, stabbing, racially motivated violence, violence related to drugs and alcohol abuse, gender-based violence, vandalism and theft, violence through learner protests, racially motivated violence, any other form of physical violence, emotional violence and murder. Any form of violence has its harmful effects on the school system such as physical and psychological effects as well as educational damage. According to a report by the South African Institute of Race Relations (2008), South African schools are among the most dangerous in the world. This report followed media reports of school violence and lawlessness of all kinds engulfing South African schools. Working within the interpretive paradigm and employing a qualitative methodological approach, this case study explored the effects of school violence on school functionality in the secondary schools of King Cetshwayo District. Grounded on Social Learning and Social Ecological Development theories, this study aimed to: determine the causes of school violence; explore the manifestations of school violence and understand the effects on school functionality. All ethical issues were observed before data was generated. Multiple data generation techniques such as semi-structured interviews, observation and document analysis were used in a triangulation approach to ensure trustworthiness. Data were analysed using the approach adopted by De Vos et al. (2011). The study found that causes of school violence were internally as well as externally influenced. The study also found that bullying, vandalism, faction fights, stabbings, fist fighting, verbal attacks, cyber-bullying, sexual harassment, assault using any objects that learners lay their hands on and corporal punishment are prevalent in schools. The study further found that school violence harmfully affects all nine domains of school functionality which are basic school functionality; quality of teaching, learning and teacher development; curriculum provision and resources; learner achievement; leadership, management and communication; governance and relationships; school safety, security and discipline; school infrastructure; parental and stakeholder involvement. Based on findings and conclusions, this study in its recommendations prioritises the integrated approach by all stakeholders to addressing school violence.
Enhancing grammar accuracy for learners doing EFAL in Grade five in a selected primary school at uMfolozi circuit
(University of Zululand, 2024) Maphumulo, Bonisiwe Happiness; Nkoane, M. M. Mngomezulu, T. P.
A central concern in education, internationally and in South Africa, is to enhance learners’ grammar accuracy. However grammatical problems exist in spite of efforts tocounter this. Some researchers have explored the issue of grammar focusing on EFAL (EFAL) learners. There is, however, insufficient literature that looks into grammar difficulties encountered by learners doing EFAL, particularly in Grade 5. Hence this study investigated means of enhancing grammar accuracy for learners doing EFAL in Grade five in a selected primary school at uMfolozi circuit. The study investigated the deep and underlying realities relating to the challenges faced by EFAL learners in writing grammatically correct sentences and also the factors that contribute to these challenges, taking into account the issue of parental involvement and limited exposure to reading material, which seems to have a huge impact on performance. In exploring these issues, the study adopted a qualitative approach to ensure credibility and trustworthiness of the study. The data gathering process was in the form of semistructured interviews and thematic analysis. One school that uses EFAL as amedium of instruction medium in uMfolozi Circuit in the King Cetshwayo District waspurposively selected to form the context of the study. In this school English is taught as a subject in Grade five. There were 10 participants (6 Grade five learners and 4 Grade five English teachers who have been in the field for more than five years). The findings of the study revealed that EFAL learners have difficulties in grammar, particularly when writing. This came to light when participants shared their experiencesand struggles in understanding the rules of grammar when writing. It was also noted that some grammar challenges were influenced, among other issues, by learners’ heavy reliance on their mother tongue.
Evaluating the effects of integrated quality management system (IQMS) in enhancing teaching and learning in King Cetshwayo District High Schools
(University of Zululand, 2024) Sibeko, Lindubuhle Effort; Ngubane, P.B. and Maphalala, M.C.
Integrated Quality Management System (IQMS) is a nationwide policy to enhance teacher productivity in South Africa. It is a school quality management system with a two-fold objective of fostering teacher professionalism and bolstering responsibility inside educational institutions. Encompassed in teacher professionalism is improved curriculum delivery to improve learning outcomes. However, there is a gap in research that assesses the impact that is being made by the IQMS, particularly in the King Cetshwayo District context where this study was conducted. Hence, the purpose of this study was to evaluate the effect of the IQMS in enhancing teaching and learning in King Cetshwayo District High Schools in the province of KwaZulu-Natal in South Africa. Total Quality Management (TQM) theory was used to underpin this study. The theory outline seven principles that are critical in the quality implementation. The first and the critical principle is customer care. To achieve the research objective, data were gathered via a semi-structured interview questionnaire from a total of 17 participants located in five Circuit Management Centres within the King Cetshwayo District. The interview data were transcribed into Word documents. The transcribed data underwent coding, thematic analysis, and interpretation to extract meaning and address the study research questions. This study found that the IQMS was inadequately implemented to improve teaching and learning in King Cetshwayo high schools. While the findings revealed that teacher’s academic growth was accomplished using IQMS evaluations, as it reflected the teaching proficiency of teachers, teachers were in disagreement with the view of connecting IQMS scores with learner pass rates which is at the centre of teaching and learning. This is because it could potentially put teachers at a financial disadvantage, particularly for those teachers whose learners perform poorly. The findings neglected a critical beneficiary element, which is the client in their capacity as a learner. Another finding of this study is the singular evaluation and focus that comes with the implementation of IQMS. The single assessment yields malicious compliance as it is exclusively carried out to provide scores for IQMS evaluation submissions. The findings further identified time as the limitation in the implementation of IQMS. Participants observed that the excessive amount of paperwork and assessments are not evenly dispersed throughout the year, leading to a time constraint. The implementation of IQMS is expedited to acquire scores promptly. Based on the research findings, the Department of Education should conduct performance assessments between supervisors and supervisees, using agreed-upon assessment standards that include the learner pass rate. The supervisor should provide on-the-job training and offline training to correct any performance gaps discovered during formal examinations. Future studies could follow up on these recommendations to determine their effectiveness.
An evaluation of social grants in schools in Kwadukuza District of Kwazulu -Natal
(University of Zululand, 2015) Shabalala, Sthembile Princess; Vilakazi, S.A.
The study set out to investigate the importance of co-operation in an evaluation of grants handling in schools. The following objectives were formulated: (a) To evaluate effectiveness of the current systems in handling grants in schools in Ilembe district, Lower Tugela circuit in uMhlali and kwaDukuza ward in KZN. (b) To propose effective strategies to improve partnership between Department of Social Development and Department of Basic Education in handling social grants in schools. In order to investigate the aims of the study of evaluation of handling grants, questionnaires were distributed to educators, social workers and parents. The instrument was administered to a sample of 90 respondents consisting of educators, social workers and parents in Groutville area, KwaDukuza ,in KwaZulu Natal. Data was analyzed and interpreted. The study came to the following conclusions: 1. The majority of educators feel that school grants handling is ineffective as learners on grants are not attending school satisfactorily 2. The study also concluded that caregivers are only interested in social grants and not in assisting learners with their school work. 3. The majority of learners on grants do not perform well in schoolwork because of conflict between the relatives, caregivers and learners, and as a consequence, their performances and progress in their schoolwork are affected. 4. Most parents that are caregivers lack support and assistance from the Department of Social Development with regard to the challenges that they face owing to lost or misplaced documents. 5. The study indicates that there are households that are unattended and where orphans suffer because it is not clear who is responsible for them. 6. The study also concludes that schools do not clearly provide support with regard to the learners and caregivers as far as grants are concerned. vi 7. Social development officials do not visit schools as required; they collect information about the learners by means of forms submitted by parents. 8. Learners who are mothers that are still attending school are left behind with schoolwork as they have to collect their grant payments during school time. 9. There is a need for improvement in the present handling mechanisms or systems of grants at schools. 10. It is necessary to develop close teamwork in handling these grants for the benefit of the learners 11. The current ways of handling grants in schools are not effective and efficient. 12. The Department of Home Affairs needs to work closely with Department of Social Development to find ways to improve accessibility to birth certificates in order to reduce delays in processing new registrations and renewal of grants.. Finally the study concluded that the service delivery rendered by the Department of Social Development in handling school grants needs improvement.
Examining the impact of distributed leadership practices on learner performance in selected secondary schools in the Zululand district
(University of Zululand, 2022-12) Dlamini, Mla Robert
This study sought to examine the impact of distributed leadership practices on learner performance in selected secondary schools in the Zululand District. The activity theory was the lens for the study. A qualitative research design underpinned by an interpretive paradigm was used in this study. Purposeful sampling design was used to select sixteen participants, who were secondary school principals. Data were generated by means of semi-structured interviews, and data analysis emerged with themes and sub themes. Data were analysed thematically and using themes and sub-themes. The study found that distributed leadership practices not only motivate teachers, but requires them to recognised their own strengths, and contribute to school leadership by taking on roles that interest them. The study also revealed that some factors promote the enactment of distributed leadership practices, such as enhanced collegiality, trust, joint decision-making, data dialogues, promotion of democracy and distribution of power. This study revealed that school leaders must effectively harness each teacher's talents to address complex challenges that permeate through the school community. The study further revealed that teachers should be given time to take on leadership duties and participate in decision-making. The study recommends teamwork, consultation, capacity development, execution of plans and reflective meetings to be encouraged in schools. It further recommends that principals should support teacher leaders and conduct on-the-job workshops to upskill teachers in their areas of interests. A distributed leadership model of practice was designed with the purpose to be presented during the adoption of the practical distributed leadership process.
Experiences of Teaching Reading in IsiZulu in Grade 3 in Ilembe District Schools
(2023) Shozi- KunenePrisca Hlengiwe
There is much concern regarding learners who struggle with reading. The study aimed to look into teachers' experiences teaching reading in isiZulu in Grade 3 in iLembe District schools. All of the learners spoke isiZulu as their home language. The research was conducted qualitatively. The interpretive paradigm was the study's paradigmatic position. Individual teacher interviews, classroom observations, and content analysis were used to gather data. After the interviews were taped, transcribed, and analyzed, the data were grouped into themes. Three schools were chosen, each with three Grade 3 classes. Learners participated because the primary goal was to observe teachers' experiences teaching reading in isiZulu. The purpose of this study was to learn more about the teachers' experiences teaching reading in IsiZulu in Grade 3 classrooms, rather than to assess learners' performance. The goal of this study was to find out how teachers in isiZulu classrooms teach reading. The study's findings suggested that the teachers who took part had a weak understanding of reading skills. They saw teaching reading as a difficult task because they had no idea what reading tactics were or how to use them. Teachers spent little time with learners discussing reading, and there was no consistent approach to teaching reading among them. Teachers also demonstrated a lack of theoretical knowledge and practical expertise in teaching reading skills, which leads to teachers adopting a negative attitude toward their learners (who struggle to read). Although the participating teachers claimed to understand reading, interviews and classroom observations demonstrated no correlation between what they stated and what they performed in practice in their classes. Teaching reading has been an ongoing challenge in Grade 3 classrooms. These findings revealed that teachers' classroom practice was not consistent with current best practice and the modern theories of teaching reading. This factor negatively affects their expertise in teaching reading using the CAPS (2011) recommended reading methodologies in general. The challenges faced by applying different reading methodologies might be the reason for learners' inability to achieve successful reading outcomes in Grade 3 classrooms. They felt forgotten because the instructions were only in English and not African languages like isiZulu. As a result, there are no isiZulu teachings for teachers with isiZulu examples. Workshops had also been ineffective for isiZulu teachers. In other schools, the survey found a dearth of learning v | P a g e support tools, a scarcity of books, and a lack of a variety of reading materials for learners.
Exploring an Integrated Management Approach to address learner discipline in the context of multiple deprivations. a case of King Cetshwayo District Schools
(University of Zululand, 2021) Khanyile, Hlengiwe Goodness
The United Nations Conventions on the Rights of the Child (UNCRC) has located the safety and the protection of the child as the global priority. Therefore, the South African government, citing the Bill of Rights, made it clear that in all matters of the child, ‘the best interests of the child’ were dominant. Moreover, this led to the democratisation of South African education, particularly the learner discipline system. Innovative directives on how to handle discipline were provided in the Constitution: among other things, the abolition of corporal punishment. However, it is believed that the banning of corporal punishment has led to a resurgence of learner indiscipline in schools. This study aimed at exploring an integrated management approach to address learner discipline in the context of multiple deprivations. A qualitative study embedded in the interpretivist paradigm was employed, and especially, the case (King Cetshwayo District) study design was adopted. Data were elicited through interviews (individual and focus group), observation and document analysis. Using purposive and convenience sampling, two SMT members, two educators, one SGB member (the parent component) and one RCL member were the participants that were interviewed in four schools, which made a total of 16 participants. Data were analysed using inductive and content analysis. The findings revealed that in an integrated management approach, learners’ voices are hardly heard by the other stakeholders. This study has also revealed that teachers themselves are not good role models for the learners as some come late to school, and classes are left unattended. They are also not performing their duties as stated in the Schools Act of 1996. The findings have also revealed that the Discipline, Safety and Security Committee was not appropriately instituted, and therefore its functionality and effectiveness were inadequate. Based on the findings, the study recommends that the Department should organise ongoing workshops for SMTs, SGBs, educators and RCLs to capacitate them about their roles in discipline and in education as a whole. The study further recommends that the principals should ensure that all stakeholders are represented in the Discipline, Safety and Security Committee, and ensure decentralisation of decision making so that more suitable disciplinary measures are taken, bearing in mind the social context of the school
Factors influencing learner performance in the economic and management sciences in the Ilembe district
(University of Zululand, 2019) Siyaya, Mlindeni Celinhlalo; Ndlovu, B.B.; Gamede, B.T.
This thesis explores “Factors Influencing Learner Performance in the Economic and Management Sciences in the iLembe District”. This study has used a mixed methodology, in Mandeni ward in KwaZulu-Natal. This district has four hundred and forty-two (442) schools. The district is divided into five (5) wards. One of those wards is Mandeni Ward, which has thirty-four (34) schools. The data analysing technique that was used is thematic analysis. The greatly publicised poor matric results in South Africa point to many systemic challenges in the education system. The system of education in South Africa requires teachers who are highly skilled to impart knowledge to learners. The historic curriculum paradigm shifts in the South African education system brought numerous changes. In the process of these curriculum changes, there is no evidence that suggests teachers’ involvement. For example, the introduction of Economic and Management Sciences (EMS) as a learning area brought about challenges to educators as EMS became a combination of three learning areas in one. The challenge of identifying a competent teacher in the three-layered EMS was exacerbated by the introduction of external examinations in grade seven, during the 2014 academic year. This research has attempted to investigate the factors that exist for teachers and heads of department with regards to EMS. In this study, a range of questioning statements that render relevant information about the factors that may influence performance in EMS have been employed. Through the use of interviews, qualitative data were collected from grade seven to nine teachers, as well as heads of department. Another set of data was generated using questionnaires given to the same participants. The final set of data was obtained using document analysis: where mark schedules for grade seven were analysed with the aim of investigating learner performance. This study found that EMS is being taught by unqualified EMS teachers due to the shortage of qualified EMS teachers (Modise, 2014). The absence of qualified teachers negatively impacts on the educational objectives of the EMS learning area. The study also discovered that the lack of exposure to commercial subjects in high school does dampen the confidence and the enthusiasm of the teacher and hamper their eagerness to stand in front of the learners to teach EMS. The insufficient time allocated for EMS and EMS workshops also negatively impacts on the objectives and outcomes for this subject. The lack of parental involvement in EMS related discussions also hampers the educational objectives of the EMS learning space. There are recommendations that suggest that there is a need to urgently revisit the manner in which EMS teachers are trained. The provision of EMS related resources has to be drastically improved if vi the stakeholders desire to witness identifiable and life-changing results. There is dire need to immediately review the EMS curriculum policy.
Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools.
(University of Zululand, 2016) Durodolu, Mercy; Mashiya, J.N; Xulu, S.C.B
The increase in the use of Information Communication Technology (ICT) has caused a remarkable transformation in the field of education in the 21st century. This transformation has led to the restructuring of school curricula to incorporate ICT in order to equip teachers with the necessary tools to enhance achievement. The ability to read and write at the foundation level of education embraces the most fundamental skills learners obtain. To develop these skills, new methods and forms of teaching should always be considered. This is why the introduction of ICT innovation makes major demands on teachers’ professional skills. ICT plays a very crucial role in the expansion of language skills as it has become an indispensible way of learning and a valuable area of research for both teachers and learners. This paper explores the experiences of foundation phase teachers in integrating ICT into language learning and teaching focusing on Grade 3 teachers in six primary schools in UThungulu Education District. The following research questions were answered: What are teachers’ experiences in incorporating ICT into language learning? What are teachers’ attitudes towards the use of ICT? What is the level of teachers’ resistance to the use of ICT? What is the level of appropriate use of ICT for curriculum delivery in language learning and teaching? The study adopted a purposive sampling technique and a qualitative research method in which the researcher conducted focus group interviews and class lessons were also observed. The target population was primary school teachers from government and privately owned schools in the UThungulu district. Data were analysed using the descriptive analysis technique. The study revealed that only 1.2% of the schools investigated were well resourced in the field of ICT facilities. It was also observed that teachers who claimed to have ICT skills only have basic computer skills. The study also discovered that teachers in the UThungulu Education District are not familiar with any English language online learning resources and software. Schools lack proper funding to integrate ICT and teachers are rarely trained on proper integration skills. The study suggests ways that will lead to effective integration of ICT into language learning and teaching in UThungulu District schools: Policy makers should partner with teachers in drafting the English language curriculum so as to incorporate ICT; stakeholders in the education sector should provide and monitor funds allocated to schools in order to see to the successful integration of ICT in education; frequent ICT integration accredited trainings should be organised for teachers and ICT integration should be incorporated into the teacher education curriculum from the very first year.
Impact of Discipline on Learner Performance
(2002) Mkhize, Dumisani Ezra; Mkabela, N.Q.; Sibaya, D.C.
The research examined the impact of discipline on learner performance in KwaZulu-Natal. This study made use of questionnaires and interviews to determine whether discipline has any impact on learner performance. On the basis of views from respondents, the study concluded that in the areas studies learner-performance is indeed influenced by discipline. Further than that, there was a high percentage of respondents who suggested that in restoring discipline in schools, societal background of learners must be taken into consideration.
Influence of the post-provisioning model in curriculum implementation at Secondary Schools in the King Cetshwayo District
(University of Zululand, 2018) Makhoba, Freddie, Fukuza; Buthelezi, A.B.; Gumede, B.T
When Post-Provisioning Model (PPM) was implemented in 1998, it appeared as if the need to maintain quality teaching and learning and good working conditions for educators was not taken into consideration. The conditions under which schools have been working since the implementation of the PPM do not appear to have improved curriculum implementation in schools. This has affected the management of implementation, and to a large extent the entire education system in South African schools. In this study, the researcher investigates the influence of the PPM on curriculum implementation at secondary schools in the King Cetshwayo District of KwaZulu-Natal in South Africa. The objectives of the study were to:  To establish how principals manage the PPM at secondary schools.  To find out the influence of the PPM in curriculum implementation at secondary schools. The quantitative approach grounded in the positivism paradigm was used to collect and interpret empirical data from principals of secondary schools in the King Cetshwayo District. The findings of the study reveal that the influence of the PPM in the management of the schools and in curriculum implementation affects the performance in all spheres of the schools in the King Cetshwayo District. The principals experience contextual problems which affect administration and curriculum implementation. The main recommendation from the study’s findings is that there is a need for the Department of Basic Education to revise the PPM in order to serve the needs of schools, particularly the previously disadvantaged schools that experience deficits in all areas of teaching and learning.

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