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- ItemInfluence of the abolition of corporal punishment on the management of teaching and learning in secondary schools in the uMlazi District, KwaZulu-Natal(University of Zululand, 2024) Mahaye, Ngogi Emmanuel; Kutame, A. P.; Kapueja, I. S.Abstract/English In recent years, the educational landscape has shifted towards fostering inclusive and nurturing learning environments, significantly marked by the global movement to abolish corporal punishment in schools. This study examined the influence of abolishing corporal punishment on managing teaching and learning in secondary schools within the Umlazi District. A purposive sample of 16 School Management Team (SMT), members from four secondary schools within the district participated. The study was underpinned by the Concerns-Based Adoption Model (CBAM), theory and used an interpretivist paradigm with an exploratory research design. Data were collected through semi-structured interviews. The findings revealed several themes, including the deterioration of discipline, lack of respect for authority, positive learner-teacher relationships, and lack of parental support. Despite these challenges, the study found that alternative disciplinary measures have fostered a more positive schooling environment in the Umlazi District. The results highlight the complex realities educators face in maintaining discipline and creating a conducive teaching and learning environment without corporal punishment. The study recommends reassessing alternative disciplinary measures, providing ongoing training support for educators, and promoting a cultural shift in schools that prioritizes respect, empathy, and community participation in teaching and learning within the Umlazi District.
- ItemInfluence of teacher-principal conflict management strategies on teachers' self-efficacy in rural primary schools in the Dzindi Circuit(University of Zululand, 2024) Mulaudzi, Fulufhuwani Grace; Kutame, A. P.; Kapueja, I. S.English This study investigates the influence of teacher-principal conflict management strategies on teachers’ self-efficacy in rural primary schools within the Dzindi Circuit. Data in this constructivist study was collected through face-to-face interviews. The study utilized a homogeneous purposive sampling procedure to ensure the selection of participants with shared characteristics that are highly relevant to the research focus. Grounded in transformational leadership theory and the Thomas-Kilmann conflict management model, the study examines how principals’ approaches to resolving conflicts impact teachers’ confidence, motivation, and professional competence. The research identifies key themes, including the role of respectful communication, collaboration, and proactive conflict resolution strategies. Findings reveal that conflict management styles characterized by respect, empathy, and inclusivity significantly enhance teachers’ self-efficacy, while authoritarian or avoidant strategies contribute to emotional exhaustion, diminished morale, and a decline in teaching performance. The study also highlights the broader implications of unresolved conflicts on school climate and learner outcomes, emphasizing the need for emotionally aware and collaborative leadership practices. Based on the results, the Teacher-Principal Conflict Management and Teacher Self-Efficacy Enhancement Model (TPCM-TSEE Model) was developed. This model offers a structured framework for principals to address conflicts constructively, promoting a positive school environment and empowering teachers to achieve educational goals. The findings underscore the importance of professional development for principals in conflict resolution and emotional intelligence, as well as workshops for teachers to foster a collaborative school culture. These recommendations aim to enhance both teacher efficacy and the overall quality of education in rural schools.
- ItemCurriculum delivery monitoring strategies in primary schools during the covid pandemic: lessons learnt(University of Zululand, 2025) Tshirangwana, Munyadziwa Nobeli; Mhlongo, H.R.; Kutame, A.P.The aim of the study was to investigate the lessons learnt from curriculum delivery monitoring strategies in primary schools during the COVID19 pandemic. The study pursued a qualitative approach in line with the phenomenological research design framed within the interpretivist paradigm. Data collection methods included semi-structured interviews, focus group discussions, and document analysis. Qualitative data was transcribed and analysed using thematic analysis approach. The key findings indicated that teachers faced difficulties in engaging learners and maintaining their attention in a virtual environment which raised concerns about learners’ motivation and participation. They also highlighted the indispensable value of face-to-face teaching for delivering personalised instruction while emphasising the need for systemic reforms to enhance educational resilience during future crises. The study revealed significant challenges including gaps in digital infrastructure, insufficient teacher-training and inadequate support for remote learning, especially in under-resourced schools. The study suggested recommendations to address these issues such as prioritising professional development to strengthen psychological and professional teacher-support systems to ensure effective curriculum implementation, monitoring, delivery, and evaluation. Schools should provide adequate resources and training to help teachers manage increased workloads and overcome the challenges of remote teaching-learning. Government and schools should focus on improving access to technological devices, internet connectivity, and conducive learning spaces, particularly in low-income areas to bridge the digital gap to support remote and hybrid learning. Prioritising teacher-training, teacher-wellbeing, and adaptive strategies is essential for equitable curriculum delivery during crises. Educational institutions and policymakers must support teachers in developing their technological literacy skills and by providing a more flexible curriculum to ensure effective teaching and learning through digitisation. This study proposes a model for monitoring curriculum delivery in primary schools; the model could inform future policies on curriculum development.
- ItemEffectiveness 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.
- ItemEvaluating 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.