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- ItemChallenges faced by principals in promoting sustainable and equitable funding of schools at Umlalazi Circuit in King Cetshwayo District(2023) Sikhakhana, Dumisani; Prof Mncube, Dumisani WilfredThis study investigated the challenges faced by secondary school principals in promoting sustainable and equitable funding at UMlalazi Circuit in King Cetshwayo District. The parents and teachers are dissatisfied with the administration and management of funds at levels of the education departments starting from the province down to schools. The principals facing these challenges of funding daily have motivated the researcher to conduct this research. Most schools, in particular the no-fee schools, are struggling when it comes to, matters involving money because their income is from the Department of Basic Education. The study has alerted the stakeholders in education to do introspection on equity and justice in the funding of schools. It is believed that once these challenges are scrutinised, they will remedy the situation. An interpretive paradigm was used and the research design was qualitative. The data were generated using literature review and empirical research. Data gathering techniques used were the semi-structured interviews for all participants, (school principals’ focus groups and all SMTs including deputy principals). Observation and document analysis were used to analyse the data thematic. The tools used during the data collection process were an interview schedule, observation checklist and voice recorders. The research covers areas which include problems encountered by the principals resulting in poor funding, the role of the principals in promoting sustainable and equitable funding and the measures to be employed in solving the problems encountered. The findings indicated that some practices and policies of the Department, mismanagement, maladministration and misappropriation of funds affect the smooth running of the schools. The no-fee schools are all challenged but the complexity of problems encountered varies. Recommendations made include reviewing Departmental policies and practices, training the principals and finance committees on financial management and the need for stakeholders to join hands in improving the financial situation in schools.
- ItemExploring early childhood development teacher training through expanded public works programme in the rural Vhembe East District(2023) Ramabulana, LufunoThe Department of Education's training for Early Childhood Development (ECD) teachers at centre-based sites, such as creches and pre-schools, is crucial for enhancing educational outcomes for children nearing school age. This training is facilitated by the Expanded Public Works Programme (EPWP), a government initiative aimed at poverty alleviation through job creation and training, with ECD as a focus area. This study investigates the effectiveness of ECD teacher training provided by the Department of Education through EPWP in Vhembe East District, Limpopo Province, South Africa, underpinned by Vygotsky’s theory of the Zone of Proximal Development (ZPD). Employing a qualitative research design, this study captures the lived experiences of ECD teachers. Data were gathered through semi-structured face-to-face interviews with ten purposively sampled teachers who received EPWP-facilitated training. An Interpretive Phenomenological Analysis (IPA) method was utilized for data analysis, organizing findings into thematic categories. The training was generally valued by participants; however, several challenges were identified in the implementation of the ECD curriculum. These included disruptions in daily activities, insufficient support from supervisors, and inadequate infrastructure. Additionally, it was observed that many teachers lacked essential resources such as lesson plans and assessment documents, which are critical for the effective application of training and curriculum delivery. Despite the appreciation for the training, there is a significant gap in the practical implementation of the ECD curriculum among trained teachers. The study concludes that while EPWP's involvement in training is beneficial, there are critical areas of support and resource allocation that need addressing to enhance the effectiveness of these programs. It is recommended that ECD teachers obtain higher-level qualifications (NQF level 6 and above) before commencing work in ECD sites. Further suggestions include more focused training on the National Curriculum Framework, increased parental involvement, the development of supporting documentation, and the establishment of an effective remuneration structure for ECD teachers to improve curriculum implementation and overall teaching quality.
- 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.