Educational Planning & Administration

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Female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit
(University of Zululand, 2019) Mthethwa, Joice jikile
Although the number of women managers in education is increasing, women continue to experience problems that prevent them from realising their full potential particularly as conflict managers. When female teachers are promoted to principalship positions, there are no programmes to equip them with relevant management skills required to lead and manage the schools effectively. This has resulted in some female principals showing lack of confidence in resolving conflict in schools, particularly where the staff is dominated by female teachers. Female principals tend to rely on their male colleagues should there be a case where they have to implement disciplinary measures. The aim of this study was to explore female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit. This study used a qualitative approach, collecting data through face-to-face interviews. Purposive sampling procedure was used to select participants for this study. The study established that female principals have skills of managing conflict despite their gender roles that have been taken as determinants that females may not do well as managers. Some gender roles, which include nurturing and accommodating, have been identified as key to female principals in assisting them when resolving conflict at the workplace where the staff is dominated by female teachers. However, they still need to learn more about skills of managing conflict in schools. The study recommends that female principals be workshopped on how to manage conflict in a school situation soon after they have been appointed. A comparative study between female and male principals regarding management skills they have for resolving conflicts is recommended.
Factors affecting the implementation and management of continuing professional teacher development in the Zululand District, South Africa.
(University of Zululand, 2020) Nsibande, Peter Emmanuel Nkosinathi.
The study investigated factors affecting the implementation of Continuous Professional Teacher Development (CPTD) programmes in the Zululand District. CPTD programmes are the universally accepted strategies used to improve the performance of teachers. Whereas the performance of teachers defines the performance of learners; at the same time, the performance of learners is used as an indication of the quality of the country’s education system. Therefore, the quality of CPTD programmes received by teachers determines the quality of an education system. It was established from literature that the reason why most CPTD programmes fail was that they were usually implemented using traditional methods. These methods included workshops, seminars, talks, and conferences which are brief and sporadic events in which teachers tend to be passive recipients of information, having no opportunities to collaborate with others. The researcher used qualitative approach in the study because he wanted to get the feelings and experiences of the participants in the implementation of CPTD programmes. The researcher used one-on-one interviews, focus group discussions and document analysis as research instruments. The study was conducted in all the five circuits of the Zululand District. The sample consisted of a district official, 2 principals, 12 School Management Team (SMT) members and 12 post level 1 teachers. The total number of participants was 27. An equal number of participants was drawn from primary and secondary schools. The key findings of the study were that district officials mostly used a traditional approach to implement CPTD programmes. Traditional programmes were characterised by once-off workshops which were not based on teachers’ needs. These CPTD programmes did not have follow-up programmes set up to check on the effectiveness of CPTD programmes in the development of learner performance. Teachers were never consulted about their needs. All CPTD programmes were not based on adult learning theories. Teachers were not involved in the planning of CPTD programmes. CPTD facilitators did not have appropriate facilitation skills. Teachers were not encouraged to form collaborative structures like Professional Learning Communities. The study recommends that before district officials implement CPTD programme, they must undergo training on facilitation skills. Collaborative methods must be used in the implementation of CPTD programmes. Teachers must be involved in all implementation stages of CPTD programmes.
The role of school managers in managing conflict between teachers and learners in schools at the Vhembe District
(University of Zululand, 2022) Tangulani, Sikhwivhilu Lufuno
This study investigated the role of school managers in managing conflicts between teachers and learners in schools at the Vhembe District of the Limpopo Province. It also described the impact of such conflicts on the academic performance of learners. The study aimed to establish why teachers and learners engage in conflicts, and the role that school managers could play in managing the conflicts. A mixed method approach was used for collection of data. Data were collected by means of questionnaires and face-to-face interviews. Both simple random and purposive sampling techniques were used to select 500 participants quantitatively and six respondents for the qualitative data. Statistical Package for the Social Sciences (SPSS) 32 was used to analyse quantitative data. The study highlighted the significance of communication as the tool to use in conflict resolution through mediation and dialogue by the school managers. The effective way to holistically deal with the conflicts in schools is to involve parents, social workers and school governing bodies. Religious leaders, social workers and community leaders may be required as and when the need arises to address the moral decay. Mediation by school managers plays a significant role in effectively resolving conflicts. Findings further show that some of the conflicts require reaching a compromise between the two conflicting parties.
A mentoring model to enhance work integrated learning for B.ED Third year student teachers within the King Cetshwayo District
(2022) Buthelezi Thembinkosi Cuthbert
Mentoring of pre-service teachers during teaching practice has been characterised by many challenges, however, little is known about the availability of a model for effective mentoring of pre-service teachers in South African schools. The aim of this study was to develop a model to enhance the mentoring programme for B.Ed. third-year student teachers, within the King Cetshwayo District, KwaZulu Natal, South Africa. Data for the study was collected through interviews from twelve subject mentors who were purposively selected from twelve schools within the King Cetshwayo District and was analysed thematically. Results revealed that while there has been a noticeable interest among educators to mentor pre-service teachers who come for the teaching practice exercises, there seems to be a dearth of models or techniques to guide subject mentors on what to do when it comes to effective mentoring of pre-service teachers. School mentoring plays a significant role in the professional development of pre-service teachers, especially the teaching practice exercise which is geared towards exposing pre-service teachers to real life classroom teaching experience before they are eventually certified. Subject mentors rely mainly on their experiences and expertise to mentor pre-service teachers without following any mentoring model. Any communication breakdown between the university and the host schools’ subject mentors has a negative influence on the student-teachers. Based on the findings, a Six Grounding Model was developed. The study also recommends for universities with B.Ed. degree programmes to conduct adequate screening and pre-assessment of selected primary and secondary schools before mobilising pre-service teachers to such schools.
Principals’ leadership practices and their influence on primary schools’ teachers’ performance in Shiselweni region of eSwatini
(University of Zululand, 2022) Dlamini, Ephraem
Leadership forms the cornerstone of quality teaching and learning. In order for schools to produce quality results, effective leadership is imperative. Effective leadership is benchmarked on the leadership practices used by the school principal. Depending on their leadership styles, principals can impact teaching and learning either positively or negatively. Therefore, this study explored principals’ leadership practices and their influence on primary schools teachers’ performance in the Shiselweni region of Eswatini. Using the embedded mixed method, the study used a sample of 110 participants, who comprised 10 primary school principals and 100 teachers. The principals were selected using purposive sampling whereas the teachers were selected using stratified random sampling. Qualitative data were collected using semi-structured interviews and quantitative data were collected using Likert scale questionnaires. The interviews were conducted with the school principals, whereas the questionnaires were distributed to the teachers. Qualitative data were analysed using thematic content analysis, whereas quantitative data were analysed statistically using both descriptive and inferential statistics through the Statistical Package for Social Sciences (SPSS) (Version 28). The findings revealed that there was a strong positive correlation between teachers’ performance and principal leadership styles. However, the findings indicated no particular leadership style was suitable in all situations. To improve teacher morale, principals need be supportive, and the school environment has to be conducive. As revealed by the findings, teachers’ performance is positively influenced by adequate teaching and learning materials as well as opportunities for professional growth and fulfilment. Based on the findings, the study concludes that good leadership practices promote effective teaching and learning and vice versa. Teachers are also likely to perform better when they feel important and when their needs are met. Therefore, the study recommends that principals adopt situational leadership practices. Principals should involve teachers in decision making so that they do not feel alienated. The welfare of teachers also should be taken seriously as it influences their performance.

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