Educational Planning & Administration

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    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.
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    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.
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    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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    t Challenges of School Governing Bodies at Primary Schools in the King Cetshwayo District
    (University of Zululand, 2019) Mabaso, Mduduzi Siyamukela
    The new government that came into power in 1994, brought with it changes to the education legislation, which emphasised the parents as important partners for schools. This partnership was formalised by the South African Schools Act (SASA), which identifies school governing bodies (SGBs) as official partners in school governance. Thus, the new structure of school governance has resulted in the development of new relationships between SGBs and the school management Team (SMTs). In this study the researcher investigates challenges of school governing bodies at primary schools in the King Cetshwayo District. The objectives of the study were to:  To investigate the challenges experienced by SGBs in working with SMTs.  To explore the challenges of SGBs in schools.  To determine the strategies which can be used in strengthening relationships between SGBs and SMTs. This investigation was undertaken to find out the challenges that SGBs experiences in primary schools and determine the strategies which can be used in strengthening relationships between SGBs and SMTs. The qualitative method was used in this study to collect data from SGB chairpersons, principals and SGB educator in the King Cetshwayo District. The empirical study based on the findings of interviews confirmed that SGBs faced immediate challenges and were not adequately capacitated to handle these challenges. It also emerged that the experienced governing body chairpersons and principals lacked adequate understanding of their governance roles and those of each other. The main recommendations of this study is that the roles and responsibilities of school governors be well explained to stakeholders, even before nominations and elections are conducted, so that potential governors know exactly what is expected, and that continuous capacity-building becomes a regular feature at school level, including a school cluster-based programme addressing local school governance challenges.
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    Managing the recruitment of scarce skills subjects’ teachers in rural secondary schools of Mutale Area in Limpopo province
    (University of Zululand, 2020) Muremela, Matodzi Grace
    ABSTRACT The education system is battling with the growing shortage of permanent teachers in scarce skills subjects (Mathematics and Physical Science), particularly in rural areas of the Vhembe District of South Africa. Teachers in schools in this rural area are mostly temporary and this has a negative impact on the promotion of teaching and learning. This study aimed to explore the management of the recruitment of permanent educators for the scarce skills subjects (Mathematics and Physical science) in rural secondary schools of the Mutale area. This study employed a Pragmatist paradigm that advocates the use of mixed methods. The study uses qualitative and quantitative research methodologies. The face-to-face approach was followed for the qualitative methodology while a survey; collecting data through questionnaires, was used in this study. The target population of the study consisted of principals, teachers, heads of departments and managers at circuits and district levels. The study used purposive and simple random sampling procedures to select participants. One on one unstructured interview was used to collect qualitative data. Participants were interviewed, and questionnaires were administered to respondents. Quantitative data were analysed using the Statistical Package of Social Science and qualitative data were analysed with the help of the Atlas.ti programme. Results show that there are environmental and social factors that affect principals in managing the supply and demand for teachers of critical scarce skills subjects. Schools that are in a rural environment are failing to attract Mathematics and Science teachers. They need to introduce incentives to improve the already poor conditions in rural areas, which existed since the apartheid era. Training of teachers should be structured in such a way that teachers would be motivated to go and teach in rural areas. The study concludes that Mathematics and Science teachers have many opportunities to get employed in various sectors and, therefore, they need attractive incentives if they are to accept permanent employment in rural areas. A training model has been developed which can assist principals in managing the demand and supply of Mathematics and Science teachers in rural
University of Zululand