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- ItemThe roles of teachers in fostering literacy practices in selected preschool classrooms in Centurion, Tshwane Municipality(University of Zululand, 2025) Mavhandu, Thinawanga Portia; Kutame, A. P.; Ntombela, S. S.Acquiring literacy skills at the preschool level is closely linked to the roles of teachers in the classroom. Preschool teachers play a vital role in promoting literacy development in young children. The way teachers fulfil these roles can significantly influence a child's literacy skills, either positively or negatively. This descriptive phenomenological study explored how teachers foster literacy practices in selected preschool classrooms in Centurion, Tshwane Municipality. Data was collected through in-depth face-to-face interviews with fifteen participants. The interviews were audio recorded and transcribed verbatim. Through thematic analysis, three main themes emerged: the roles of teachers in fostering literacy practices, the literacy practices fostered in the classrooms, and the challenges teachers face when fostering these practices. The study's findings revealed that the challenges experienced by preschool teachers stem from constraints related to materials, financial resources, and human resources. These challenges negatively impacted the fostering of literacy practices and the literacy outcomes of preschoolers. To address these issues, a practice model was developed to enhance the roles of teachers in fostering literacy practices in the classrooms. Implementing this model has the potential to revolutionize early literacy education by optimizing resource use, improving teaching strategies and bridging the literacy gap in preschool settings. It is imperative to reinforce the roles of teachers in fostering literacy practices in preschool classrooms to achieve improved literacy outcomes for all children.
- ItemTeachers’ experiences of teaching sexual education among senior phase learners in rural primary schools of the Soutpansberg West Circuit(University of Zululand, 2024) Mavhandu, Ailwei Edwin; Kutame, A. P.; Nzima, D. R.Sexuality Education was introduced to avert high rates of HIV, unwanted pregnancy, and gender-based violence among learners. However, these challenges are still persistent in rural-based schools regardless of Sexuality Education offered at schools. The aim of this study was to explore teachers’ experiences of teaching Sexuality Education among senior phase learners in rural primary and secondary schools of the Soutpansberg West Circuit in order to develop a guideline to enhance effective teaching. The study was underpinned by systems theory. The study was conducted in two phases. First phase one is situational analysis aimed at understanding the teachers’ experiences of teaching Sexuality Education among senior phase learners in schools of the Soutpansberg West Circuit. This phase was achieved by conducting a qualitative study using Husserl’s descriptive phenomenology. Data were collected through face-to-face interviews from 14 criterion-purposively selected teachers and analysed following Collaizi’s seven steps for data analysis. The findings indicated that teachers have both negative and positive perceptions towards Sexuality Education, which in turn affect how they offer Sexuality Education. The findings further highlighted several factors that affect the effectiveness of Sexuality Education, such as considering Sexuality Education as taboo, lack of adequate knowledge and skills among teachers, cultural beliefs, religious beliefs, how Life orientation is viewed as a subject, and the views of learners and parents regarding Sexuality Education. Phase two of the study focused on developing and presenting the guidelines for enhancing the effectiveness of Sexuality Education in Soutpansberg West Circuit. The guideline was developed following the process highlighted by De Leo, Bloxsome, and Bayes, and the World Health Organisation. The guideline focuses on enhancing approaches used for Sexuality Education, addressing the factors that affect Sexuality Education teachers’ perceptions of Sexuality Education. The scope was based on the study objectives and critical study findings. The findings and developed guidelines can contribute to improving Sexuality Education curriculum in rural areas, offering of Sexuality Education, and increasing the effectiveness of Sexuality Education.
- ItemThe effects of the abolition of corporal punishment on learner academic performance in selected public schools in the Vhembe District(University of Zululand, 2020) Singo, Ndinannyi EuniceLearner misconduct is one of the major issues that affect learner academic performance. Before the dawn of democracy in South Africa, the learners’ discipline in class was largely controlled through corporal punishment and discrimination, particularly in the “Bantu Schools”. This, however, is not the case in the democratic South Africa. The democratic dispensation enshrines human rights, equality and freedom for learners. The aim of the study was to find out how the abolition of corporal punishment has affected the learner performance in the Vhembe District’s public schools. The study is positioned in the pragmatism paradigm. The mixed methods approach was used to investigate the effects of the abolition of corporal punishment on learner academic performance in selected public schools in the Vhembe District. Simple random and purposive sampling procedures were used to select a sample for this study. Data was obtained through questionnaires and face to-face interviews. The findings were analysed in order to address and help improve the discipline and conduct problems in secondary schools. An improved discipline system based on a positive and responsible learning approach is recommended.
- ItemUtilization of smartphone as mobile-learning tools in secondary schools at King Cetshwayo District: perspectives of school management team members and educators(2021) Mokoena, SelloThe adoption and acceptance of mobile technologies as mobile learning(m-learning) tools in the education sector has brought benefits and opportunities for teaching and learning. The main aim of the study was to determine and explore the perceptions of School Management Teams members (SMT) i.e. principals and head of departments, and educators on smartphones use as m-learning tools in selected secondary schools at King Cetshwayo District. The study employed a mixed method approach and the explanatory sequential research design to achieve the main aim of this research. The SMT members and educators in secondary schools are key role players on technology use and acceptance in secondary schools for teaching and learning purposes. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework that underpinned this study. This research study was conducted in King Cetshwayo District’s secondary schools which is one of the largest district in KZN (Kwa-Zulu Natal) province. Questionnaires and semi-structured interviews were used as instruments to collect data in purposively selected secondary schools. The study respondents were SMT members and educators. The research piloted its questionnaire and it interview schedule in one secondary school which was not part of the ten selected secondary schools. The instrument used in the pilot study was used also in the main study because there were not changes after the pilot study revealed required results by the researcher, so that is the reason why it was also adopted without no changes for the main study. King Cetshwayo District has a total of 44 secondary schools for this study only ten were purposively selected. In the ten selected secondary schools 140 questionnaires were issued and 135 were collected, from the 10 planned interviews only 8 were conducted. Firstly, the study collected quantitative data from SMT members and educators, then followed with qualitative data from the principals. The main study findings revealed that the SMT and educators need training, skills development programmes on the use and adoption of smartphones as m-learning tools in secondary schools. The respondents indicated the type of staff development they require and how and when this training should take place. The study concluded by designing a model for secondary schools use and adoption of smartphones as m-learning tools in secondary schools. The model also show how the SMT members and educators could influence and motivate the smartphones use as m-learning tools in secondary schools.
- ItemFactors Affecting Entrepreneurial Skills Acquisition among Undergraduates in selected Universities in South Africa and Nigeria(University of Zululand, 2021) Olumuyiwa, Omotosho AdemolaThis study explored the factors affecting entrepreneurial skills acquisition among undergraduate students in two selected rural universities in South Africa and Nigeria. Quantitative and qualitative methods were used in this study. Questionnaires and semistructured interviews were used respectively for data collection. Systematic sampling technique was used to select the student respondents, while purposive sampling was used to select the academic staff respondents for the study. The questionnaire was administered to student participants, while lecturers were interviewed. Data for the quantitative study was analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS) while the qualitative data was collected and analysed thematically. The findings of the study reveals that students' acquisition of entrepreneurial skills in the two selected rural universities is influenced by common factors such as a lack of motivation, a lack of well-equipped skills acquisition centres, a weak connection between university and industry and poor management of training, among others. Research finding further shows that the effects of entrepreneurship education on students’ entrepreneurial skills were insignificant in the two selected universities. It is clear that entrepreneurship training in the South African university lacks practical orientation, while the hands-on approach in the Nigerian university is characterised by a low participation rate. Evidence suggests that the respondents generally consider entrepreneurship as desirable when they perceive that there are people they can rely on for support or any form of assistance they would need to overcome obstacles and fear of failure in the process of starting a business. The aforementioned signifies a need for apprenticeship approach to entrepreneurship education programme. Based on the research findings, it was recommended that entrepreneurship education should concentrate on developing students’ foundational abilities as well as technical and entrepreneurial skills associated with the various stages in the entrepreneurial process, there is a need for a paradigm shift in the pedagogical approach in the selected South African university from being largely theoretical to experiential and practical approaches, a close relationship between academia, government and industry is paramount to effective development of skills amongst students. It is also recommended that universities incorporate entrepreneurial education across all faculties, expose students to on-the-job training and financiers, face-to-face interactions with real business people in live projects, assist with the incubation of business ideas from students. The study addressed the understudied ‘skill factors’ in entrepreneurship and upholds quality assurance in entrepreneurship education in an apprenticeship way.