Provision of quality education in selected disadvantaged schools in uMkhanyakude Education District: the application of participative leadership model in motivating educators
| dc.contributor.advisor | Kutame, A. P. | |
| dc.contributor.advisor | Mncube, D. W. | |
| dc.contributor.advisor | Kapueja, I. S. | |
| dc.contributor.author | Ntuli, Bonginkosi Abraham | |
| dc.date.accessioned | 2025-07-28T08:34:27Z | |
| dc.date.available | 2025-07-28T08:34:27Z | |
| dc.date.issued | 2024 | |
| dc.description | Disadvantaged schools are historically marginalised regarding teaching and learning resources in South Africa; hence, quality education is not accessible to everyone. This study investigates the application of the participative leadership model in motivating educators to provide quality education in schools. The literature indicates that the participative leadership model needs to be considered in motivating educators to provide quality education. As a qualitative study, the qualitative design was used to investigate the application of the participative leadership model in motivating educators to provide quality education in schools. A population from Post Level 1 (PL1) educators to the School Management Teams (SMTs), especially in disadvantaged schools was used to collect data. Purposive sampling was adopted to select information-rich participants from a population to contribute meaningfully to the body of knowledge. An in-depth interview schedule was used to collect data from principals, deputy principals and departmental heads, while the focus group discussion schedule was used to collect data from PL1 educators. Trustworthiness was observed to ensure credibility and reliability of the research instruments and findings. As a qualitative study, thematic analysis was used to analyse and present the findings. The findings show that educators are motivated by engagement in school decisions and programmes to shape the school direction. On the grounds of the findings captured, this study concludes that school leaders who are still trapped in traditional leadership approaches discourage educators from striving for quality education. When school leaders isolate educators in running schools, educators do not take responsibility for providing quality education and achieving the school goals. As such, this study recommends that educators be involved in school decisions and programmes as the participative leadership model stresses democratisation of school processes, so that the school goals are achieved. It is also recommended that a study on the provision of quality education in selected disadvantaged schools in Umkhanyakude Education District: the application of participative leadership model in motivating educators should be extended across the KwaZulu-Natal (KZN) province. | |
| dc.description.abstract | Disadvantaged schools are historically marginalised regarding teaching and learning resources in South Africa; hence, quality education is not accessible to everyone. This study investigates the application of the participative leadership model in motivating educators to provide quality education in schools. The literature indicates that the participative leadership model needs to be considered in motivating educators to provide quality education. As a qualitative study, the qualitative design was used to investigate the application of the participative leadership model in motivating educators to provide quality education in schools. A population from Post Level 1 (PL1) educators to the School Management Teams (SMTs), especially in disadvantaged schools was used to collect data. Purposive sampling was adopted to select information-rich participants from a population to contribute meaningfully to the body of knowledge. An in-depth interview schedule was used to collect data from principals, deputy principals and departmental heads, while the focus group discussion schedule was used to collect data from PL1 educators. Trustworthiness was observed to ensure credibility and reliability of the research instruments and findings. As a qualitative study, thematic analysis was used to analyse and present the findings. The findings show that educators are motivated by engagement in school decisions and programmes to shape the school direction. On the grounds of the findings captured, this study concludes that school leaders who are still trapped in traditional leadership approaches discourage educators from striving for quality education. When school leaders isolate educators in running schools, educators do not take responsibility for providing quality education and achieving the school goals. As such, this study recommends that educators be involved in school decisions and programmes as the participative leadership model stresses democratisation of school processes, so that the school goals are achieved. It is also recommended that a study on the provision of quality education in selected disadvantaged schools in Umkhanyakude Education District: the application of participative leadership model in motivating educators should be extended across the KwaZulu-Natal (KZN) province. | |
| dc.identifier.uri | https://uzspace.unizulu.ac.za/handle/10530/2625 | |
| dc.language.iso | en | |
| dc.publisher | University of Zululand | |
| dc.title | Provision of quality education in selected disadvantaged schools in uMkhanyakude Education District: the application of participative leadership model in motivating educators | |
| dc.type | Thesis |