Browsing by Author "Biyela, Thokozani Andreas."

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Exploring teachers’ experiences of the teaching of Mathematics in the Intermediate Phase in (Grade 4-6) Nongoma Circuit)
(2018) Biyela, Thokozani Andreas.; Mpungose, Cedric Bheki.
This dissertation presents the qualitative case study of three teachers teaching Mathematics in the Intermediate Phase. The study seeks to understand and describe what can be done to assist the teachers teaching Mathematics in the Intermediate Phase since some teachers have qualifications for teaching Mathematics while others are teaching Mathematics without having qualifications. Further to this, this study was conducted with an aim of exploring the teachers’ experiences of the teaching of Mathematics in the Intermediate Phase. Thus, the focus group interviews, one-on-one semi-structured interviews and document analysis were used to generate the data in order to explore the teachers’ experiences teaching Mathematics in the Intermediate Phase. In addition to this, convenience and purposive sampling were used to select the three teacher case studies because they were specifically teaching Mathematics in the Intermediate Phase. As a result, I conducted the interviews without any manipulation. The study was framed by the concept of curriculum spider-web to explore the teachers’ experiences. Furthermore, the literature reviewed teachers’ experiences in their teaching process. Moreover, the findings from the literature suggested three levels of experiences namely; attitude, skill, and knowledge experiences. In addition to the above, findings from the literature revealed that each curricular spider-web concept had three levels as per proposition of experiences. Further to this, findings from the data analysis revealed that most teachers were driven by both personal and societal rationale to teach Mathematics in the Intermediate Phase. Moreover, this dissertation finally recommends that the Department of Education should review the method used to appoint and allocate duties to Mathematics teachers and the school governing bodies and school management teams should support Mathematics teachers with software resources by using norms and standards for learners to procure and Department of Education organise and conduct workshops for equipping teachers about the expected roles to play during teaching and learning practice.
School managers’ perceptions on the use of technological resources in curriculum supervision in the context of COVID-19.
(2023) Biyela, Thokozani Andreas.; Mpungose, Cedric Bheki.
This dissertation presents a qualitative case study of sixteen school managers specifically school principals. This study was conducted with the main purpose of exploring the school managers’ perceptions on the use of technological resources in curriculum supervision in the context of COVID-19 in the Zululand District. Furthermore, the study employed an interpretive paradigm. In addition, this paradigm has been utilised because the study aims at exploring the three missing levels of perception (knowledge, skill, and attitude) during curriculum supervision. The study sought to understand why school managers resist to use EdTech (educational technological) resources to supervise curriculum. In addition, an interpretive paradigm and case study were used on sixteen participants to gain the meaning in real situation. Subsequently, reflective activity, one-on-one semi-structured interviews, and focus groups were used to generate data. Moreover, the study used non-probability sampling methods, comprising purposive and convenient sampling. This study was framed by the by the curricular spider web (Van den Akker et al., 2010). Further to this, the theory that shapes this study is technological pedagogical content knowledge (TPACK). Data were analysed using guided analysis, which employed both deductive and inductive methods. Finally, ethical considerations related to qualitative research were explored such as trustworthiness, confirmability, dependability, transferability, and credibility. The findings of the study reveal that school managers were driven by knowledge perception to supervise curriculum when using EdTech supervision aids. The school managers could indicate the lack of technological resources and knowledge in schools. Even though there is a policy in place, some school managers are non-compliant with that policy. The study recommends the Department of Basic Education to install Wi-Fi in all schools to enforce the policy implementation. Moreover, the study further recommends that curriculum developers work alongside information and communication technologies (ICT) team specialists to advocate paperless curriculum supervision, train, and enhance school managers on software and ideological-ware EdTech supervision aids.