Browsing by Author "Mweli, Patrick."

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The African perspective on anti-social behaviour: a case study of traditional healers' perception on ancestral calling.
(2016) Kunene, Scebo Mcedi Cedusizi.; Mweli, Patrick.
The study seeks to explore the African perception towards anti-social behaviour through traditional healers as case study. The study focuses on African’s knowledge and understanding of anti-social behavior development. The causes and healing of anti-social behavior has been explained along the African’s context. Traditional healers were selected in the four regions (Hhohho, Manzini, Lubombo and Shiselweni) of Swaziland using the purposive sampling. They were five traditional healers from each region. Focus group discussions were held with traditional healers in each region and later an in-depth interview was conducted with each traditional healer. Mixed research method has been applied in the study. Both qualitative and quantitative analysis approach has been used in the research in exploring how traditional healers deal with anti-social behavior. The study concluded that traditional healers are consulted for mental disorders by members of the community. They are able to recognize some mental disorders, particularly those relating to psychosis. Their traditional healing approach is very effective; however there is a great need for improving their working environments and system of referral when then cannot deal with some other complications which comes with anti-social behavior. Traditional and Western healing interventions of anti-social behavior should complement each other.
The attitudes of novice foundation phase educators towards children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) in Mafukuzela Gandhi Circuit.
(2017) Sibiya, Rosemary Nozizwe Nonhlanhla.; Muribwathoho, Henry.; Mweli, Patrick.
Abstract available in PDF.
Exploring the implementation of inclusive education in the Pinetown district schools : a case study of learners' experiences and teachers' perceptions about the classroom environment at a selected school.
(2009) Mweli, Patrick.; Kalenga, Rosemary Chimbala.
The study intends to contribute to successful implementation of Inclusive Education in South African Schools, by exploring learners’ experiences within the classroom and teachers views about the classroom environment. A combination of these two factors will indicate the extent how far inclusive education is being implemented in the classrooms. The school that was selected to participate in this study is located in the semi-rural area in Pinetown district. Learners participated in three focus group sessions. These sessions aimed at gathering data on learners’ experiences within classroom environment. Each group consisted of eight learners; that is, four males and four females. Focus group one was selected from grade seven; the second focus group from grade eight and the third group from grade nine. The class teachers of the selected classes were requested to take part in the interview sessions. The sessions intended to gather information on teachers’ views about classroom environment and how it impacts on their implementation of Inclusive education. The study reveals that in South Africa the problem of inclusive curriculum implementation still exists and need special attention from all stake holders involved in education. What learners experience in the classroom result from how teachers conduct their practice. It is also evident that teachers have not been properly prepared for a paradigm shift and implementation of inclusive curriculum.
Exploring the implementation of inclusive education in the Pinetown district shools : a case study of learners' experiences and teachers' perceptions about the classroom environment at a selected school.
(2009) Mweli, Patrick.; Kalenga, Rosemary Chimbala.
The study intends to contribute to successful implementation of Inclusive Education in South African Schools, by exploring learners’ experiences within the classroom and teachers views about the classroom environment. A combination of these two factors will indicate the extent how far inclusive education is being implemented in the classrooms. The school that was selected to participate in this study is located in the semi-rural area in Pinetown district. Learners participated in three focus group sessions. These sessions aimed at gathering data on learners’ experiences within classroom environment. Each group consisted of eight learners; that is, four males and four females. Focus group one was selected from grade seven; the second focus group from grade eight and the third group from grade nine. The class teachers of the selected classes were requested to take part in the interview sessions. The sessions intended to gather information on teachers’ views about classroom environment and how it impacts on their implementation of Inclusive education. The study reveals that in South Africa the problem of inclusive curriculum implementation still exists and need special attention from all stake holders involved in education. What learners experience in the classroom result from how teachers conduct their practice. It is also evident that teachers have not been properly prepared for a paradigm shift and implementation of inclusive curriculum. As a result teaching practice has not change to accommodate the requirements of inclusive education. Consequently, the losers in the process are the learners, as they continuously have negative experiences within the classroom which causes barriers to learning.
Grade four teachers’ language attitudes and lived teaching experiences in KwaZulu-Natal schools, South Africa.
(2018) Mweli, Patrick.; Mkhize, Nhlanhla Jerome.; Buthelezi, Thabisile.
The language of learning and teaching (LoLT) in South African primary schools poses a threat to quality teaching and learning, more importantly, access to the curriculum knowledge by African learners, particularly at Grade Four level. The argument is that the use of African languages to teach African children enables the alignment of the learners’ worldviews and African ways of knowing which allows them full access to knowledge. The purpose of this study is to explore Grade Four teachers’ language attitudes and their lived experiences in managing the language transition taking place at Grade Four. In addition, the study aims to develop a teacher-language-attitude questionnaire and a Worldview Based Mother Tongue Educational Model that will enable the meeting of the minds of teachers and learners using the mother tongue. The researcher used a mixed methods approach to interrogate the phenomenon of study. To investigate teachers’ attitudes the researcher used a survey, and explored their lived experiences in managing the language change at Grade Four level, using five focus group interviews. The sample for the survey constituted of 400 respondents and five focus groups consisting of 20 Grade Four teachers in total, selected from semi-rural and urban schools within the Pinetown and UMgungundlovu districts. Descriptive and inferential statistical analysis was used to analyse data from the survey and thematic analysis was employed to analyse data from the focus group discussions. The overall findings point out that the majority of Grade Four teachers are struggling to teach most African learners at Grade Four level using English as LoLT, and prefer the use of African languages as language of learning and teaching. The main conclusion of the study is that when the language of learning and teaching is the mother tongue of both the teacher and the learner, it allows the meeting of their minds. In the process, teachers explain better and learners understand better. Hence, African learners in using their mother tongue as LoLT get full access to knowledge.
Inclusivity in the teaching profession: a case of male teacher representation in the foundation phase.
(2019) Nzuza, Mathews Deonne.; Mweli, Patrick.
Abstract available in PDF.
Parents’ experiences of accessing education for autistic learners in primary school.
(2020) Khabanyane, Nkosingiphile Letticia.; Mweli, Patrick.
Autism Spectrum Disorder is neurodevelopmental disorder which is estimated to currently affect 1 in 10 children in South Africa. Children diagnosed with this disability are required to attend schools that are specialised to cater for their needs within the South African education system. Currently autistic children receive education in special needs or inclusive schools. The aim of this study was to explore the experiences of parents with autistic children in how do their children access education and the efficacy of the learning models, which are used in schools to educate autistic children. A qualitative research design informed the study. One focus group with six participants was conducted, followed by semi-structured interviews with individual participants. Data was analysed using thematic analysis as per Braun and Clarke. The results indicated that parents experience continuous difficulties in accessing education for their children. Accessing within this context refers to the ability to gain entry into educational institutions. The difficulties were prevalent from early childhood education. Parents’ difficulties include having limited number of schools with the required resources or facilities, which could cater for their children’s needs. This was primarily attributed to systemic challenges such as limited resources and poor policy implementation. Furthermore it was observed that there was limited supported available to assist in accessing education. The study findings were not able to ascertain the efficacy of learning models within the South African context. The results indicate that there needs to be resource review to explore how institutions can assist parents in accessing education for their children. In conclusion, parents of autistic children experience systemic challenges in accessing education for their children. Furthermore there is a lack of systemic support for both parents and their autistic children.
Perceptions of inclusion and exclusion in a South African primary school.
(2019) Mpanza, Amanda Ntombifuthi.; Mweli, Patrick.
A qualitative study was conducted at a selected South African primary school with the aim of exploring teachers’ perceptions of the principle of inclusive education, with particular focus on the possible exclusion of learners with disabilities and/or special needs. The objectives of the study were to gather information about the underlying perceptions that teachers had with regards to inclusion and exclusion and to establish how these participating teachers perceived the inclusion and exclusion of learners in the selected study site. In essence, the study attempted to understand primary school teachers’ perceptions and how these perceptions might either promote or hinder acknowledgement of inclusion and exclusion in a South African school. The study was informed by Vygotsky’s sociocultural theory of learning which was the lens through which the data and findings were viewed. Participating teachers’ authentic written narratives were used as the data collection tool and the data were thematically analysed. This analysis process was underpinned by findings in the literature as well as Vygotsky’s theory. Formulated research questions gave impetus to the study and guided the analysis of the data. The findings indicated that some negatively held perceptions of the inclusion principle in the study site still existed and that these perceptions would need to be addressed at school, district and national levels for a successful inclusion process. However, on a positive note it was found that the teachers demonstrated willingness to promote inclusive schooling. The study unveiled that teacher training is lacking in promoting an understanding of inclusive education, that the principle of inclusivity needs to be more actively supported by all relevant education structures, and that funding needs to be directed towards the implementation of inclusive education. The thesis is concluded by linking the findings with the research questions. In essence, it is argued that knowledge and understanding of disability still need to be promoted among all teachers and that policies need to be simplified for effective implementation. The teachers’ efforts to understand the principle of inclusion in the school under study, regardless of the factors that hindered the implementation of this educational policy, are acknowledged. However, an important conclusion is that intensive training on inclusive education needs to be conducted both pre-service and in-service for all parties involved. Recommendations are offered for future studies to further explore and address teachers’ perceptions of inclusivity in an attempt to eradicate any barriers that might hinder the inclusivity of learners with disabilities or special needs in the South African education system. It is acknowledged that, due to the limited scope and exploratory nature of the study, the results cannot be generalised to the entire South African teacher population. However, the reliability and trustworthiness of the findings pave the way for future studies to investigate policies and practices that will address the needs of the vast range of learners who have to navigate the education system, with particular reference to those learners who have disabilities and who encounter learning difficulties.
Supporting learners who experience barriers to learning : a case study of a full-service school at Umlazi District.
(2016) Ndinisa, Sibusisiwe.; Ntombela, Sithabile Surprise.; Mweli, Patrick.
Education qualifies and equips us to move forward in life with confidence and skills to manage ourselves. It is, therefore, imperative that everyone accesses it whether they have a disability or not. Education is a right, not a privilege that is why all of us should be able to enjoy it without fear or favour. Some of us, if not all of us, experience barriers to learning one way or the other. This study investigated what teachers consider as barriers to learning, how teachers support learners who experience barriers during teaching and learning, and lastly, it identified strategies that teachers use in supporting these learners. Using a qualitative methodology and an interpretive research paradigm, the study employed focus group interviews and questionnaires to gain insight into how teachers support learners experiencing barriers to learning every day in the classroom. Barriers these teachers deal with include academic barriers (language), physical barriers, socio-economic factors, physical, emotional and sexual abuse, psychological problems, lack of parental involvement and minimal or inadequacy of resources. Teachers, therefore, use different strategies in supporting learners and these include remediation, extra tuition, individual attention and/or group work. The approach that was chosen for this study is a case study. Purposive and convenience sampling were employed to select the six participants who participated in this study voluntarily. Questionnaires and focus group interviews were the data collection techniques employed. The findings show that although teachers are willing to support learners, they experience challenges when it comes to implementing this policy because of resource scarcity as well as minimal support from the Department of Education and parents. This is a major challenge for them in properly supporting learners because they themselves need support.
Teachers’ understanding of aggressive learner behaviour in a primary school.
(2021) Perumal, Emily Estella.; Mweli, Patrick.
The focus of this study is to explore teachers’ understanding of aggressive learner behaviour in a primary school. This study was conducted in an ex-model c school which is in the district of UMlazi. The research approach is qualitative, in which a case study design was employed. Data was generated using two data generation instruments, which are, focus group discussions and collage construction. The findings of this study showed that the majority of the teachers acquired their understanding of aggressive learner behaviour through their experience over the years of teaching, communication with teachers and learners’ parents. Teachers explain the rationale for the discipline strategies they adopt to address aggressive learner behaviour in their classrooms and out on the field. The findings also show that besides experience and conversations with other teachers or parents of learners, there is no other meaningful way to acquire knowledge regarding aggressive learner behaviour in a primary school.