Masters Degrees (Education, Development, Leadership and Management)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7169

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Teachers’ perspectives regarding the factors that influence job performance at an independent school in the Umlazi district.
(2025) Chetty, Venetia.; Bhengu, Thamsanqa Thulani.
This study sought to investigate teachers’ perspectives on the factors that influence their job performance at an Independent school in the uMlazi District. The rationale for the study considered the various roles and responsibilities required of teachers. By providing informative factors that affect teacher job performance, it is hoped that teachers would be provided with the necessary assistance and support from management and stakeholders within the Independent School so that teachers may overcome current challenges that they face and encourage increased job performance. The study suggests that, as a result of supportive conditions, teachers would be better equipped to carry out their roles and responsibilities effectively, thereby contributing to a positive transformation of the school work environment. This study employed a qualitative research design and applied an interpretivist paradigm to explore the meaning that participants place on social situations under investigation, the study adopted the purposive sampling process when selecting participants. The study was conducted at an Independent School within the uMlazi School District in KwaZulu-Natal. Six participants were selected within the school; all participants were permanently employed at the school. Three Foundation Phase teachers and three Senior and FET Phase teachers were selected through purposive sampling. The data was generated through a series of semi-structured interviews that lasted for a duration of over 60 minutes, including probing questions. Using the Thematic analysis approach, the data was then coded and organised into themes, categories and sub-categories. The findings revealed that there are various factors that influence teacher job performance. Positive factors such as adequate resources and freedom to teach content in unique ways influenced teachers’ job performance. Conversely, negative factors that influenced job performance, such as poor salaries and incentives, workload and lack of communication from management within the school. It was discovered that managers within the school and stakeholders play a vital role in providing support and guidance in motivating teachers in the work environment. The study also revealed that motivation and recognition strategies are vital in enhancing teacher job performance.
Leading teaching and learning: lessons from two secondary school principals leading in a deprived context.
(2025) Zungu, Nothando Brilliantine.; Ndlovu, Nokukhanya.
The role of principals has significantly evolved. In modern schools, principals face multiple responsibilities. Today’s principals are often likened to CEOs, as they are tasked with leading and managing complex organisations while performing managerial, instructional, and political roles. This multifaceted role is especially challenging for principals, as they work in environments fuelled by constant changes and heightened accountability. Furthermore, the context in which schools are situated heavily influences leadership. Some schools are located in environments that are supportive and conducive to effective leadership. However, many others are situated in deprived contexts where multiple factors collude to making the task of leading and managing more challenging. This study explored the leadership practices of principals leading schools in deprived contexts, focusing on how they navigate these challenging environments. It also aimed to identify the factors that constrain and enable their leadership, utilising the Leadership for Learning model as its theoretical framework. Adopting a case study methodology, the study employed semistructured interviews as the primary data collection method. Two principals from secondary schools situated in deprived contexts were purposively selected for this inquiry. The thematic analysis of the data revealed that the principals employed various strategies to promote effective teaching and learning in their schools. These strategies included fostering collaboration with the school community and adopting the three-legged approach to ensure active participation from multiple stakeholders. The principals also prioritised strengthening the instructional core by ensuring full curriculum coverage, delegating monitoring responsibilities, and assigning the most effective teachers to Grade 12. In addition, the principals went beyond their traditional roles by taking on extra responsibilities, such as teaching, marking and other administrative tasks, to address the challenges of resource constraints and ensure the continuity of teaching and learning. While the principals demonstrated adaptability in navigating leadership challenges, the study also highlighted significant systemic obstacles, such as inadequate resources and bureaucratic delays in procurement processes, which negatively impacted teaching and learning. Despite these challenges, the principals identified parental involvement and support from internal and external stakeholders as critical enablers of their leadership practices.
Exploring the leadership responsibilities of school management team members in promoting teachers' well-being in the Madadeni circuit.
(2024) Sibiya, Nonhlanhla Sphesihle Peacefull.; Mbatha, Lynette Lulama.
School Management Team (SMT) members are critical in promoting teacher well-being and improving educational outcomes. Therefore, by supporting teacher well-being, SMT members can indirectly improve learners’ outcomes, as happy and supported teachers are better equipped to provide high-quality education. Thus, the study aimed to explore the role of SMT members in supporting teacher well-being and identify best practices that can contribute to a healthy and conducive work environment for teachers. A qualitative research design was used, and the interpretivism paradigm was chosen to understand how SMT members, as participants, use their leadership practices and strategies to promote and maintain teacher well-being. Survey questionnaires were distributed to five participants, and semi-structured individual interviews with two SMT members were employed. The data from the five purposely sampled participants was analysed using thematic analysis. The study found that the SMT members recognised that teacher well-being comprises physical, emotional and mental health, which is influenced by numerous factors such as stress, workload and work-life balance. Another finding was that SMT members understood that if the workload is not distributed fairly, this might cause high-stress levels. The main contribution of this study lies in its potential to positively impact the education sector by highlighting the critical role SMT members play in promoting teacher well-being. As the study recommends, the SMT members must encourage, support, and guide teachers to attend wellness programmes.
Understanding the status consumption of food among black gay men to counter homophobia in a KwaZulu-Natal urban community: implications for community education initiatives.
(2025) Sibeko, Brian Bongani.; Moletsane, Relebohile.
This dissertation explores the status consumption of food among Black gay men in the urban community of Pietermaritzburg, KwaZulu-Natal, South Africa. It examines how this marginalised group chooses food and foodscapes as means of identity construction, social status assertion, and resistance against discrimination. Using a qualitative methodology grounded in social identity and critical consciousness theories, the study sought to unravel the complexities of how Black gay men navigate and resist marginalisation through their culinary practices. Specifically, ten Black gay men were individually interviewed using an unstructured interview schedule. In addition, various online platforms where these men and others often post their visits to restaurants and food markets were identified and analysed., including Instagram, Facebook, Twitter, and others. This research contributes to a deeper understanding of identity construction and social dynamics within marginalised communities. The findings highlight the interplay between race, sexuality, and socioeconomic status in shaping the food consumption behaviours of Black gay men. Like other marginalised groups, Black gay men often use status consumption as both a way to elevate their social status and as a form of resistance against their marginalisation. The study has implications for advocacy and programming for enhancing the safety, visibility, and recognition of Black gay men’s diverse experiences in contemporary society.
Unpacking blended learning in higher education: an inductive analysis of English second language teaching practices at Tabuk University.
(2024) Ramlakan, Omawathie.; Mbatha, Lynette Lulama.
As a result of COVID-19, universities worldwide, including Tabuk University in Saudi Arabia, have adopted blended learning for teaching English as a second language. This study explored the implementation of blended learning in English as a Second Language (ESL) education, focusing on its impact on language learning outcomes. Qualitative methodology was selected or its suitability. This study adopted an interpretive paradigm and employed an inductive approach to analyse data. The study investigated the perceptions of both educators and students regarding the effectiveness of blended learning practices. The research objectives included examining the benefits and challenges of blended learning, exploring how educators integrate technology into their teaching practices, and evaluating the impact of blended learning on language learning outcomes. Data generation methods included interviews, classroom observations, and focus group discussions, providing rich insights into participants' experiences. The findings suggest that blended learning offers numerous benefits for ESL education, such as enhanced student engagement, high cognitive presence, and positive teaching presence. Educators leverage digital technologies and innovative instructional approaches to create engaging and interactive learning environments that cater to diverse student needs. However, challenges related to technology integration, cultural barriers, and limited English usage outside the classroom were also identified. Despite these challenges, educators firmly commit to overcoming barriers and supporting student learning through blended learning initiatives. The study highlights the importance of ongoing training and support for educators to effectively integrate technology into their teaching practices. Recommendations for further research include exploring the design and implementation of assessment strategies in blended learning environments, investigating the impact of cultural factors on language learning outcomes, and examining best practices for promoting language usage outside blended learning settings. By addressing these areas, future research can contribute to improving ESL education through blended learning approaches.
School principals' perceptions and experiences of managing diversity among learners and educators in primary schools.
(2024) Nkosi, Nelisiwe Patricia.; Chikoko, Vitallis.
The study explored school principals’ perceptions and experiences in managing diversity among learners and educators in primary schools, aiming to address the knowledge gap on how principals can leverage diversity to improve performance and achieve organisational goals. Data were collected from four purposively selected participants through semistructured interviews, with Downton’s (1973) Transformational Leadership theory and Levin’s (1947) Theory of Change serving as the study’s theoretical framework. These theories helped illustrate how principals can implement strategies that not only accommodate diversity but also foster acceptance and engagement among all stakeholders. Findings revealed that principals prioritised harmony and inclusivity, demonstrating a strong commitment to cultivating a positive school culture. However, they faced challenges such as cultural differences, discrimination, and communication barriers. Some successfully navigated these issues by integrating diversity into policies, employing transformational leadership, adapting teaching strategies, and collaborating with community stakeholders tocreate more inclusive school environments.
Exploring the leadership journey as a novice principal: a multiple case study of six primary school principals in the Harry Gwala District.
(2024) Kannayalal, Amritha.; Chikoko, Vitallis.
The purpose of the study was to explore the leadership journey of six novice principals within the Harry Gwala District. The study aimed to address, what do novice primary school principals perceive and experience their leadership and management roles to be? Two sub-research questions were utilised to unpack the main research question, what do novice school principals perceive to be their leadership role and how do primary school novice principals experience their leadership roles? The study was guided by Karl Weick’s Sensemaking Theory and Ronald Heifetz’s Adaptive Leadership Theory. The study was located within the interpretive paradigm. In addition, the multiple case study research method was used as it allowed for the selection of more than one case that shared a common characteristic. I generated data by using semi-structured interviews which were then analysed using the thematic analysis method. The findings revealed that novice principals were still in their learning phases, and they had different perspectives of their roles. In addition, findings also found that novice principals experience challenges which restricted their leadership role. They also required training and support in their new journey, however they found some survival strategies that assisted them.
Stakeholder perceptions of socio-cultural factors hindering the representation of women in principalship positions: a case study of two secondary schools in Eastern Cape.
(2024) Dyantyi, Ntsika.; Mbatha, Lynette Lulama.
The underrepresentation of women in principalship positions within the educational sector persists as a significant challenge globally. Despite advancements in gender equality, sociocultural factors continue to impede the progress of women aspiring to leadership roles in education. This case study explored stakeholder perceptions regarding the socio-cultural barriers hindering the representation of women in principalship positions in two secondary schools located in the Eastern Cape region of South Africa. A qualitative case study research design located within the interpretive paradigm was adopted for this study. Data were generated through semi-structured face-to-face interviews with nine purposively selected participants. The findings were then analysed thematically, with results presented according to the key themes identified from the data. The study was located within the liberal feminism theoretical framework. The study findings unveiled several key factors significantly impacting women's progression, particularly in attaining principalship positions within schools. Deep-rooted societal stereotypes, cultural beliefs, and practices, along with cultural and societal norms, emerge as formidable barriers. Systematic biases in the appointment process and gender bias in leadership selection exacerbate the challenges faced by women aspiring to principalship positions in the schools where the study was conducted. The study recommended that there is a need to foster a more supportive environment for female leaders in schools. Leadership awareness workshops can be organised to educate stakeholders about the importance of gender diversity in leadership and to address unconscious biases that may exist in the selection and promotion processes. Community empowerment awareness campaigns are also suggested to engage the wider community in supporting and championing women in leadership roles within schools. Professional development opportunities should also be made more accessible to women, enabling them to acquire the necessary skills and competencies for leadership roles. Additionally, schools should ensure equal opportunities for all, creating a level playing field where talent and merit are the primary considerations for advancement, regardless of gender.
Leadership learning: a case study of departmental heads from two primary schools.
(2024) Mavundla, Petunia Nokwanda.; Naicker, Inbanathan.
Departmental heads (DHs) in primary schools in the South African schooling system play vital roles in leading and managing teaching and learning schooling phases. Research indicates that the Department of Education does not offer them formal training aimed at equipping them for their complex roles, nor does it require them to have formal leadership qualifications prior to assumption of duty as DHs. This study sought to explore how these leaders learn to lead. Specifically, it asked the following research questions; what are the departmental heads' perspectives on leadership learning in the case study schools? How do the departmental heads in the case study schools learn leadership? What do the departmental heads in the case study schools view as effective mechanisms for leadership learning? Two theories underpinned this study, namely, the Adult Learning Theory by Knowles and the Leadership Development Conceptual Framework by Lyham. This study is framed in the philosophical dimensions of the interpretivist paradigm within the qualitative approach. The methodology applied to understand how departmental heads learn was a case study. Two schools of the KwaZulu-Natal Department of Education’s Pinetown District were conveniently sampled, and four departmental heads were purposively chosen and interviewed. Document analysis was applied to supplement the data generated from the semi-structured interviews. The findings of the study revealed that departmental heads think it is very important for leaders to learn to lead and they understand that performing their core duties requires specialised guidance. Furthermore, leaders learn differently as driven by their goals. Their lengthy leadership experiences enabled them to recommend context understanding as a vital aspect of the leadership learning process accompanied by support largely from the principal of the school. This study concluded that departmental heads do not receive sufficient support from their school principals upon appointment and recommended that a collaboration between the departmental heads, leaders of Professional Learning Communities and the learned others be formed and a programme for newly appointed departmental heads be designed and shared with other schools in similar contexts.
Attracting and retaining highly skilled academic staff: a case of a technical, vocational education and training college in Johannesburg.
(2024) Mokgathi, Matome Peter.; Myenda, Phumlani Erasmus.
Technical Vocational Education and Training colleges like any other institution of higher learning rely on the knowledge, abilities and skills of their academic staff to keep abreast with the changing nature of higher education in the country and globally. These institutions of higher learning must be competitive and strive to achieve their strategic goals for them to remain relevant in the sector. Studies have shown that highly skilled academics are leaving the higher education sector specifically the TVET colleges for the private sector for numerous reasons, including better salaries and personal growth. Therefore, attracting and retaining highly skilled academic staff is very crucial for the success of any institution of higher learning as this calibre of employees ensure that the institution provides quality education to students. Therefore, it is important for the Technical Vocational Education and Training college to develop attraction and retention strategies to keep highly skilled academic staff in the college. Given the importance of attraction and retention of skilled academics, I used a qualitative approach and case study design to explore how a selected Technical Vocational Education and Training college in Johannesburg attracted and retained skilled academic staff members. The study focussed on three research questions namely (i) What does the Technical Vocational Education and Training college management understand to be the factors causing the high rate of academic staff attrition? (ii) How does the Technical Vocational Education and Training college management attract and retain skilled academic staff? and (iii) Why does the Technical Vocational Education and Training attract and retain skilled academic staff the way they do? To understand attraction and retention of skilled academic staff, I drew from Maslow’s hierarchy of needs, and important theory developed by Abraham Maslow (1908-1970), and Human capital theory, propounded by Schultz in 1961 and later developed extensively by Becker (1964). These theories were very useful to the study as they helped me to understand how the Technical Vocational Education and Training college attract and retain skilled academic staff including the factors causing high rates of academic staff attrition and the challenges that the college faces. To collect the relevant data, I used the interview method. The participants were purposively and conveniently selected. They consisted of three campus managers and four divisional managers. In analysing data, I used thematic analysis. The findings suggest that there are various factors leading to high rate of attrition in the college. These factors include the lack of promotional opportunity and poor remuneration. Furthermore, the findings suggest that in addition to the above stated factors, there are challenges that the college faces such as the shortage of academic staff, and the lack of a seamless and effective recruitment process. In addition, the findings also suggest that other than the above factors and challenges, an unsupportive work environment, poor motivation and the provision of inadequate training and career growth also reduces the attraction and retention of skilled academic staff. Based on the findings, I concluded that it is very important for the Technical Vocational Education and Training college to understand the factors that compel academic staff to either stay or leave the college. This will enable the Technical Vocational Education and Training college to develop strategies to retain skilled academic staff and to ensure the provision of quality education to students. From the conclusions, I recommend that college management must revisit the recruitment process and review it to reduce the time that the college takes to approve the appointment of academic staff and that the contracts of academic staff who are employed temporarily must be converted to permanent ones to minimise attrition as they always leave for permanent positions elsewhere.
Principals’ meaning of and practices for supporting teachers in promoting inclusive classrooms.
(2024) Zuma, Thulile Sarah.; Myende, Phumlani Erasmus.
The purpose of the study was to explore principals’ meanings of and practices for supporting teachers in promoting inclusive classroom in primary schools of the uMgungundlovu District. The duty of the principal is to provide every learner in the school with access to education and to develop the learners’ leadership potential. It is therefore vital to find out how principals understand the inclusive classroom in supporting teachers to promote the inclusive classroom in the selected primary schools, to find out the roles that principals play in the child’s life and in the teachers’ life in terms of support and also the difficulties they (principals) experience in the process of promoting an inclusive environment in the classroom. The study was theoretically underpinned in transformational leadership and Bronfenbrenner’s ecological system theories, in order to explore the leadership practices of the principals. The study used a qualitative case study design within the interpretive paradigm. Qualitative research seeks to explain and understand social phenomena in its natural settings. It concentrates on the meaning people have built concerning their world and the researcher is viewed as the primary tool for data generation and analysis. Face to face semi-structured interviews were employed to generate data. A sample of four participants from the four selected primary schools was purposefully chosen, which constituted the research participants. Ethical considerations, including confidentiality and anonymity, were maintained throughout the research study. The study reviewed related literature from national and international perspectives on leadership practices, in order to understand how principals, support teachers in promoting inclusive classroom. The research findings have revealed that principals play an important role in transforming their respective schools into learning environments that are conducive for teaching and learning through their leadership. The principals considered leadership as a collective effort and practiced collaborative decision- making. Furthermore, the principals’ understanding, and experience enabled them to build good interpersonal relationships with teachers, learners, and other stakeholders. The study has also identified several challenges pertaining to leadership in the inclusive classroom, lack of resources and limited official visits. This study presented the recommendations for practice and for further research.
The integration and alignment of graduate attributes with the industry advisory bodies’ requirements in the Human Resource Management diploma.
(2024) Sithole, Mashango Phillemon.; Reddy, Sarasvathie.
Graduate attributes have become increasingly important in South African Higher Education (HE) as universities strive to produce employable graduates who add value once they are employed This study aimed to examine the integration of graduate attributes into the curriculum using a single case study of a Diploma in Human Resource Management (HRM) and the extent to which these attributes align with Industry Advisory Body (IAB) requirements. Undertaken at a University of Technology (UoT) that offers career-orientated programmes, the study further sought to determine whether or not the curriculum prepares employable graduates for the world of work. Designing and implementing an industry-responsive curriculum requires collaboration with industry advisory bodies and professionals. Industry bodies provide academic departments with meaningful inputs and feedback on curriculum development concerning industry graduate attributes and programme quality, thus strengthening programmes, enhancing programme quality and shaping course content. In HRM, such industry bodies also undergird the conceptualisation of graduate attributes. Integrating graduate attributes into the curriculum appears not straightforward and is not always clearly understood. A qualitative research approach was adopted, underpinned by an interpretive philosophical stance. Through the purposive sampling technique, a sample of six lecturers with a combined HR teaching experience of over 30 years were selected and interviewed. Data generated from the interviews were transcribed and analysed through Atlas.ti, thus generating codes and themes. The findings were interpreted and explained according to Legitimation Code Theory (LCT) dimensions, which led to a proposed systems approach of embedding graduate attributes into the selected curriculum. The findings revealed that a high degree of HRM diploma graduate attributes are aligned to industry and that integrating graduate attributes into the curriculum is a multifaceted approach involving several stakeholders. The study recommends that departments in UoTs should foster and cultivate strong and sustainable relationships with industry to ensure that beyond the curriculum alignment, students and graduates are also provided with opportunities for applied learning.
Imbalances of the past: marginalisation of women in leadership roles in South African higher education.
(2023) Zungu, Snenhlanhla Ntomfuthi.; Mnisi, Thoko Esther.
The gender equality policy encourages the full and equal participation of women in the workplaces. However, there has been a significant dearth of women in South Africa senior leadership roles. The main aim of the study is to explore the roles of social capital in promoting women into senior leadership positions in higher education institutions. I have drawn social capital as a theoretical framework to analyse data to understand the impact of social capital in advancing women into senior leadership. The study is qualitative. I used the semi-structured interviews to generate data. Three women who were school deans were interviewed. The interview questions were constructed to answer these critical questions of the study: What influence does the social capital have in advancing women to senior leadership positions in higher education? How significant are the professional networks in contributing to career progression of women leaders in higher education? How can the aspiring women leaders be supported by women who have ascended to leadership position in universities? What do women leaders recommend for women who desire to be in senior leadership roles? Thematic analysis was used to analyse the qualitative data to look for patterns in the meaning of data to find themes. The findings suggest the four key points: The influence of social capital in advancing women to senior leadership, professional networks in career advancement of women leaders, importance of supporting aspiring women leaders by the experienced women leaders and insight gained by experiences of women leaders. The study suggested the following recommendations for the higher education institutions in South Africa: (1) The reviewing of the promotion criteria to accommodate women as they have dual responsibilities between work and family, and (2) Continuing mentorship of aspiring women leaders to increase their job proficiency.
A case study of the quality assurance role of the school management team in teaching and learning at a secondary school.
(2024) Ndlovu, Ntombifikile Sweetness.; Naicker, Inbanathan.
The purpose of this study was to examine the mechanisms used by the school management team (SMT) to quality assure teaching and learning. The focus of this study was to explore the leadership practices used by the SMT of the selected township secondary school in quality assurance with regard to teaching and learning. The study aimed at answering these following research questions: What mechanisms are employed by the school management team to quality assure teaching and learning in the case study school? How effective are the mechanisms employed by the school management team to quality assure teaching and learning in the case study school? and; How can quality assurance in teaching and learning be improved in the case study school? Five SMT members (Principal, deputy principal and three departmental heads) from one secondary school were purposively selected based on their characteristics and experience. The distributed leadership theory by Helen Gunter (2005) and the conceptual framework for quality education in schools by Elizabeth Garira (2020) underpin this study. Using an interpretive paradigm, qualitative research approach and case study research design, I conducted semi-structured interviews to generate primary data from the participants. I also used three documents (Quality Management Systems, School Improvement Plan and curriculum coverage monitoring tool) that were requested from the research site to obtain secondary data. The analysis of data was done using thematic analysis. Findings point to that there is a disparity in leadership practices by the SMT. They separate the school into two phases, namely, the Further Education and Training phase (FET) and the General Education and Training phase (GET), and their focus is mainly on the FET. Monitoring seems to start from grade 12 to lower grades; extra classes are implemented only in the FET phase, and tracking of learner performance is mainly done in grade 12. The main recommendation was that The SMT distribute the power to the subject heads, who are de facto teacher leaders, to assist in other management duties. They can also delegate the work to the Learner Representative Council so that all the school grades can be attended to.
Critical friends in school leadership: a case study of the development of departmental heads in high schools.
(2024) Moodley, Luvashni.; Naicker, Inbanathan.
In the intricate tapestry of human connections lies a unique facet: critical friendships. These alliances, characterised by trust, guidance, and diverse perspectives, hold particular relevance in school leadership, notably for Departmental Heads (DHs). This study explores Critical Friends (CFs) within high school leadership, drawing from Transformational Leadership Theory and Transformative Learning Theory, tracing their historical underpinnings and evolution. Utilising a case study methodology, this research pursues three primary objectives: firstly, identifying the contributors to DHs development as CFs; secondly, exploring the expansion of CF networks among DHs; and lastly, delineating the leadership domains where CF guidance is sought. Using semi-structured interviews and Metaphorical Photo-Elicitation (MPE), this case study delves into the dynamics of CFs in school leadership. Purposeful sampling ensures a mosaic of insights, capturing the kaleidoscope of participant perspectives. The findings of the case study further identify pivotal elements imperative for the cultivating and sustaining of CF networks. Among these elements, participants underscored the indispensability of listening skills, confidentiality, and honesty within such relationships. Trust emerges as a cornerstone in critical friendships, intricately intertwined with the practice of active listening. Participants in the study highlighted the pivotal role CFs play in supporting school improvement initiatives, particularly in low-performing schools, as observed in both research schools. DHs expressed engaging with CFs to strategise and implement approaches aimed at elevating their schools from the low-performance zone. This exploration serves to spotlight the indispensable role of CFs in the landscape of school leadership development, shedding light on their multifaceted contributions to growth, transformation, and resilience in DHs.
Enacting teacher leadership: a case study of teachers working in the zone of the classroom.
(2023) Mkhize, Siphokazi.; Naicker, Inbanathan.
The purpose of this study was to explore the teacher leadership practices by post level one teachers in the zone of the classroom. Grant (2010) stipulates four zones in which teacher leadership is enacted. The first zone is that of enactment of teacher leadership practices in the zone of the classroom which aligns with this study. The aims of the study were to explore leadership practices of level one teachers in their interactions in the zone of the classroom. The case study school, Freedom High, has been referred to as a T60 school because of its underperformance, despite being newly built and fully resourced by the KwaZulu-Natal Department of Education (KZN DOE). According to the Department of Education, the National Senior Certificate is a yardstick that measures a school’s performance. I used qualitative approach and case study methodology to understand how the five participants understood their leadership practices. I generated the data using the focus group interview and observation methods. This was done by capturing the responses that emerged from the participants to clarify their understanding of their leadership practices and how they enacted these practices in the classroom. The study draws on distributed leadership and teacher leadership as its theoretical framework. What stemmed from the study was that teachers understood teacher leadership practices but they were experiencing challenges in exploring practices fully. Another finding was that principals do not give teachers the freedom to lead in their classrooms for fear of being overshadowed as instructional leaders. It also emerged that principals do not promote nor encourage teacher leadership from post level one educators and they regard this practice as an option rather than mandatory.
Experiences of progressed learners in a secondary school and the implications for policy implementation.
(2024) Maphumulo , Mthunzi.; Myende, Phumlani.; Bhengu, Thamsanqa Thulani.
This study delved into the Learner Progression Policy implemented by the Department of Basic Education in South Africa. The research design and methodology encompassed a qualitative approach, utilising semi-structured interviews, and data were generated from six participants from two schools in Umlazi district in KwaZulu-Natal province. The study was underpinned by two theories: the Learning Mastery theory and the Complexity theory. The Learning Mastery theory, as proposed by Bloom, focuses on how the Learner Progression Policy challenges learner capabilities and emphasises the need to ensure that struggling learners progress with adequate support as the policy demands. As proposed by Kauffman, the Complexity theory explores the challenges of implementing education policies in complex systems such as schools, with a specific focus on the Learner Progression Policy. The study explored the experiences of progressed learners and the implications of policy implementation, shedding light on the challenges and opportunities presented by the policy. The findings reveal diverse practices in policy implementation across schools, highlighting the need for a comprehensive understanding of the contextual factors influencing these practices. The study provides valuable insights into the Learner Progression Policy and its implications for schools in South Africa.
Parent governors’ experiences of financial management at Umbumbulu District.
(2024) Msabala, Zandile.; Jaca, Nosipho Immaculate.
The South African Schools Act 84 of 1996 requires School Governing Bodies (SGBs) to take responsibility for the management of school finances. However, research has revealed that many SGB members in South African schools lack the necessary knowledge and financial skills to manage the school’s finances effectively and efficiently. This qualitative case study explored the experiences of primary school parent governors in financial management in Umlazi District within the Umbumbulu Circuit. The study was conducted within the interpretivist paradigm and underpinned by participatory democracy theory. Data were gathered using semi-structured interviews with three participants who were purposefully selected from three primary schools in the Umbumbulu district. Thematic analysis was employed to analyse data. Findings reveal that the finance committees lack the necessary training that helps with an understanding of their roles and responsibilities in financial management; thus, support should be provided in ensuring that they understand their duties. It is therefore recommended that the Department of Education and other relevant educational authorities provide the necessary training and support to SGB members in schools to enhance their financial knowledge and skills. This can be done through workshops, seminars, and policy training programmes specifically designed to meet the needs of parent governors in financial management. Furthermore, the government should allocate sufficient funds to assist schools in improving their financial systems, including providing resources and tools for effective financial management.
Induction and mentoring to middle management: perspectives of departmental heads in Umlazi District.
(2024) Gamede, Sithembiso Hevies Cedric.; Bhengu, Thamsanqa Thulani.
The study explored practices as well as experiences that Departmental Heads (DH) in middle management who received no prior induction and mentorship, acquired when executing managerial and leadership roles in curriculum, administrative, teaching and learning, and related activities. The qualitative case study was conducted in three primary schools and three secondary schools, located in the uMlazi District, KwaZulu-Natal, South Africa. Schools were chosen through convenient sampling while departmental Heads were selected through purposive sampling. Data was collected through semi-structured interviews that lasted for 35 to 103 minutes, within a qualitative research design. Participants’ responses were analysed using categorisation and inductive coding, to establish themes. Themes were created when data from transcriptions was coded, analysed, and categorised. Findings revealed that the Departmental Heads (DHs) experienced many challenges and faced different experiences. DHs in two primary schools and a high school were inducted and mentored in their adaptation to middle management while that in two high schools and a primary school did not receive induction and mentoring. Recommendations of the study are, the Department of Basic Education can conduct induction of principals and School Management Teams (SMT’s) of neighbouring schools together. Furthermore, the Department of Basic Education should induct and train newly appointed DHs.
The integrated post-school education and training system: exploring the policy and procedure shortcomings in TVET to HEIS articulation.
(2022) Wakeni, Asiphe Delron.; Mnisi, Thoko Esther.
The phenomenon of articulation from TVET colleges into HEIs, vertical articulation, is a subject that is currently being investigated and has not yet been standardised, even though there is a policy that frames it. It requires education and training institutions to be engaged in partnerships to contextualise articulation according to their institutional contexts. The aim of this study was to explore the procedure and policy shortcomings of articulation from TVET colleges into HEIs as provided by the DHET articulation policy, with specific reference in the role played by a TVET college in the Eastern Cape in enhancing articulation of its graduates and exit level students, into HEIs programmes. The study adopted a qualitative research methodology where 31 research participants were purposively selected using a non-probability sampling technique. The participants comprised four students’ focus group discussions, a focus group for student support services campus staff, a structured interview with one member of the College Board management. Thematic analysis was used to analyse data from the participants from which four themes emerged, together with their subcategories. The study found that the TVET College does not have any partnerships with HEIs that specifically address the articulation of its graduates and/or exit level students or one that includes articulation as one of areas of collaboration. The study also found that the college has done very little, at least formally, to ensure that students are aware of the articulation route to HEIs as enshrined in the student support services plan from DHET developed for colleges annually. The study also found that both students and SSS staff are not fully aware of the articulation to HEIs process, with some students not even being aware that such an articulation route exists, thinking that they can only progress in TVET programmes. The study also discovered that the majority of TVET students have an interest in the articulation route to HEIs, while the few who had no interest highlighted misconceptions resulting from lack of understanding of the articulation process as their rationale for not having an interest in that route. The study also discovered challenges that are hindering or jeopardising successful articulation to HEIs. These challenges include curriculum mapping, lack of knowledge about articulation into HEIs process by both staff and students, and misconceptions about articulation into HEIs by students. The study concluded that the college does not have any initiatives meant to enhance articulation in the form of internal policy, partnerships with HEIs, knowledge sharing with students and capacitation in the form of workshops. This has led to a lack of awareness about articulation into HEIs and misconceptions thereafter from the student body. The implications for this research are that, to enhance articulation into HEIs, the college should prioritise partnerships with HEIs; internal policy development; staff and student capacitation on articulation, all specifically for articulation. The DHET should grant colleges institutional autonomy when it comes to curriculum changes to a small percentage, 20 to 30 percent, while keeping the larger part, 70 to 80 percent, standard.

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