Theses and Dissertations

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An assessment of parental involvement and participation in the governnance of Maganise J.S.S. in Libode Mega District: A Case study.
(University of Fort Hare, 2009) Skweyiya, Mirriam Nongwekazi
Before the attainment of democracy in South Africa, formal education was regarded only as the responsibility of the formally trained educators (Hartshorne, 1999). Parental involvement and participation was very limited and in some areas, especially in the black areas, it was non-existent. However through the enactment of the South African School's Act (SASA) no 84 of 1996 a change was observed in the education system of the country. In terms of section 16 (1) of the SASA (1996), parents are provided for to become equal partners in the governance of schools. The Act stipulates that School Governing Bodies (SGB's) should be formed and provided with skills and knowledge that would enable the SGB's to share joint responsibility of school governance with the school management team. Researchers like Clase et al. (2007) have however posited that after the SASA law was passed in 1996, studies that looked at how SGB's, School Management Teams and Department of Education in South Africa work together, have reported tensions between these three organs.
Classroom management strategies employed by postgraduate certificate in Education Foundation Phase tranee teachers during teaching practice.
(University of Fort Hare, 2016) Mudziwapasi, Lilymore
It is well documented that novice teachers have a problem with classroom management (CM) when they become professional teachers. This study explored classroom management strategies that Postgraduate Certificate in Education Foundation Phase (PGCE) trainee teachers employ during teaching practice at one University in the Eastern Cape Province of South Africa. This study used a qualitative research methodology. Semi-structured interviews and document analysis were used as the methods for data collection. Participants consisted of eight PGCE Foundation Phase trainee teachers. Content analysis was used to analyse data. The study revealed that, firstly, the trainee teachers used different strategies for different classroom scenarios. Secondly, they were not always confident regarding the CM strategy that they were using. There was a lot of trial and error regarding the strategies as the trainee teachers were not always sure what strategy to apply. The classroom management strategies of these trainee teachers seemed to be biased towards three broad groups of classroom management strategies: firstly, and specifically, preventative strategies - these strategies include preventing the misbehaviour of the learners before such misbehaviour occurs.
The study explored the views of parents and educators on the use of mother tongue as the medium of instruction in Grade 4. This was with the view to providing answers to the three research questions; namely: the advantages of mother tongue instruction, challenges on the introduction and implementation of mother tongue and strategies to promote mother tongue as the medium of instruction in Grade 4. The study employed a case study design, comprising Grade 4 classes in four public primary schools in the East London Education District. Purposeful sampling was employed to select four Grade 4 class teachers (one per school), four Heads of Department and four parents. Semi-structured interviews, observation and documents were used in collecting data which was analysed. Findings revealed that parents and educators perceived mother tongue instruction as good in terms of improved learner performance, improved parent involvement in homework activities, preservation of culture and heritage, and improved teaching practices. However, lack of resources and specialized teacher training and the status of English as an international language of communication were viewed as major barriers for the implementation of mother tongue as the medium of instruction. The need for policy change in respect of the language for teaching and learning in Grade 4 is recommended.
(University of Fort Hare, 2016-01) Sakati, Phelisa Prudence
The study explored the views of parents and educators on the use of mother tongue as the medium of instruction in Grade 4. This was with the view to providing answers to the three research questions; namely: the advantages of mother tongue instruction, challenges on the introduction and implementation of mother tongue and strategies to promote mother tongue as the medium of instruction in Grade 4. The study employed a case study design, comprising Grade 4 classes in four public primary schools in the East London Education District. Purposeful sampling was employed to select four Grade 4 class teachers (one per school), four Heads of Department and four parents. Semi-structured interviews, observation and documents were used in collecting data which was analysed. Findings revealed that parents and educators perceived mother tongue instruction as good in terms of improved learner performance, improved parent involvement in homework activities, preservation of culture and heritage, and improved teaching practices. However, lack of resources and specialized teacher training and the status of English as an international language of communication were viewed as major barriers for the implementation of mother tongue as the medium of instruction. The need for policy change in respect of the language for teaching and learning in Grade 4 is recommended.
Management of school finances by school governing bodies in rural schools: A case of four primary schools in the Butterworth Education District.
(University of Fort Hare, 2017-01) Mdingi, Khayalethu Chris
The implementation of the South African Schools Act in 1996 was the first attempt to involve parents in the governance of schools. This decentralization initiative within the school context serves as a mechanism to strengthen the decision making authority of SGBs. Thus, financial management is a crucial governance function of the SGB. The aim of this study was to explore the management of finances by SGBs in selected rural schools in the Butterworth Education District in the Eastern Cape Province. A qualitative study was conducted using a series of in-depth semistructured interviews with parent-governors, principals and teachers. The study employed purposive sampling to select four rural primary schools. The sample comprised four principals, four parent SGB members and four teacher SGB members.
The recruitment and retention of male educators in preschool centres in one education District in the Eastern Cape Province.
(University of Fort Hare, 2017-06-12) Nyanhoko, Enock
This study focused on the recruitment and retention of male educators in preschool centres in one education district in the Eastern Cape Province. Early Childhood Care Education (ECCE) is a female dominated sector. The National Integrated Early Childhood Development (ECO) Policy of 2015 is silent on issues with regards to the recruitment and retention of male preschool educators. This is despite the recommendations of the 2014 National ECO Audit, which recommended the recruitment of male preschool educators. The research drew its theoretical framework from the social role theory. Social role theory of gender differences proposes that most behavioural differences which are attributed to males and females are the consequence of cultural stereotypes concerning gender with respect to how males and females are believed to act and the resulting social roles which are taught to young people. It recognises the historical division of labour between women, responsibilities at home and outside the home. This study employed an interpretivist paradigm and a qualitative approach to gain an understanding of the suitable strategies to recruit and retain male educators in the preschool centres. Purposive sampling was used to select ten participants consisting of 2 officials from the Department of Education, 2 principals of preschool centres, 2 owners of preschool centres, 2 male foundation phase educators and 2 female preschool educators. Results indicated that there were no male preschool educators in the East London Education district and 2 male foundation phase educators were used to get the closest comparable result. The study also revealed that various reasons that range from culture, stigma, fear and prejudice, low status of ECCE and training providers are factors contribute to males shunning away from the profession. The results also indicated that male educators, as role models and father figures, can actually benefit children and the ECCE sector as male preschool educators.
Perception of school management teams on the implementation of the continuing professional teacher development management system: A case study.
(University of Fort Hare, 2017-04-12) Xaso, Augustus Manelisi
The main purpose of this study was to develop an understanding of perceptions of School Management Teams (SMTs) on the implementation of the Continuing Professional Teacher Development management system (CPTD). A case study of three primary schools in the Butterworth Education District was used in this study. The implementation of the CPTD management system as proposed by the South African Council for Educators (SAGE) and the Department of Basic Education (DBE) prompted this study. The SMTs are tasked with the responsibility to guide and support the implementation of the DBE's educational programs, like the CPTD, for enhancing professional practice. Previous studies have highlighted challenges that SMTs face in executing their roles in implementing programs such as Developmental Appraisal System (DAS) and Integrated Quality Management System (IQMS). These studies paid less or no attention to the preparedness of SMTs and their capability before implementing educational programs in which they are tasked to provide support. Therefore, the researcher has conducted this study in order to develop a deeper understanding of SMTs' perceptions on the implementation of the CPTD management system in schools. In order to gain understanding of SMTs' perceptions pertaining to the topic under study, the researcher chose the qualitative research approach. This approach enabled the researcher to collect first-hand information directly from the participant. The case study was deemed relevant because it is concerned with a vivid description of events relevant to the case.
Lack of drug abuse awareness as a determinant of the escalating learner drug abuse in one school in Mdantsane, East London District.
(University of Fort Hare, 2016-12) Mnyamana, Nzukiso T
Drug abuse is fast becoming a very common phenomenon among children under 16. Drug/substance abuse is an excessive use of drugs which has harsh repercussions and consequences in the life of a learner or any individual, and various environmental factors should play a significant role in trying to curb the escalation of substance abuse. This study seeks to find out how the lack of drug abuse awareness affects the escalating learner drug abuse. The intention is to come up with strategies to create awareness of the dangers of drug abuse in learners. On the one hand, learners need to be clear about the dangers associated with drug abuse and, on the other hand, curriculum planners should be in a position to come up with effective strategies that can reduce the escalation of drug abuse. The theoretical framework incorporates sociological theories, i.e. self-control, social learning and sub-cultural theory and social control theory. This is a qualitative study that makes use of semi-structured interviews as well a analysis of historical documents on drug use in the school. The data collected is analysed through the use of content analysis. The study revealed that banning of corporal punishment is the reason for the escalating learner drug abuse in school. It further showed that peer pressure, enjoyment and problems arising in families and communities are the main factors promoting persistent drug abuse.
Educators and learner's perceptions on matric performance in selected schools in the Butterworth District.
(University of Fort Hare, 2016-04-09) Jaxa, Vusumzi H
The problem of school under-performance as defined by the pass rate level of learners in the matric examination has been a point of educational debate in the Eastern Cape for a number of years, especially after the attainment of democracy in the Republic of South Africa. Many strategies have been used in the Eastern Cape to address this problem, strategies like the matric intervention strategy, without success. The aim of this study was to investigate educators and learners' perception of matric performance in schools in the Butterworth district. The study followed a mixed research method which is an approach to an inquiry which involves both qualitative and quantitative data, integrating the two forms of data and using distinct designs that may involve philosophical and theoretical frameworks. Three schools participated and data was collected through semi-structured interviews and documentary analysis. Twenty four participants participated in this study. The study revealed that all the respondents from the three participating schools seemed to have a common understanding of what an impact under-performance has in the district, even though they put it in different statements.
Implementation of intervention strategies to curb substance abuse among learners: A case study of two rural secondary schools in the King William's Town Education District, Eastern Cape Province.
(University of Fort Hare, 2014-10) Nondlwana, Xolani Daniel
The purpose of the study was to investigate the implementation of intervention strategies which have been put in place to curb substance abuse among learners in rural secondary schools. The study adopted a qualitative approach that used face-to face interviews, focus group interviews and document analysis to collect data. Purposive sampling was used to select those who participated in the study. The participants were two principals, four educators and eight learners who were selected for in-depth interviews in two rural secondary schools. The study revealed that there was a general trend whereby educators who are responsible for substance abuse-related cases are not supported by the Department of Education and Training to ensure that substance abuse is addressed in all secondary schools in general and specifically in those located in the rural areas. Although some educators have received training, they are not capacitated enough to deal with substance abuse among students. In this regard, teaching and learning do not take place smoothly because substance use causes learners to misbehave and to become uncontrollable. All these have a negative impact on the implementation of intervention strategies that curb substance abuse among learners in rural secondary schools.
Exploring the perceptions of secondary school educators of the East London education districts on the developmental aspect of the intergrated quality management system.
(University of Fort Hare, 2012-01) Mbovane, Melumzi
The study aimed to explore the perceptions of secondary school educators of the East London Education District on the developmental aspect of the Integrated Quality Management System. The researcher has observed that despite the endeavors of the Department of Education to implement IQMS, it seems as if there is no real development taking place in schools. The research was conducted in two secondary schools, one from an urban area and another from a rural area of the district under study. Purposeful sampling was employed and the sample comprised four educators from each school (i.e. the principal, IQMS coordinator, union member and post level one educator). In this study the researcher employed a qualitative research approach in the form of a case study. The case comprised secondary school educators (including principals) of two purposively selected schools. The case study was meant to ensure the description and analysis of the qualitative data. Qualitative research lies with the idea that meaning is socially constructed by individuals in interaction with their world. The study embraced a basic interpretive paradigm. This type of paradigm is interested in understanding how participants make meaning of a situation or phenomenon. Data was collected by means of semi-structured interviews since they give the researcher latitude to explore emergent themes and ideas.
Addressing competence descriptions in the implementation of tourism national curriculum Statement by educators:A case study of Grade 10 in two high schools in Fort Beaufort District.
(University of Fort Hare, 2011) Xalabile, Nombeko Felicitas
The post apartheid Outcomes Based Education OBE introduced in South Africa when the democratic government took over in 1994has attracted a great deal of research and debate. One stand of the contestations focused on implementation challenges faced by educators in schools with regard to their understanding of the terminology in the OBE curriculum and their ability to translate what id expected in practice.
A study on the parents' perceptions of their involvement in their children's literacy development in the Foundation Phase: A case study of one of King William's Town Primary School.
(University of Fort Hare, 2011-01) Someketa, Ayanda
The purpose of this case study was to investigate the parents' perceptions on their involvement in their children's literacy development. Many studies on parental involvement assert that when parents become involved in their children's literacy development, academic achievement increases, school satisfaction increases, and there is a successful school setting. The study has been conducted in a township school in King William's Town district. The research took the form of a qualitative interpretive case study focusing on a study sample of eight parents and four educators. Data was collected through semi-structured interviews, document analysis and observations. The study examined the hidden issues or underlying causes that prevented parents from supporting their children with literacy activities at home. The findings of the study indicate that parents in King William's Town are not effectively involved in their children acquisition of literacy, for a number of reasons. These include the parents not feeling appropriately empowered to influence the development of their children's literacy development, and shortage of literacy material for some parents like newspapers, magazines, story books and computers. Another important factor is that there is no public library in Zwelitsha.
An investigation into practices in selecting Parentrepresentatives to School Governing Bodies in two selected Secondary Schools serving Multiracial Cummunities in the Fort Beaufort District.
(University of Fort Hare, 2011-01) Adam-Mbane, Ntombi
The idea of involving parents in school governance is a worldwide phenomenon based on the decentralization of school governance philosophy (Sayed, 2002). This philosophy is part of a wider political drive to decentralize power and promote local community participation (Brown and Duku, 2008). This qualitative study was conducted in two multiracial schools in the Fort Beaufort district. It investigated the practices involved in selecting parent representatives to the school governing body (SGS) and representation mechanisms to gain access to and to represent the concerns and interests of other parents in this structure. Evidence gathered through observation and interviews revealed that the schools that participated in this study seem to share similar practices for selecting parent representatives to the SGS. This was evident in the factors they considered in their decisions to select parent representatives. Moreover the study also revealed that parent representatives to the SGS do plan and have mechanisms in place that they use in gaining access to the interests and concerns of the parents they represent. However, there is evidence that the concept 'representation' seems to be little understood by parents. Among other issues, this was evident in parents' non- attendance of meetings, reluctant participation in meetings and issues of exclusion that confront parents in the wider community regarding the representation of their interests in the SGS.
An investigation into the nature, extent, causes and management of drug abuse in Mdantsane schools.
(University of Fort Hare, 2010-12) Lupuwana, Nomthandazo Pauline
Qualitative method was the approach used in this study to investigate the nature, extent and causes of drug abuse in Mdantsane Township schools. This study followed an interpretative method in which participants were the people who learned/studied/worked with learners who had drug related problems. Most participants indicated that they experience drug related problems in their schools. Learners mostly understood the nature of the problem, and discussed the extent to which learners in their schools used and abused different types of drugs like dagga, tobacco, alcohol, slimming/sleeping pills, cocaine and mandrax. All participants mentioned what they considered to be the causes of drug use and abuse by learners as well as their suggestions for how to eliminate drug abuse.
Assessing the preparation, induction and professional development experiences of teacher educators in Botswana and South Africa: Recommendations for an andragogically based model.
(University of Fort Hare, 2015-01) Kasozi, Joseph Amooti
Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi&Lefuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchen, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised.
An examination of factors affecting Grade 9 learners' performance in Mathematics in King Williams' Town Education District
(University if Fort Hare, 2017-03-13) Adom, George
Successive governments of post-apartheid South Africa have sought to address the canker of the falling standard of education in the various districts. However, these efforts by governments, the Department of Education, and stakeholders have not yielded the desired results in mathematics in the district of King William's Town which still remains one of the poorest performing districts in mathematics. Therefore, this study investigates factors that affect grade 9 learners' performance in mathematics in selected schools within the King William's Town education district. Three hundred and sixty (360) grade 9 learners and five educators were drawn through a Multiple Sampling Techniques of stratified, simple random and purposive method. The researcher used the mixed_ method research approach. The instruments used in coliecting data were a structured questionnaire, semi-structured interviews and observations to elicit information from the learners and educators teaching grade 9 mathematics. Information gathered from the learners and educators included: biographical information, factors affecting teaching and learning of mathematics and suggestions.
Grade one teachers approaches in supporting learners with autism spectrum disorder in selected schools in Buffalo City Education District
(University of Fort Hare, 2025) Mlonyeni, Nomonde; Makeleni, S.
Autism spectrum disorders (ASD) are neuro-developmental in origin and characterised by impairments in communication and reciprocal social interactions. Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, there appears to be limited research on teacher’s approaches in supporting learners with ASD in their classrooms. Hence, this study explored teachers’ approaches in supporting learners with Autism Spectrum Disorders. The study was designed as case study research in which a qualitative research approach was employed. The study adopted an interpretivist paradigm and 18 educators in the Buffalo City Metro who have experience in teaching children with ASD were interviewed. Semi-structured interviews and semi-structured interview schedule was used to elicit information from the six research sites. The data collected were analysed using a thematic approach where themes and sub-themes emerged from the research questions after transcribing, sorting and categorizing them. The findings of the study revealed that teachers faced several challenges including:- a lack of training, resources, knowledge of ASD and a curriculum for learners with ASD were the overarching themes that resulted in educators feeling a sense of inadequacy to teach these learners. The study will cover the challenges faced by teachers in teaching learners with ASD. Therefore, the study recommends that more resources are needed to enhance the education of learners with ASD. The study also revealed that more training and support are needed for effective teaching of learners with ASD. Furthermore, the DoE must employ more knowledgeable people to deal with special needs, specifically autism, to offer effective support. The study concluded that one of the fundamental issues to consider is the fact that there is a need for all teacher training centres and universities to add inclusive education to their curricular to avoid mainstream schools employing teachers who do not understand autism.
Building a reading culture among Grade 12 learners in an English First Additional Language classroom: The case of one High School in King William's Town Education District
(University if Fort Hare, 2017-04-06) Kepe, Mzukisi Howard
Research in applied linguistics and reading research show a strong correlation between reading proficiency, language competence and academic success at all ages. In light of this, the problem of the learners' poor reading skills in primary schools is usually carried over into secondary schools. This is factored in as many learners have limited vocabulary and tend to misunderstand what they hear and read. As a result, they inadvertently (unintentionally) enter higher education institutions struggling to cope academically (Foncha, 2014). In the same breadth, attention given to reading may improve reading skill, during which language competence may also improve. Paradoxically, students who experience difficulties in reading are retarded in acquiring knowledge and succeeding academically. In this regard, the relationship between reading, language acquisition and academic performance cannot be overstated. In view of this, students' weak reading levels have serious implications.
External quality assurance in Higher Education as a tool towards continuous improvement: A case study of two faculties of education in South Africa
(University if Fort Hare, 2013-01) Van Der Waly,Maria Magdalena
This study explored external quality assurance in South African Higher Education as a tool towards continuous improvement. The Higher Education Quality Committee (HEQC) undertook external reviews of Teacher Education qualifications in faculties of education in South African universities. The process involved HEQC as an external body, through a consultative process with stakeholders, generated criteria and minimum standards to be used in the evaluation process. These criteria and minimum standards were used by faculties of education to carry out self-evaluation of their programmes.
Learners' perceptions of mathematical literacy in the further education and training (FET) band in three selected high schools
(University of Fort Hare, 2013-04-18) Mbatsha, Zonke
This study investigated perceptions of Mathematical Literacy of learners in three Further Education and Training schools. The study was conducted as a qualitative case study in three high schools in Mdantsane in the East London District in the Eastern Cape Province. A constructivist perspective has been used in the study to explore learners' perceptions of ML. The data were collected through interviews, focus group interviews and document analysis. Individual semi-structured interviews were conducted with three participants in each school and focus group interviews were conducted with six learners in each school. Research methodology and research design were selected for this study. The study employed a qualitative case study approach.

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