Examining teachers' role in the promotion of child-friendly environments in Zimbabwean secondary schools : implications for teacher professional development
| dc.contributor.advisor | Maphosa, Cosmas | en |
| dc.contributor.advisor | Creator e.g. Surname, Name (no title or punctuation) | en |
| dc.contributor.author | Zendah, Ketiwe | en |
| dc.date.accessioned | 2026-08-14T01:45:04Z | |
| dc.date.available | 2026-08-14T01:45:04Z | |
| dc.date.issued | 2017 | en |
| dc.description.abstract | Hostile school environments are a cause of concern and a perennial international educational problem. The UNICEF’s Child-Friendly Schools (CFS) approach is an international intervention meant to safeguard learners against hostile school environments. The CFS approach mandates schools to offer learners environments and conditions that uphold children’s rights and enhance their development to full potential. The purpose of this mixed methods research study, employing a concurrent triangulation design, was to explore the role of teachers in the promotion of CFS environments. Holsti’s (1970) role theory formed the theoretical framework of this study. The research questions focused on teachers’ understanding of the CFS concept, support offered, strategies employed, challenges encountered, and the implications for teacher professional development. The data collection methods were questionnaires, in-depth interviews, and document analysis with school heads, teachers and learners in the seven government urban secondary schools in Mutare district of Manicaland province in Zimbabwe. Quantitative and qualitative data were independently analysed and merged at the interpretation stage through triangulation of results. Major findings reveal that teachers have poor understanding of the CFS concept, are offered moderate support, occasionally employ viable strategies, and are hindered by various factors in the process of promoting CFS environments. The study’s implications for teacher professional development are rooted in identifying sustainable approaches that adequately equip teachers with relevant information, skills and attitudes that ensure the promotion of CFS environments. | en |
| dc.format | 343 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Zendah, Ketiwe. 2017 | en |
| dc.identifier.other | vital:28810 | en |
| dc.identifier.other | http://hdl.handle.net/10353/4937 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4779 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Education, Secondary -- Zimbabwe Teachers -- Professional relationships School management and organization -- Zimbabwe | en |
| dc.subject | LCSH | en |
| dc.subject | Education, Secondary -- Zimbabwe | en |
| dc.subject | Teachers -- Professional relationships | en |
| dc.subject | School management and organization -- Zimbabwe | en |
| dc.title | Examining teachers' role in the promotion of child-friendly environments in Zimbabwean secondary schools : implications for teacher professional development | en |
| dc.title.alternative | Examining teachers' role in the promotion of child-friendly environments in Zimbabwean secondary schools : implications for teacher professional development | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | PhD | en |