Browsing by Author "Bhengu, Thamsanqa Thulani."

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Appropriate management and development framework for transitional rural settlements : a comparative study within Ngcolosi Tribal Authority.
(1998) Bhengu, Thamsanqa Thulani.; Robinson, Peter Spencer.
No abstract available.
A case study of school principals' leadership styles and the sustainability of professional learning communities.
(2014) Emanuel, Sherian.; Bhengu, Thamsanqa Thulani.
The Principal leadership styles play a significant role in professional learning communities (PLCs). Historically most principals have led schools autocratically and this has stifled teachers and the progress of schools. In response scholars have proposed new approaches to leading PLCs. This dissertation reports on the findings of a small scale qualitative case study that was undertaken to explore the leadership styles of three primary school principals in sustaining professional learning communities in their schools. This research study sought to gain insight into how the principals’ leadership styles promote or hinder PLCs. It also sought to explore reasons why principals support PLCs in their unique ways. The study was based on the understanding that these principals who attended and completed an Advanced Certificate in Education: School Leadership (ACE: SL) would have been exposed to new leadership styles within PLCs. The expectation was that these graduates would have adapted their style of leadership in order to promote the sustainability of PLCs. The research paradigm which was adopted was an interpretive paradigm. This study generated data through two data generation methods namely semi-structured interviews and documents analysis and the data was analysed using content analysis. Purposive sampling technique was adopted in this study. The results of the study revealed that Principals demonstrated a leadership style that was inclusive and supportive in exercising leadership. One can conclude that principals who lead PLCs in a strict hierarchical manner may inhibit the sustainability of PLCs as compared to principals who come alongside and support their teachers. In addition, principals whose leadership style nurtures the empowerment of teachers are more likely to create sustainable PLCs. One of the recommendations therefore is that Principals’ leadership approach must change in order to create the conditions necessary for a commitment to the school which can inevitably build sustainable PLCs. In addition, it is recommended that principals who attend future ACE: SL courses should be exposed to and be developed in leadership styles that are conducive to building sustainable PLCs. In concluding the findings for critical question two, the leadership style of the principal which involves teachers in the leadership of the school can promote PLCs. The opposite may also hold true. If principals do not share leadership with staff by distributing leadership, this may impede PLCs. Leadership styles that promote the growth and development of their teachers and assumes a more shepherding and supporting leadership approach are better able to promote PLCs. Principals whose leadership style values people are more likely to promote PLCs than those who are only task focused. Principals’ abilities to promote teamwork and provide support was also seen as vital to promote the long term objectives of schools. This requires principals to lead schools differently from the authoritarian approaches of the past. To determine why principals lead the school in their unique ways, four characteristics emerged and these are, pursuit of excellence, experience, passion and character. These four characteristics influenced the principals’ leadership approaches.
Classroom managers implementing curriculum policy: the Life Orientation teacher.
(2015) Ganesh, Loveena.; Bhengu, Thamsanqa Thulani.
The rationale of the study was to examine the experiences of Life Orientation teachers during curriculum implementation. The uniqueness of an efficient classroom manager is apparent and to some extent obvious. However, what may not be clear is how you develop into an effective classroom manager. Research evidence supports the assertion that good quality classroom managers are made, not born. Effective classroom managers are teachers who can identify with their learners and use definite teaching techniques. Education management is an organised, interconnected process used by professionals who manage education and training at schools. Leadership does not only involve the principal; teachers are leaders and managers of their own classrooms. They must also ensure that all management tasks are implemented such as: planning, organising, leading, controlling, monitoring and co-ordinating. School principals and school management teams should be actively involved in the Life Orientation programmes. This study provided valuable insight into the challenges experienced by the Life Orientation teacher and further makes recommendations in order to improve on curriculum implementation within the classroom. The theoretical framework for this study was based on Bronfenbrenner’s Ecosystemic theory. According to this theory the Life Orientation teacher cannot teach this subject in isolation. The micro, meso, macro and chrono systems have to be taken into consideration during curriculum implementation. This research was located within an interpretive paradigm and the methodology of this study was qualitative in nature. Purposive sampling was used in order to nominate the two schools for this study. The participants for this study consisted of two Life Orientation teachers from each school and their Heads of Department responsible for this subject. The data collection involved semistructured interviews with four Life Orientation teachers and two Heads of Department members. During the deductive analysis process five themes emerged. The research findings indicated that Life Orientation teachers experience various challenges during curriculum implementation. Challenges ranged from teacher’s personal competencies, learners with learning difficulties, problems with the Department not meeting the expected demands, lack of resources, curriculum being too broad and the teaching of sensitive issues. This study further makes some recommendations such as allowing teachers to become masters in Life Orientation (allow teachers to teach the subject for more than three years), allocate the subject to teachers who have a flair for the subject, try to attain help from the community, use the Health Department facilities to come in and educate learners on sensitive topics, fundraising activities could assist in generating sufficient income in order to purchase equipment. It was also highlighted that any school can succeed if they have a strong School Management Team who can assist and be able to support their teachers all the way.
Complexities of leading the schools in the context of COVID-19 breakout : perspectives from school management team members in East Griqualand Circuit.
(2023) Nenga, Queerida Sindiswa.; Bhengu, Thamsanqa Thulani.
The education environment in South Africa is fraught with diverse layers of complexity. The aim of this study was to investigate the complexities that School Management Team members in three primary schools in East Griqualand Circuit in the Harry Gwala District dealt with as they led schools in the context of the COVID-19 outbreak, and also to understand how they lead during times of crisis. Given the close interaction of huge numbers of people, schools were declared as high-risk places in terms of transmission. To stop the virus from spreading, the Department of Basic Education instituted severe measures. These measures were presented in the form of new policies and regulations. So, the Department of Basic Education gave some of the responsibilities of enforcing these policies and regulations to the School Management Team members. Enforcing government mandated COVID-19 regulations presented the SMT members with new challenges and complexities, over and above their regular duties. Many insurmountable problems and challenges were encountered in terms of actual situations in schools. This study was located within a qualitative research design and used semi-structured interviews in the production of data. Interviews conducted lasted between 30-60 minutes each and included probing questions which assisted to elicit further information. I conducted interviews with nine SMT members, comprising of principals, deputy principals and departmental heads. Prior to analysis, interviews were recorded and transcribed. Themes were created when data from transcriptions was coded, analysed, and categorised. The replies to the open-ended interview questions were analysed using categorisation and inductive coding to establish themes. The study’s conclusions showed that it was difficult for SMT members to enforce some of the gazetted safety regulations, due to a series of factors their schools were faced with. There was also a lack of support from stakeholders like the Department of Basic Education and parents. And one of the lessons learnt is the importance of sharing and co-construction of solutions to problems.
The district leadership role in supporting teaching and learning in South African schools: evidence from two districts in Gauteng province.
(2018) Mthembu, Pinkie Euginia.; Bhengu, Thamsanqa Thulani.; Chikoko, Vitallis.
This study examined the leadership role of district officials in supporting teaching and learning in schools. It explores the views of district officials in two purposively selected district offices in one province of South Africa. Studies on educational leadership have generally shown the relationship between leadership and learner outcomes. They have focused more on leadership within the school and less on that of the District Office. Because district offices lead from the middle, they are well placed to ensure that all schools improve teaching and learning. This gap in the literature on the leadership experiences of district officials has motivated this study. This collective case study was couched within the constructivist research paradigm. It involved indepth face-to-face individual interviews with eight officials comprising two district directors, four curriculum leaders, and two circuit managers. Supplementary data sources included document reviews and observation and accountability meetings with principals. Framed by Open Systems, Public Education Leadership Coherence Framework and Adaptive Leadership theories, the findings of this study revealed that districts were clear about their philosophy with which they communicated to all stakeholders. They shared responsibility and accountability for learner performance with schools. In the process, the District Director and the school principals were put at the centre as enablers. It emerged that data-informed accountability and support meetings were regularly held with schools and communities to garner support for improved teaching and learning. They facilitated professional development and learning opportunities for principals, deputy principals, departmental heads and teachers. Among the key lessons from this study is that it is essential for the district office to have a shared philosophy regarding how teaching and learning should be enhanced. However, philosophy alone is not enough. Thus meaningful strategies need to be developed drawing from that philosophy. Inclusivity in developing and implementing strategies have emerged as important. Furthermore, the study revealed that an important strategy involves operationalising multi-level structures and systems that inform and are in turn informed by various functions and practices that would harness the district-wide context. Also, it is important for district officials to be responsive to different school contexts and also help to identify partners that bolster their efforts. Thus, this study suggests that the ‘we are in it together’ philosophy between the district and the school was the backbone of the two districts’ success.
Educators’ leadership and management experiences in supporting learners’ transition from the foundation phase to the intermediate phase in primary schools in the uMlazi district: a multiple case study.
(2022) Shabalala, Sandile Caiphas.; Mkhize, Bongani Nhlanhla Cyril Kenneth.; Bhengu, Thamsanqa Thulani.
Primary school educators play a pivotal role in building a solid foundation for learners to be able to succeed academically throughout their entire school journey. However, some educators in the primary schools, traverse through a rough patch when learners have to transition from one phase to another phase. Little is known about how these educators deal with teaching and learning during this critical stage of transition. But more importantly, little is known about how educators support these learners to adapt to and cope with phase transition. This study explored educators’ leadership and management experiences in supporting learners’ transition from Foundation to Intermediate Phase in primary schools in the uMlazi District. The participating primary schools were located in rural, semi-rural and in the township. In this research, I adopted a qualitative multiple case study within interpretivist paradigm. Twelve Fourth Grade educators from three primary schools from the uMlazi District were purposefully selected for this study. The study is underpinned by Adaptive Leadership Theory by Heifetz, Grashow and Linsky (2009), and Hallinger’ (2011) synthesised model of leadership. Semi-structures were used to generate qualitative data. Thematic data analysis was used to analyse the data. What emerges from the data was that learners in the fourth grade are encountered numerous challenges which complicated their journey as they progress from Grade Three to Grade Four. The findings also show that educators involved did their best to counteract the negative effects of the hostile environment to support these Grade Four learners cope with new teaching and learning environment.
Examining the remote rural early childhood development schools' responses to the challenges of resource demand in Zimbabwe: a multiple site case study.
(2015) Evangelista, Svosve.; Bhengu, Thamsanqa Thulani.
This multiple case study looked at remote rural ECD schools from Chiredzi and Zaka districts in Zimbabwe and investigated their responses to challenges posed by resource demand. There is a substantial international literature focusing on advancing ECD which has contributed to the grounding of this study. My study makes a contribution towards building child-friendly ECD schools in Zimbabwe. Eight schools were chosen using purposeful and snowballing sampling methods. A qualitative method of inquiry was employed to illuminate the experiences of schools‟ leadership in their endeavour to create responses to resource demand and the extent to which they address effective teaching and learning for ECD in the schools. Thus, a total of twenty-four interviews and documentary reviews were used in the study. The study was underpinned by two effective theories; Invitational and Transformational leadership theories. The data was analysed. The findings from my study suggest the following: ECD education is funded by the parents and the community at large, hence school heads are mobilising teaching and learning resources from the community. Schools do benefit from donations from parents, UNICEF and Plan International in terms of infrastructure. Nutritional health and safety aspects in ECD schools are far below national requirements. Although school heads are conducting staff development programmes, the human resource such as para-professionals and seconded teachers are not skilled to teach these children. Inspite of providing support to teaching and learning in remote rural ECD schools, it is not effective due to large classes and a limitation of all other inputs. School heads are being over-worked and are finding it difficult to cope with their many responsibilities. In addition, the existing high demand for resources places a strain on their management. Based on the research findings, two models for ECD were developed; „a child-friendly school‟ and „a professional learning community‟ models. The research also proposes recommendations to the Ministry of Primary and Secondary Education as well as to primary school heads. Finally, the research makes suggestions for further studies.
Examining the use of systems thinking approach to school development : a case study of five schools in the Umgungundlovu District.
(2015) Mchunu, Bongani Sibusiso.; Bhengu, Thamsanqa Thulani.
The research aimed at examining the understanding, use of system thinking approach, benefits and challenges thereof. The problem which gave rise to the research was how to formulate a framework that will address the gaps in existing approaches school development. School systems are bound by the hard to change patterns which need to be revisited and looked at from a whole systems perspective. Systems thinking offer the thinking tools to empower the leadership with the capacity to invest in more difficult and more lasting fundamental school development. A systemic view seeks to enhance the ability of principals to shift away from using non-linear and reductionist methods when faced with problematic issues. A qualitative case study design was deemed appropriate from five purposely selected school principals who were previously exposed to systems thinking. In addition, I drew on a constructivist-interpretative and critical theory paradigm to guide the design. Data was collected from by way of qualitative semi-structured interviews, focus groups and collections of reflections from diaries and journals. The study is constructivist and interpretive in its nature. Findings from data were discussed in terms of emerging themes on understanding, the benefits and challenges of the efficacy of systems thinking to school development. Findings point to basic, simplistic, linear and functional understanding and views on systems thinking. SWOT analysis was solely used as system tool for strategic thinking. Systemic and holistic thinking is observed as of benefit to teaching and learning, curriculum development, continuous professional development, formation of clusters and networks, participation in extra-curricular activities, and infrastructural development and formation of partnerships to handling of social ills. The principals understanding of systems thinking was minimal and limited, however their application of its tenets in practice was of benefit to school development. The use of systems tools is minimal, due to lack of understanding the techniques involved in applying such to practice. Finding also point to lack of sustainability is use of systems theory and lack of engagement in reflective thinking. These findings present evidence that suggests the value of developing a holistic and multi-methodological framework for systemic school development. The Systemic School Development Framework (SSDF) was formulated to address the identified gaps as a holistic, multi-methodological model. Its assumptions are based on the Soft Systems Methodology (SSM), Systems Dynamics (SD), Viable Systems Methodology (VSM), Critical Systems Heuristics and Systemic Leadership. Its basic principles are systemic reform and upscaling of school development to pervade the three tiers of the system, i.e. province, district and school systems. The structure of the model was explained, and explicit guidelines for operationalizing it in practice were provided. Based on the findings and the construction of the model, a number of recommendations were put forward to guide the implementation, adaptation of the model. The recommendations point to leverage points identified for future research and practice at school, circuit, district and provincial level. It advocates for engineering the systemic structures at the provincial, district and school levels to reconsider systemic leadership as the framework for undergirding the three tiers. In conclusion, this research study contributed to the body of knowledge by examining the efficacy of systems thinking to school development, which until now has not been covered in the existing literature and research. The study culminated in a theoretical model which can be used for systemic and holistic school development. The model is designed to allow adaptation and flexibility given the complexity of contextual factors prevailing in the system. It is an innovative participatory idea considering the reductionist and linear approach which has been a norm in the system. Hopefully, the SSDF model will be tried in practice in a participatory and action learning study for purposes of reflecting on its efficacy, benefits and challenges in implementation.
Experiences of principals in implementing the professional learning communities in uMbumbulu schools.
(2013) Mhlongo, Sipho.; Bhengu, Thamsanqa Thulani.
Abstract available in print version only.
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.
Experiences of teachers in managing learner discipline: a case study of two high performing schools in a township.
(2019) Mabaso, Phindile Happiness.; Bhengu, Thamsanqa Thulani.
There is a number of challenges facing schools due to discipline problems by learners. For effective teaching and learning in any school, the environment must be orderly and safe for both teachers and learners. Although learner indiscipline has been increasing in schools, there are schools that are doing well with regards to their learners’ academic performances and as such are regarded as high-performing schools. Are these schools not faced with disciplinary problems? This has motivated this study to explore experiences of teachers in managing learner discipline in high performing schools. A qualitative case study was conducted to explore the experiences of teachers in managing learner discipline in the two high performing schools in a township setting. The focus of this study was therefore to explore how teachers maintain discipline while achieving great academic performance. Semi-structured interviews and document analysis were used to generate data. Interviews were recorded and transcribed prior to analysis. Data from transcriptions and from documents was coded and analysed, and themes were developed. The findings of the study revealed that teachers in these two schools are faced with disciplinary problems, including, among others, bunking, failure to do homework, bullying and drug dealing. Again, the study revealed that learner misbehaviour has a negative impact on teaching and learning. However, these schools employ other measures to ensure high performance, like adding extra hours to notional time and letting learners do more than seven subjects at Grade 10-12. The study also revealed that there are enabling factors that helps teachers manage discipline in schools, like the availability of school policies such as code of conduct and involvement of other stakeholders. Furthermore, the study revealed that teachers perceive their role to be to ensure that teaching and learning takes place in a disruption-free environment. However, the findings of the study also reveal that teachers encounter challenges in managing discipline and these challenge results from poor support from parents, restrictions by the Department of Education and the ineffectiveness of alternatives to corporal punishment.
Experiences regarding education policy changes in leadership and management roles of senior primary heads of departments : a study of two rural primary school in Umvoti Circuit.
(2007) Mkhize, Nozipho Eunice.; Bhengu, Thamsanqa Thulani.
This study is focused on documented experiences of senior primary heads of departments regarding their changed roles as a result of education policy changes in leadership and management. There are three key concepts that are the main focus of this study. They are leadership including instructional and transformational leadership; management and middle management. The study followed an interpretivist paradigm with the qualitative research methodology. Two primary schools were purposively sampled and participants were interviewed using semi-structured interview format. The primary sources of data in this research were the HODs, Principals and Post level one educators. The research questions guiding the study are as follows: • How do the HODs in the two primary schools manage the changes in the curriculum? • What factors influence the strategies that they use in coping with policy changes? • How do HODs' experience educational policy changes regarding their leadership and management roles? The interviews were tape recorded and transcribed by the researcher. Tape recording helps to keep accurate voices and prevent misinterpretation by the researcher. The collected data was coded and the organised into themes. Raw data was manually analysed and no soft ware was used in the analysis. The findings of this study show that HODs in the sampled schools experience a number of challenges in the areas of curriculum planning. They also experience other challenges in performing leadership, middle management and classroom teaching roles at the same time. It has become evident that it is extremely difficult to perform management and multi-grade teaching functions at the same time. Another issue is that one of human and material support. There is lack of LTSM, there is lack of support from district officials and HODs do not have time to provide capacity building and support for the staff.
An exploration of how teachers understand change in schools.
(2014) Naidoo, Inbaranie.; Jugmohan, Pete.; Bhengu, Thamsanqa Thulani.; Muzvidziwa, Irene.
The purpose of this study was to explore how teachers understand change in schools. Changes in educational policies affect principals, teachers, learners and the school as an organisation. Teachers are the essential drivers of good quality education. Therefore, any change in schools that involve teaching and learning needs the support of all stakeholders. The research study was conducted within a qualitative research paradigm and took the form of a single case study in a suburban primary school in Pietermaritzburg in KwaZulu-Natal. The data collection instruments included questionnaires and semi structured interviews. The findings of the research showed that the concept of change is understood in schools and in the classrooms. However, the findings show that communication is still from top to bottom structures, that a rigid hierarchy is still the structure of the school. Therefore, transformation and change using flatter structures and wider decision making processes in schools is not happening as expected. The case study school shows that there are barriers and gaps in terms of decision-making and communication among the SMT and the staff as well as in terms of policy as set out by the Government and practice, i.e. what is happening at school. However, despite these challenges teachers continue to work within their classrooms and outside, developing their capacity to be leaders and also for the functionality of the school. The study revealed that human resources are vital for effective teaching and learning and the success of the school. Therefore, educators need the support and commitment from all stakeholders to realise their full potential. Hence they will be able to meet the demands of change in their classrooms in regard to the curriculum, diversity, the climate and culture of the school.
An exploration of principals' role in promoting collaborative learning : a case study of two secondary schools in the Ugu District.
(2014) Ndovela, Sithembele Goodman.; Bhengu, Thamsanqa Thulani.
In some schools, teachers still work in isolation. It is therefore believed that school principals play a significant role in promoting collaborative learning among teachers. Some scholars have declared that school principal is the key person in determining whether the school succeeds or falters. The study explored the role of school principals in promoting teacher collaborative learning. principals who completed advanced certificate in education- school leadership (ACESL) were investigated. The assumption is that these principals would have promoted collaborative learning among teachers after the completion of this programme. The study followed a qualitative approach which utilised a case study design. The purposive sampling was used to select the participants from participating schools. Semi-structured interviews and document analysis were employed to generate data. The research interviews were recorded and transcribed before they were analysed. Data from the transcriptions were coded and themes emerged transcribed data. The documents were also analysed through content analysis. This was done to ensure the trustworthiness of data. The study reveals the following findings: (a) participants understand collaborative learning from different perspectives (B) principals facilitate collaborative learning by ensuring that heads of departments (HODs) meet with teachers in respective departments. They also encourage even learners to work collaboratively (c) participating principals professionally develop teachers through collaborative learning such as workshops, inviting subject advisors and teachers from other schools, developing teachers in staff meetings and promoting teacher networking (d) principals established teams to promote teacher collaborative learning. These include departmental teams, subjects teams, grade-teacher teams and team-teaching (e) there are fruits in from promoting teacher collaborative learning. These are curbing teacher absenteeism and late coming, performance of teachers and improved teacher morale and commitment (f) principals faced with barriers in promoting teacher collaborative learning and these are teachers’ reluctance to cooperation and the lack of time (g) participating principals employ strategies to overcome barriers of collaborative learning among teachers.
An exploration of professional self advancement of women in educational leadership : a case study of six women from Ilembe District, KZN.
(2013) Ndadane, Jacqueline Jablisile.; Bhengu, Thamsanqa Thulani.
The study sought to explore six women from Ilembe District who are managing in different levels within their organisations. The study focused on Principals, Deputy Principals and HOD‟s from different schools. The aim of the study was to find out whether Professional self-advancement has embraced women in Education Leadership with skills that would help them withstand the challenges mostly faced by women leaders that are imposed by the patriarchal gendered background. This qualitative study was set in the interpretive paradigm. It used semi structured interviews and documents analysis, as its method of data collection. The findings revealed that women were reluctant at some point to improve themselves professionally because there is lesser advancement of women into leadership positions, as compared to their male counterparts. It transpired that some women believed that the employment of feminine characteristics of managing embraced women with a sense of worth and responsibility in their organisations. On the other hand some women were pre-conditioned that in order to be recognised as a good leader one had to employ masculine character traits to be acceptable. To most participants professional self-advancement has empowered them to be confident, knowledgeable and be resilient to withstand all negative misconceptions towards them as women leaders. In large majority, women believed that their exposure to management courses has helped them deal with conflicts and improve inter-relations within their organisations. They see themselves as approachable, nurturing, supportive and relational to all their subordinates and this bring meaning to them as women that they have a major role to play to help shape our education. Grogan (2010) hinted that studies pursued by Shakeshaft and Grogan on US women leaders have noted five different characteristics portrayed by women managers which are; leadership for learning, leadership for social justice, relational leadership, spiritual leadership and balance leadership. The study recommends that both the victims and perpetrators of gendered situations should work collaboratively to re-socialise both women and men so as to help women find their self worth within the education system. This could be done by assisting women improve themselves through engaging with institutions of higher learning, attending seminars, motivational talks, enhance networking, have mentors and attend departmental programmes that focus on enhancement of leadership skills. Lastly, for outstanding performance, women should be accepted as they are, to regain their self confidence and exhaust all their capabilities, but not to disregard their mothering flair. Lumby and Azaola (2013) in their study on women principals in South Africa said that, their „mothering identity‟ develops skills even in areas where they report there is considerable doubt about their competence, for example in disciplining boys. In their study they picked that as mothers, they are better able than men to discipline boys. Through exposure to management studies, some participants have found that they use both feminine and masculine style of leadership. Coleman (1996) as cited in Pace and Pace (2005) found that female head teachers exhibit both feminine and masculine qualities, and hence could be identified as androgynous leaders. It is therefore, important that women are exposed to skills development workshops; nurture their studies, engage in networking, and advance their knowledge in every way possible to become better leaders in education.
Exploration of school principals' leadership styles of two secondary schools in Imati ward in Maphumulo circuit.
(2012) Ntuli, Sithembiso.; Bhengu, Thamsanqa Thulani.
There is an assumption that effective styles of leadership lead to effective schooling which is evidenced by, among other things, high pass rate. This study explored principals’ leadership styles in two secondary schools in Imati ward in Maphumulo Circuit. The study was conducted in two neighbouring secondary schools situated within a rural context. The two secondary schools were purposefully selected because of the disparities of learner achievement in the two schools. One school had produced very good Grade 12 results in the last five years and the other school had not performed as good, yet both schools are from the same area experiencing relatively similar challenges. Without relegating the influence of many other contextual factors, the study seeks to explore leadership styles practised in these schools. The study recognises that leadership is a process and does not dwell in an individual (Gunter, 2001; Nothouse, 2001; Halinger & Heck, 2003). The study adopted a qualitative approach and was located within an interpretivist research paradigm. This approach was deemed appropriate for this study whose objectives were to provide an understanding of the multi-realities from principals, HODs and teachers. Data in this study was generated using mainly semi-structured interviews and document analysis. These interviews were conducted with principals, HOD and teachers (one per school). Every possible effort was made to ensure that ethical issues pertinent to the study were considered at all times. The trustworthiness of the study was also considered in terms of credibility, dependability, transferability and confirmability asserted in Rule and John (2011). The study findings suggested that there was evidence of leadership being distributed to teachers at the better performing school. It was further found that the principal of the school did not stick There is an assumption that effective styles of leadership lead to effective schooling which is evidenced by, among other things, high pass rate. This study explored principals’ leadership styles in two secondary schools in Imati ward in Maphumulo Circuit. The study was conducted in two neighbouring secondary schools situated within a rural context. The two secondary schools were purposefully selected because of the disparities of learner achievement in the two schools. One school had produced very good Grade 12 results in the last five years and the other school had not performed as good, yet both schools are from the same area experiencing relatively similar challenges. Without relegating the influence of many other contextual factors, the study seeks to explore leadership styles practised in these schools. The study recognises that leadership is a process and does not dwell in an individual (Gunter, 2001; Nothouse, 2001; Halinger & Heck, 2003). The study adopted a qualitative approach and was located within an interpretivist research paradigm. This approach was deemed appropriate for this study whose objectives were to provide an understanding of the multi-realities from principals, HODs and teachers. Data in this study was generated using mainly semi-structured interviews and document analysis. These interviews were conducted with principals, HOD and teachers (one per school). Every possible effort was made to ensure that ethical issues pertinent to the study were considered at all times. The trustworthiness of the study was also considered in terms of credibility, dependability, transferability and confirmability asserted in Rule and John (2011). The study findings suggested that there was evidence of leadership being distributed to teachers at the better performing school. It was further found that the principal of the school did not sticThere is an assumption that effective styles of leadership lead to effective schooling which is evidenced by, among other things, high pass rate. This study explored principals’ leadership styles in two secondary schools in Imati ward in Maphumulo Circuit. The study was conducted in two neighbouring secondary schools situated within a rural context. The two secondary schools were purposefully selected because of the disparities of learner achievement in the two schools. One school had produced very good Grade 12 results in the last five years and the other school had not performed as good, yet both schools are from the same area experiencing relatively similar challenges. Without relegating the influence of many other contextual factors, the study seeks to explore leadership styles practised in these schools. The study recognises that leadership is a process and does not dwell in an individual (Gunter, 2001; Nothouse, 2001; Halinger & Heck, 2003). The study adopted a qualitative approach and was located within an interpretivist research paradigm. This approach was deemed appropriate for this study whose objectives were to provide an understanding of the multi-realities from principals, HODs and teachers. Data in this study was generated using mainly semi-structured interviews and document analysis. These interviews were conducted with principals, HOD and teachers (one per school). Every possible effort was made to ensure that ethical issues pertinent to the study were considered at all times. The trustworthiness of the study was also considered in terms of credibility, dependability, transferability and confirmability asserted in Rule and John (2011). The study findings suggested that there was evidence of leadership being distributed to teachers at the better performing school. It was further found that the principal of the school did not stick to a particular leadership style, but considered the demands of the situation.
Exploring how partnerships between a school for the deaf and hearing parents and is managed: perspectives from school management, teachers, and hearing parents at a combined school for the deaf in KwaZulu-Natal.
(2016) Devnath, Cheryl Keerpaul.; Bhengu, Thamsanqa Thulani.
This research sought to explore how the partnership between the school for the deaf and the hearing parents are managed. It was conducted and completed by obtaining insights from the school management team, teachers and hearing parents regarding their relationship and partnership for the benefit of the deaf child. The literature review underpins what literature and scholars have argued, highlighted and discussed in terms of schools and parent partnerships. However, the focus of this study is schools for the deaf and hearing parents, therefore, specific literature has been identified in the literature review. It provides an understanding of partnerships between schools for the deaf and parents and a theoretical framework within which this study will be analysed. The presentation of research, design, and methodology is mapped out utilising a case study of one combined school for the deaf in KwaZulu-Natal that offered from pre-school to grade 12. It had a principal, deputy principal and three heads of departments in the SMT. In my observation, most of the teachers signed fluently except for a few. The parent body consisted of hundred percent of the parents being hearing to deaf children. Gough (2000) refers to methodology as doing research in an attempt to produce knowledge and provides a set of reasons for the way a researcher move ahead in the study. Methodology refers to more than particular techniques, such as ‘doing a survey’ or ‘interviewing students’. It provides reasons for using such techniques in relation to the kind of knowledge or understanding the researcher is seeking. In this study, I have selected three methods of acquiring data namely, semi-structured interviews; documents review and observations. Qualitative data analysis was used in the process of research. I was actively engaged in the setting and with the participants to generate meaning of their experiences. Therefore, the experiences of the participants have added richness and meaning to the findings. The finding in my qualitative data analysis has provided answers to the critical questions. The data generated from the qualitative research has been analysed using the thematic analysis. The study was conducted to research the partnership between the school for the deaf and hearing parents; and whether it exists and is maintained so as to rule it out as a factor contributing to illiterate deaf learners; or is the partnership partially or non-existent therefore contributing largely to the illiteracy of deaf learners leaving schools for the deaf. The in-depth interviews with the SMT showed that they were very open and honest in sharing all that they did to involve parents and in so doing create partnerships with parents, however, they stated that there was still more work to be done in some areas. They felt that they were doing a lot, however, it was not fulfilling the desired need for parents to become fully involved mostly so through learning their children’s first language being South African Sign Language (SASL). The huge concern was that very few parents were actually interested in learning SASL to communicate with their child that created huge barriers between the hearing parent and their deaf child, and then resulting in a ripple effect into parents feeling inferior or inadequate to become involved in the school. The school personnel in this study were concerned that there were factors of finance, living a distance from the school, learners living with overburdened grannies, uninformed parents, disillusioned parents and uninterested parents were a contributing factor to parents not having a partnership with the school for the deaf. Parent participants in this study, on the contrary are saying we want to be involved, we are involved but when we see a problem and address the problem then we are seen as problem makers and the school hides behind policies. They not feeling welcome and not enough was being done by the school and there is no partnership between the school for the deaf and the hearing parents. The emerging themes were analysed and recommendations were made on how the school SMT can move forward in strengthening bonds with the hearing parents. The data has shown that both parties should make concerted efforts to take responsibility in their roles in relation to the deaf learners and fulfil their roles then a partnership can be created to work harmoniously in the best interest of the deaf learners.
Exploring how principals promote parental involvement in secondary schools: a case study of three secondary schools in the Umbumbulu Circuit.
(2012) Shezi, Noah Jonathan.; Bhengu, Thamsanqa Thulani.
This study is partly responding to an uproar from the public generally and the KwaZulu-Natal Department of Education (KZNDoE), in particular, that in most schools within the province, there is a lack of parental involvement whilst serious problems in many schools persist Many schools in KwaZulu-Natal province are experiencing problems which have eventually resulted in poor quality education. This study explored how principals promoted parental involvement in secondary schools. The promotion of parental involvement in the affairs of the school is one of the responsibilities of the school principal. In view of this expectation by the government and the Department of Education, this study therefore, was underpinned by an assumption that principals are promoting parental involvement in schools. The study sought to get an insight into what principals did in order to promote parental involvement. It also attempted to find out what principals regarded as the benefits of promoting parental involvement in schools, and what they consider as barriers. The studied schools were drawn from three different South African social contexts of semi-urban and rural areas. This study adopted an interpretivist qualitative case study approach comprising three secondary schools. I chose interpretive research paradigm because it allowed me to interact closely with participants to gain insight and form clear understanding. The findings showed that participating schools were, to a large degree, successful in promoting parental involvement in the affairs of the school, despite some obstacles which persisted. The findings revealed that socio-economic issues such as unemployment, poverty, HIV/AIDS pandemic, poor communication between the schools and parents, educators who seem to be unwelcoming to parental involvement, low level of education of parents, reluctance of some parents to involve themselves in school affairs, were the main barriers to effective parental involvement.
Exploring instructional leadership practices of school principals : a case study of three secondary schools in Umbumbulu circuit.
(2012) Mkhize, Bongani Nhlanhla Cyril Kenneth.; Bhengu, Thamsanqa Thulani.
There are substantive external demands for improved learner achievement, particularly in secondary schools, and increasingly, principals have to bear the pressures that accompany these demands. Instructional leadership concept is being advocated one of the approaches that school leaders may consider in order to promote a culture of teaching and learning within their schools. Therefore a qualitative case study was undertaken to explore instructional leadership practices of three secondary school principals in Umbumbulu Circuit. The focus of the study was based on the assumption that principals were instructional leaders as it was the expectation of government policy. The study therefore, did not seek to find out if principals in the study were indeed instructional leaders, but it sought to understand the manner in which they practicalised this expectation. In short, the study sought to gain an insight into how secondary school principals in this area enacted instructional leadership and why they enacted it the way they did. Three schools were selected among those schools that had experienced drastic improvement in their matric results in the past five years or so. The research design employed was qualitative and semi-structured interviews with three principals and three educators. These interviews were audio taped and transcribed for analysis. The results indicated that principals enacted instructional leadership practices by (a) sharing vision among members of the school (b) monitoring instructions (c) encouraging professional development of their teaching staff (d) ensuring that instructional time was not interrupted (e) furnishing professional materials and resources to the teachers (f) monitoring and discussion assessment issues with the teachers (g) recognising and rewarding good performance and (h) preparing and sustaining learning environment that is conducive to teaching and learning. The main aim was to enhance teaching and learning in the schools as these principals strongly believed that it was their responsibility to do so.
Exploring lived experiences of international postgraduate students studying at a South African university.
(2020) Khanyile, Zanele Yvone.; Bhengu, Thamsanqa Thulani.
South Africa has emerged as an educational destination of choice in the region with its inbound rate far exceeding its outbound rate. South African universities are chosen based on the promise of a constitutionally and politically welcoming university environment. This study was carried in one university in the province of KwaZulu-Natal. The study is underpinned by interpretivist paradigm with phenomenology used as a methodology. Semi-structured interviews were used to generate qualitative data. Systems School Leadership theory was adopted as a lens to frame the analysis. The findings revealed that international postgraduate students lived experiences were characterised by issues such as feelings of being foreigners in a foreign land. International students also faced language problems, and that the university made no tangible attempts to support them in their plights. Marginalisation in the area of sporting activities, as well as a host of other discriminatory practices, dominated their descriptions of their experiences. From the international students’ perspectives, leadership in the university was not doing enough to ensure that their lives were less unbearable and more comfortable considering the fact that they lived in a foreign country. Based on a number of findings, a number of recommendations are made about what the university leadership should do to improve their university lives.