Browsing by Author "Ezeonwuachusi, Nnenna Fidelia."

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An investigation into 4th years' readiness in teaching in inclusive schools :a case study of early childhood development student teachers at UKZN.
(2013) Ezeonwuachusi, Nnenna Fidelia.; Kalenga, Rosemary Chimbala.
South African education as a new frame of reference at the dawn of democracy is still on the slow progress towards the implementation of inclusive education. Teachers are seen as the key role players with regards to its proper implementation and acceptance in schools. As a result various researchers whose interest is on diverse needs have begun to examine the student teacher’s willingness as well as their readiness among other links towards inclusive practices. This study “an investigation into 4th year’s readiness in teaching in inclusive school: A case study of Early Childhood Development student teachers at UKZN” aims to determine how ready the student teachers are and how well the curriculum prepared the students for the classroom to implement inclusive education; by thinking, teaching and working as an inclusive teacher in public schools in South Africa. This study also highlighted the importance of the Early Childhood Development teacher training Curriculum; to be reconstructed in order to expand, develop and reinforce more knowledge of inclusion to the pre-service teachers. The literature study offered a review on the different studies of inclusive education with specific references on inclusion in global context, inclusion in South Africa context, inclusion in higher education, pre-service teacher’s attitudes, readiness, challenges and perception to proper implementation, as well as multicultural education and Early Childhood Development (ECD). Theoretical frameworks such as eco-systemic and social constructivist theories were employed to understand the theories influences on student teachers readiness. These were found to be appropriate in understanding student teachers readiness in terms of the structure of the curriculum and the extent of knowledge acquired by these student teachers with regards to implementation of inclusive education. v Data was collected using semi structured interview in a purposive sampling. Data analysis for this study was informed by concepts such as philosophy of inclusion, inclusive education and inclusion. The data analysis was informed by social constructivism and eco-systemic theories which helped to understand how the student teachers understand inclusive education and its implications in the classroom. Recommendations were made based on the findings of the study that revealed that ECD curriculum of the University should be restructured to suit inclusive environments. This study concludes that the University of Kwa Zulu Natal should structure a curriculum for a Bachelor of Education in Inclusive Education.
School principals perceived and desired leadership development pathways: evidence from one district of KwaZulu-Natal, South Africa.
(2020) Ezeonwuachusi, Nnenna Fidelia.; Chikoko, Vitallis.
The quality of school reforms and learner performance are integrally linked to school principals‟ leadership development, which elicits both anxiety and concern, as evidenced by studies on educational improvements which emphasise the impact of school leadership on learner performance. Thus, how best to prepare school principals as school leaders and determine their leadership development pathways are concerns that continue to be on the education agenda of many countries. Using the context of one school district in South Africa, this qualitative study explores school principals‟ leadership development, looking at their understanding, experiences and conceptions of desired leadership development, and drawing on the perspective of practice context. The study applied a complementarity of framework made up of three theories, Vygotsky‟s (1978) sociocultural theory focusing on the concepts of Zone of Proximal Development and more knowledgeable other, Knowles‟ (1980) Theory of Adult Learning and Assets-Based Theory by Kretzmann and McKnight (1993). The study was positioned within the interpretivist paradigm, adopting a qualitative approach and a case study design. The data generation methods were semi-structured individual interviews and focus group interviews. Major findings revealed that firstly, school principals‟ understanding of leadership development involves training and supporting them in relevant, not just generic, leadership skills and knowledge. Secondly, targeting the school principals‟ development training should include programmes that aim to meet individual and unique needs. Thirdly, their desired leadership development included individualised leadership training, and leadership training using inputs from the experiences of the school principals. The study concludes by highlighting on the lessons learnt, including: 1. Leadership development of school principals needs to be contextually problematised and understood. 2. School leaders desire to take responsibilities for their own learning; setting the objectives and determining what to take away from the learning. 3. Varying approaches to school leadership development provisions including on-site training are desirable to school principals. 4. While school leaders‟ desired areas of leadership development conform to what is commonly outlined in the literature, what is at variance is not the “what”, which is the subject of their leadership development, but the “how” – the processes of providing the leadership development.
School principals perceived and desired leadership development pathways: evidence from one district of Kwazulu-Natal, South Africa.
(2020) Ezeonwuachusi, Nnenna Fidelia.; Chikoko, Vitallis.
The quality of school reforms and learner performance are integrally linked to school principals‟ leadership development, which elicits both anxiety and concern, as evidenced by studies on educational improvements which emphasise the impact of school leadership on learner performance. Thus, how best to prepare school principals as school leaders and determine their leadership development pathways are concerns that continue to be on the education agenda of many countries. Using the context of one school district in South Africa, this qualitative study explores school principals‟ leadership development, looking at their understanding, experiences and conceptions of desired leadership development, and drawing on the perspective of practice context. The study applied a complementarity of framework made up of three theories, Vygotsky‟s (1978) sociocultural theory focusing on the concepts of Zone of Proximal Development and more knowledgeable other, Knowles‟ (1980) Theory of Adult Learning and Assets-Based Theory by Kretzmann and McKnight (1993). The study was positioned within the interpretivist paradigm, adopting a qualitative approach and a case study design. The data generation methods were semi-structured individual interviews and focus group interviews. Major findings revealed that firstly, school principals‟ understanding of leadership development involves training and supporting them in relevant, not just generic, leadership skills and knowledge. Secondly, targeting the school principals‟ development training should include programmes that aim to meet individual and unique needs. Thirdly, their desired leadership development included individualised leadership training, and leadership training using inputs from the experiences of the school principals. The study concludes by highlighting on the lessons learnt, including: 1. Leadership development of school principals needs to be contextually problematised and understood. iii 2. School leaders desire to take responsibilities for their own learning; setting the objectives and determining what to take away from the learning. 3. Varying approaches to school leadership development provisions including on-site training are desirable to school principals. 4. While school leaders‟ desired areas of leadership development conform to what is commonly outlined in the literature, what is at variance is not the “what”, which is the subject of their leadership development, but the “how” – the processes of providing the leadership development.