Browsing by Author "Magagula, Lindiwe Ncane."
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Item Educators’ experiences of corporal punishment: a case study of selected secondary schools in Eswatini.(2021) Magagula, Lindiwe Ncane.; Mnisi, Thoko Esther.Prompted by the escalating number of criminal cases against educators for severe corporal punishment and injury inflicted on learners, this study aimed to understand why educators persist with corporal punishment. Corporal punishment in Eswatini schools persists despite its proscription following Eswatini’s ratification of the United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. Guided by the Cultural Historical Activity Theory (CHAT) as a theoretical framework, working within an interpretive paradigm, this qualitative study employed open-ended questionnaires administered to purposively selected educators from different types of schools in the four regions of the country. This was followed by two focus group discussions (FGDs) to validate and acquire an in-depth understanding of the data that were generated via the questionnaires. The data generated was used to understand why educators persist with corporal punishment. The main objectives were: to explore the experiences of educators relating to the use of corporal punishment to discipline learners in schools, to understand why educators persist with corporal punishment in schools despite its proscription, and to determine how educators maintain discipline and ensure an environment conducive to teaching and learning using less drastic disciplinary techniques. Following a thematic analysis of the data, the findings revealed that educators justify their persistent use of corporal punishment at three levels, namely social, political, and pedagogic levels. The findings further revealed that the educators have created their own amalgam of culturally influenced blended discipline to continue inflicting corporal punishment on learners. The study recommends that educator training institutions should follow the Education for Effective Classroom Management (ETCM) Model in educator training and include a module that specifically deals with issues of discipline. The institutions should also emphasise lifelong learning in educator service workshops to enable educators to meet the evolving demands of their profession.Item Female students' experiences in learning Geography as a major at tertiary education level : a case study of a teacher training college in Swaziland.(2015) Magagula, Lindiwe Ncane.; Mnisi, Thoko Esther.This study aimed at exploring why there was a lower enrolment of female students learning Geography as a component of specialisation at teacher training college. A case study, looking into understanding the experiences of female students learning Geography as a choice component of specialisation was undertaken at one teacher training college in Swaziland. Semi-structured questionnaires which were administered to eighteen (18) female students learning Geography as a choice component of specialisation at the college were the main tool for generating data. This was followed up by three (3) focus group discussions meant to get an in depth view of the data generated using the semi-structured questionnaires. The data generated aimed at answering the key question: What are the experiences of female students learning Geography as a component of specialisation at college? The researcher was guided by the following sub-questions: a) What are the experiences of girls learning Geography as an area of specialisation? b) What factors inform girls’ choice of Geography as a subject specialisation? c) How can girls’ participation in Geography be enhanced? The data were captured, coded, analysed and interpreted using the inductive approach. Given that this study was dealing with the experiences of humans, a proper ethical clearance was obtained through getting the participants to sign a consent form that clearly stated the conditions of consent for participating in a research. Although the participants of the study were adults and over 18 years of age, permission was sought from the college principal to conduct the study in the college. The study produced evidence that the girls learning Geography at the college found doing the subject to be an interesting experience although they encountered a few challenges in certain aspects of their learning. The study further illuminated there were fewer females than males learning Geography as a specialisation, albeit that the girls claimed to enjoy learning Geography and find learning it interesting. From the data generated it became clear to the researcher that the lower number of girls had very little to do with the college experience, but was instead a consequence of subject selection policies followed in high school and the subject choices made there. The conclusions and implications of the study are that the girls find learning Geography at college level interesting because of its multidisciplinary nature. However, the same girls found that the experience is fraught with challenges such as the shortage of learning materials, the use of archaic teaching methods by lecturers as well as unequal treatment by male lecturers. The study’s findings also implied Geography was not given its rightful place in high school; was used as ‘a filler’ after students had selected other subjects and as a result not many girls got the opportunity to learn it. The implication was that there were therefore fewer girls that get to know and like Geography enough to want to learn it at college level.