Browsing by Author "Mtshali, Enock Bhekokwakhe."

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The dynamics of school performance: evidence from three primary schools=Inhlukano ekwenzeni kwesikole: Ubufakazi obutholakala ezikoleni ezintathu zamabanga aphansi.
(2021) Mtshali, Enock Bhekokwakhe.; Chikoko, Vitallis.
The South African education system has instituted policies and programmes to expect schools to function better, but this does not seem to be the case when measured by school performance. School performance in South Africa is a multi-faceted phenomenon that needs to be studied and understood in-depth, hence this study on the dynamics of school performance. This is a qualitative research study positioned in the interpretivist paradigm to understand multiple realities about the dynamics of school performance as expounded by Rehman and Alharthi’s (2016) that interpretivists believe in multiple socially constructed realities. The study adopted a multiple case study approach involving three primary schools in one district of the KwaZulu- Natal province. The following questions were posed: what factors influence school performance? How do teachers and school management team members see these factors influencing school performance? How can school performance be enhanced? Research participants included the school principals, departmental heads, and teachers in each school. The data generation instruments included interviews, observations, and document reviews. Central to school performance, the major conclusions reached show that school culture was the overarching dynamic of school performance. Within school culture, the key sub-dynamics were the nature of leadership and management, the quality of teaching and learning, and school community relationships. Schools need not only rely on the policies and programmes from the Department of Education (DoE) to improve their performance. Heavy reliance on the directives by the DoE seems not to make schools accountable for their academic performance. In addition to the policies and programmes for improving school performance, schools need to develop internal school performance strategies. Iqoqa Uhlelo lwezemfundo eNingizimu Afrikha lusungule izinqubomgomo kanye nezinhlelo ezilindele ukuba izikole zisebenze kahle, kodwa lokhu akubukeki kunjalo uma kukalwa ngokwenza kwesikole. Ukwenza kwesikole eNingizimu Afrikha ukuba isenzekoningi esidinga ukucutshungulwa bese siqondwa ngendlela ejulile, njengoba lolucwaningo lubheka ukuhlukahlukana ngokwenza kwesikole. Lesi sifundo sikhethe uhlonzoningi lohlelokwenza olufaka izikole ezintathu ezisemabangeni aphansi kusifunda esisodwa esifundazweni sakwaZulu-Natali. Imibuzo elandelayo yaphonswa: ngabe iziphi izimbangela ezaba nethonya mayelana nokwenza kwesikole? Ngabe bazibuka kanjani othisha kanye namalungu omkhandlu wokuphatha kwesikole izimbangela ezithonya ukwenza kwesikole? Kungakhuthazwa kanjani ukwenza kwesikole? Ababamba iqhaza ocwaningweni kufaka uthishomkhulu, izinhloko zeminyango, kanye nothisha isikole ngasinye. Amathuluzi okusenga ulwazi afaka uhlelongxoxo, ukupha iso kanye nokubuyekeza imibhalo. Imiphumela ikhomba ukuthi isiko lesikole yilona elaba wungqoshishilizi enhlukwaneni yokwenza kwesikole. Ezibilini zesiko lesikole, okuwukhiye ngaphansana kwenhlukano kwabe kuyisimo sobuholi kanye nokuphatha, izinga lokufundisa nokufunda, kanye nobudlelwano nomphakathi ongumakhelwane nesikole. Izikole azikudingi ukuthembela kuzinqubomgomo kanye nasezinhlelweni zoMnyango wezeMfundo ukuthuthukisa ukwenza kwazo. Ukuthembela kakhulu emiyalelweni yoMnyango wezeMfundo akuzenzi izikole zikwazi ukuphumela obala ngokwenza kwazo. Uma kunezezelwa ezinqubwenimgomo nezinhlelo zokuthuthukisa ukwenza kwesikole, isikole sidinga ukukhulisa ngaphakathi amaqhinga okwenza kwesikole.
An exploration of staff development team's promotion of quality education within the context of integrated quality management system.
(2012) Mtshali, Enock Bhekokwakhe.; Mthiyane, Siphiwe Eric.
The purpose of this study was to explore the Staff Development Team’s (SDT) promotion of quality education within the context of Integrated Quality Management System. The study explored aspects that the SDT does to promote quality education, processes by which the SDT engages itself in to promote quality education and the reasons why the SDT promotes quality education. Provision of quality education in South Africa passed different stages that eventually culminated in Integrated Quality Management System being gazetted in 2003. With this instrument in place, the Department of Education (DoE) hoped schools, in particular and the Education Department in general, would perform well. Mixed responses from the respondents reflected that there are numerous factors that hamper the implementation of IQMS. These factors range from inadequate training of teachers for IQMS, scanty meetings in which discussions about IQMS are held, lack of involvement of all teachers in the school on issues related to IQMS, implementation of many quality education improvement strategies by the DoE within a short period of time and fear by teachers of being evaluated. The main findings showed that there is a dire need for teachers to be retrained on IQMS and frequent holding of IQMS related meetings. The main findings also revealed that the monetary component of IQMS, namely, pay progression, is a cause for concern in that it compels teachers to be dishonest in evaluating one another. This suggests that if IQMS is to be successful, the pay progression component should be divorced from it (IQMS). The study recommends that there should be regular meeting for IQMS at school so as to bring every teacher on board about IQMS. The study further recommends that although it is good to learn from other countries, but the context should be taken into consideration if a new strategy has been copied from other countries because what is good for one country may not be good for another country. Finally, the study recommends that while counter opinions always exist when a new initiative is being implemented, steadfastness should be upheld and adherence to the policy will ensure the realisation of its (policy) intended aim.