Browsing by Author "Ndovela, Sithembele Goodman."

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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.
Exploring teachers’ views on the role of economic and management sciences (EMS) in preparing learners for FET phase accounting.
(2019) Nzuza, Siyacela Thandazani.; Ngwenya, Jabulisile Cynthia.; Ndovela, Sithembele Goodman.
This study explored teachers’ views on the role of Economic and Management Sciences (EMS) in preparing learners for Further Education and Training (FET) Phase Accounting. The study was driven by three research questions namely: 1.What are teachers` views on the role of EMS in preparing learners for FET Phase Accounting? 2. Why do teachers view the role of EMS in preparing learners for FET Phase Accounting the way they do? 3. How do teachers minimise the factors that hinder EMS in preparing learners for FET Phase Accounting? Qualitative approach was employed along with interpretivism paradigm to underpin the study. As a result, two instruments of data collection, namely: reflective activities and semi-structured individual interviews were used to explore the views of the ten participants who were conveniently and purposively sampled. Participants for the study included five Grade 9 EMS teachers and five Grade 10 Accounting teachers from five schools. The study was framed using the curriculum integration and curricular spider-web frameworks. The curriculum integration theory assisted in unpacking EMS as an integrated subject. Also, the curricular spider-web through its application aided in describing in detail, the concepts around the discourse of EMS and its role in preparing learners for FET Phase Accounting. Data generated was analysed thematically. The findings of the study revealed EMS as an integrated subject of three components namely: Financial Literacy, Economy and Entrepreneurship; elements and importance of EMS; hindrances to effective teaching of EMS and strategies to minimise these hindrances.
Strategies used by Accounting teachers to teach Accounting concepts in Grade 10: a case study of Accounting teachers in Pinetown District.
(2020) Hlongwane, Nokuphiwa Felicia.; Ngwenya, Jabulisile Cynthia.; Ndovela, Sithembele Goodman.
This study explored strategies used to teach Accounting concepts in Grade 10 in Pinetown district. The study was driven by two research questions: • What teaching strategies do Accounting teachers use to teach Accounting concepts in Grade 10 in Pinetown Education District? and • How do Accounting teachers use these strategies to teach Accounting concepts in Grade 10 in Pinetown District? A qualitative approach was employed along with the interpretivist paradigm to underpin the study. As a result, two instruments of data collection, focus group and semi-structured individual interviews, were used to explore the views of the five participants who were conveniently and purposively sampled. Participants for the study included five Grade 10 Accounting teachers from five schools. The study was framed using Shulman (1986)’s theory on teacher knowledge. Pedagogical Content Knowledge (PCK) is one of the components of teacher knowledge. The teacher needs to have knowledge of the content as well as of the learners being taught. Consequently, teacher knowledge emphasises enabling teachers to fulfill their primary role of teaching subject matter using suitable pedagogical ideologies and skills. The study focuses on the strategies teachers use to teach Accounting concepts in Grade 10. Data generated was analyzed thematically. The findings of the study revealed strategies teachers use to teach Accounting: the use of a conceptual approach as a point of departure in teaching Accounting; the use of explanation and ICT to introduce new concepts; the use of a relational approach in teaching accounting, and the use of written work to consolidate learning of new knowledge and learner involvement as a teaching approach.