Browsing by Author "Ngwenya, Jabulisile Cynthia."

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An exploration of grade 9 teachers’ experiences of teaching Economic and Management Sciences (EMS) in selected schools in Umlazi District.
(2019) Williams, Wilondja Rashidi.; Ngwenya, Jabulisile Cynthia.
This study was an Exploration of Grade 9 Teachers’ Experiences of Teaching Economic and Management Sciences (EMS) in Selected Schools in Umlazi Distict in Durban. The objective of this study was to explore Grade 9 teachers’ experiences of teaching Economic and Management Sciences (EMS) in three selected schools in the Umlazi District and to examine the resources that these teachers draw on to teach Economic and Management Sciences (EMS). A literature review on the experiences of Grade 9 EMS teachers as a new and integrated subject in the GET Band was done. The researcher in this study adopted a qualitative approach as the study is concerned with understanding the experiences of Grade 9 teachers in teaching EMS. The researcher does not aim to predict what participants will do, but rather to understand how participants construct their real world. Bronfenbrenner’s Ecological Model and the Asset-Based approach were used in concert as conceptual framework in this study in order to respond to the research questions. The juxtaposition of these two theoretical frameworks showed that teachers were not working in a vacuum but were instead working within a web of systems and, this theory was helpful to explore this. It has been shown that a school is a system within different subsystems comprising staff, learners, curriculum and administration, interacting with other outside systems, such as the family or local communities. Research instruments in this study included one-on-one interviews, collages and researcher field notes. This study identified challenges the Grade 9 EMS teachers faced. The teachers were no longer seen as orators and possessors of all knowledge, but the teachers’ role moved more towards facilitating the learning process. Therefore, it required that Grade 9 EMS teachers make a ‘paradigm shift’ from their old teaching practices to new ones in order to understand the processes better, as well as the fact that they need to adhere with it if they are going to be competent implementers of the EMS Curriculum. The teachers’ strong subject matter knowledge in Accounting, Business Studies, and Economics were required combined with pedagogical skills, the capacity to work effectively with a wide range of learners, colleagues and other stakeholders within the school environment and outside by drawing on resources to contribute to the school and the profession, and the capacity to continue developing. The study showed that the prescribed textbook alone was insufficient, but other sources such as the learners, other colleagues, visual aids, the internet; DVDs, etc. were also relevant. Findings of this study showed that teachers provided two options to teaching EMS as an integrated subject. The first option was that the Department of Education should employ an Accounting specialist to teach Grade 9 EMS classes if there is a single teacher because of the demand of the EMS Curriculum for Grade 9. The second option mentioned was that different teachers could share the teaching load with respect to their specialisations within EMS.
Exploring business studies teachers experiences of learning through professional learning communities in the context of curriculum changes : a case of five schools in the Pinetown district.
(2019) Khoza, Duduzile Siphelele.; Ngwenya, Jabulisile Cynthia.; Mtshali, Muntuwenkosi Abraham.
The purpose of this study was to explore Business Studies teachers‟ experiences of learning through Professional Learning Communities (PLCs) in the context of curriculum changes. In addition it sought to explore the experiences of teachers‟ professional learning in a PLC. Literature on PLCs has proliferated in the last decade, signifying the importance of collaborative learning practices. This study investigated the level of development given to teachers during the time of transition, the purpose was to find how professional learning communities can help in developing teachers. This was a qualitative study, located within the interpretive paradigm. A case of five schools in the Pinetown district about teacher learning in PLCs. Data generation methods included semi-structured interviews with five teachers. The findings of the research revealed that learning occurred predominantly in a collaborative capacity both formally and informally. Various modes of teacher learning were expressed: individual learning, collaborative learning, networking and mentoring. In terms of teachers‟ experiences of learning in a PLC, occurrences were mostly positive. One of the most challenging factors of teacher learning in a PLC was the lack of support that was afforded to teachers. In addition the lack of time, and work intensification, hindered successful teacher learning in a PLC. These findings prompted the need for more involvement from leaders to support teacher learning in PLCs which was expressed as one of the recommendations. Furthermore, it was recommended that leaders play an integral role in establishing virtual PLCs for teachers to collaborate with members within and outside their organisation, allowing for networking and learning from external social agents.
Exploring pre-service teachers’ experiences of teaching accounting in a rural context during teaching practice from one higher education Institution in Kwazulu-Natal.
(2020) Mdluli, Khulelaphi Silindile.; Ngwenya, Jabulisile Cynthia.
Rural schools tend to be a stressful environment for the pre-service teachers when they conduct their initial teaching practice. Although research has shown that studies conducted in rural communities should not be approached from a deficiency viewpoint as there are also many positive developments happening in some rural communities but the residues of inequalities that were inherited from the past education system persist and remain a challenge. As a result, pre-service teachers within rural schools may lack a direction in terms of how to go about teaching practice due to many challenges that they may encounter. Hence the study seeks to explore pre-service teachers’ experiences of teaching Accounting during teaching practice in a rural context in one university located in KwaZulu-Natal. The main purpose of this study was to explore pre-service teachers’ experiences of teaching Accounting during teaching practice in a rural context. In this study, the main objectives outlined are: (a) explore pre-service teachers’ experiences of teaching Accounting during teaching practice in a rural context and (b) To identify the significance of teaching practice to pre-service teachers towards the teaching profession. This study employed an interpretivist paradigm and qualitative approach to have in-depth information about pre-service teachers’ experiences. Furthermore, the researcher purposively sampled thirteen pre-service teachers from one university located in KwaZulu-Natal who are currently studying third and fourth year towards Bachelor of Education degree having an experience of teaching Accounting during teaching practice in rural schools. One-on-one interviews and focus group interviews were conducted with the pre-service teachers telephonically due to lockdown restrictions. All interviews were audio-taped. Later, the researcher analysed the data by listening to the audiotaped interviews and developed them into themes. The findings revealed that teaching practice plays significant roles by enhancing pedagogical skills, bridging the gap between theory and practice and exposure to different teaching strategies. However, the effectiveness of teaching practice is challenged by a lot of obstacles. Large class size, absenteeism amongst learners, lack of motivation amongst learners, scarcity of teaching resources, lack of support from the school and mentor, insufficient monitoring of progress by university tutors, language as a barrier in teaching and learning in Accounting, poor infrastructure and facilities, Information and Communication Technology (ICT) access in rural schools were some of the challenges discussed by pre-service teachers during interviewing sessions. All these challenges impacted negatively on teaching practice and Accounting lesson delivery to learners.
Exploring students' experiences of information and communication technology (ICT) facilitated feedback : a case study of business management education students at a higher institution in KwaZulu-Natal.
(2014) Chidiebere, Anyanwu Clinton.; Ngwenya, Jabulisile Cynthia.; Khanare, Fumane Portia.
The changing context of higher education (HE) in an era of rapid technological and economic changes internationally, and in South Africa presents new challenges for lecturers and students. As an aspect of the challenges, the need for the integration of technology in teaching and learning in South African schools had received pivotal attention. Presently, there is widespread interest and research into the role feedback plays in education and modes of providing feedback to students in higher institution. The focus on the experiences of using email in teaching and learning has not been sufficiently explored. There is a major gap in terms of understanding the experiences of higher institution students of using e-mail feedback in teaching and learning in higher institutions. Hence in this study the focus is to explore students’ experiences of email facilitated feedback in Business Management Education at a Higher Institution. The study examines the use of e-mail as a teaching tool for providing feedback to Business Management Education students. In the study, students’ experiences of using e-mail feedback method in Business Management Education are explored in order to understand how useful and accessible e-mail feedback is as a teaching tool. The study further looks at what influences the use of e-mail facilitated feedback had on students’ learning of Business Management Education. This study uses a qualitative case study design and located within the interpretive paradigm. Ten Business Management Education students at a higher institution in KwaZulu-Natal Provinces, South Africa made up the study participants and provided the source of data for this study. The ten students are in their 3rd and 4th year of study. Students from the Institution had access to mains electricity, and the whole institution is served by a Local Area Network (LAN) which is constantly accessible to the students for academic and learning purposes. Findings from this study reveal that students have differing experiences of e-mail facilitated feedback. While majority of students have positive experience of e-mail feedback, some had challenges using e-mail facilitated feedback. Findings further revealed that the use of e-mail facilitated feedback in Business Management Education did not take into consideration the gaps in terms of levels of prior knowledge and literacy in basic computing and internet applications across the student population. In addition, students did not receive prior orientation on how to access and the uses of the e-mail facilitated mode of feedback that is used in the Business Management Education school.
Exploring teachers' views on the quality of textbooks: a case of Grade 12 CAPS accounting prescribed textbooks.
(2019) Mbili, S'khumbuzo Hemilton.; Ngwenya, Jabulisile Cynthia.
Textbooks are regarded as one of the major resources that are needed in order for teaching and learning to proceed effectively without hindrances. These textbooks are prescribed and deemed proper for teaching by the Department of Basic Education and the department requires teachers to use a minimum of three textbooks for preparation of the lesson and teaching. Teachers have less voice when it comes to approving textbooks that are to be used for teaching and this also applies to Accounting teachers. Hence this study focused on teachers‟ views on the quality of grade 12 Accounting textbooks that are prescribed by CAPS. The purpose of the study was to explore teachers‟ views on the quality of Grade 12 Accounting textbooks that are prescribed by CAPS. This study employed a qualitative case study design to get an in-depth understanding of teachers‟ view on the quality of Accounting textbooks and it is located within the interpretive paradigm. Six Accounting teachers from Hibiscus District in the South coast of KwaZulu-Natal were sampled for this study. These teachers were sampled purposively and convenience and the data was generated through the use of structured interviews. The findings revealed that textbooks that are used to teach Accounting in grade 12 are aligned with the curriculum, the content this relevant to the grade, insufficient for new topics and out-dated. The incomplete content makes teachers use other support material with the intention to cover the insufficient content. Another finding, teachers revealed that the assessment activities that are found on these textbooks are not enough, they do not match the standard of the external examination in terms of questioning style and levels of cognitive demand. Moreover, teachers revealed that some of the textbooks have a shortage of visual supports that are expected to support and guide them during their teaching. The study recommended that the upcoming editions of textbooks should be an all in one in order for teachers to rely fully on the textbooks that they are using for teaching.
Exploring teachers’ experiences of teaching Accounting in rural schools: a case of novice teachers in Zululand district.
(2021) Ncama, Solumuzi Pressure.; Ngwenya, Jabulisile Cynthia.
The public education sector in South Africa has experienced drastic changes. This includes curriculum changes and a shortage of both physical and human resources in most parts of our country. The implementation of the curriculum has been affected by various issues in both the urban and rural teaching context. Therefore, this study focuses on newly appointed Accounting teachers’ experiences of teaching the Accounting curriculum in the rural context. The main purpose of this study was to explore Accounting novice teachers’ experiences of teaching the Accounting curriculum in three rural secondary schools in the Zululand district. This study employed the interpretive paradigm and a qualitative approach to obtain in-depth information about novice teachers’ experiences. Purposive sampling was adopted in five Accounting novice teachers in Nongoma circuit currently teaching the Accounting Further Education and Training (FET) phase, who had less than five years of teaching experience. Semi-structured and focus group interviews were conducted with the teachers in their schools and all sessions were audio-taped. Thematical analysis was used to analyse the generated data, and themes were developed. The findings revealed that Accounting novice teachers experienced various challenges linked to the implementation of the Accounting curriculum and the development of Accounting pre-service teachers. On one hand, the teachers reported problems such as inadequate teaching and learning resources, a lack of parental support, stereotypical views of Accounting, contextual limitations on assessment and teaching, learners’ lack of adequate foundational knowledge, and language barriers in the Accounting classroom. These problems were linked to challenges deterring implementation of the curriculum as planned. Inadequate preparation of Accounting pre-service teachers, a lack of proper induction, lack of support and mentoring, and professional isolation were issues revealed by novice teachers. This study therefore made some recommendations based on the findings. Novice teachers as innovative commerce teachers must work together with their schools to approach local businesses and relevant stakeholders for any possible support in respect of inadequate teaching and learning resources. Due to a shortage of human resources, the financial literacy in grades 8 and 9 in the Economics and Management 7 Sciences (EMS) subject must be taught by Accounting specialists to ensure that the Accounting part is well implemented. The Department of Education (DoE) must develop continuous programmes directed to novice teachers’ development in the profession to increase the retention rate of teachers in a rural context. Also, principals in rural schools must be well trained and monitored whether they implement teacher developmental programmes in their schools.
Exploring teachers’ perceptions of the quality of textbooks: a case of Grade 12 CAPS-prescribed Business Studies textbooks.
(2019) Molutsoane, Motsilisi Mulebueng.; Ngwenya, Jabulisile Cynthia.
Textbooks are the most powerful instructional tools available in schools which are considered to be the most effective and dominant of all educational resources. From the high power of the Department of Basic Education, appropriate textbooks to be used in schools are prescribed. When it comes to the selection of textbooks used in schools, teachers have no say in the textbook selection process. Textbook are just prescribed to schools based on the Department of Basic Education criteria. Teachers are expected not to be using just one textbooks when preparing lessons and delivering those lessons however they are expected to utilize two or more textbook. Therefore, this study is based on teachers’ perceptions of the quality of the Grade 12 CAPS prescribed Business Studies textbooks. The research study focused on teachers’ perceptions of the quality of the Grade 12 CAPS prescribed Business Studies textbooks. The main purpose of the study was to explore the teachers’ perceptions of the quality of Grade 12 Business Studies textbooks and to determine why teachers perceive the quality of Grade 12 Business Studies textbooks the way they do. The study is located within the interpretive paradigm and qualitative case study design was employed in assisting to acquire the in-depth understanding of teachers’ perceptions of the quality of Business Studies textbooks. The sample size of the study is Five Business Studies teachers from five schools around the Pinetown district of KwaZulu Natal. Purposively and conveniently, the schools and teachers were sampled and the use of interviews were used to generate data. The study findings revealed that Business Studies textbooks used in Grade 12 classes are aligned with the curriculum stipulated by CAPS, does give the learners the foundation of the business world, the business language required and the clarity of new concepts. The Business Studies textbooks on the other hand lack assessment task with relevant cognitive levels of difficulty that prepares learners for examination and topic content is out-dated. Resulting from the hindrances noticeable in the findings, teachers turn to other relevant educational resources such as other relevant textbooks, the examination guideline and ATP for the success of the teaching and learning process. For better and improved teaching and learning process, the study recommended that textbooks should be improved in the future publications of textbooks. This will also allow teachers to be fully satisfied in using those textbooks for teaching.
Exploring teachers’ understanding and practices of integration of information and communication technology in teaching accounting.
(2024) Sithole, Nosihle Veronica.; Ngwenya, Jabulisile Cynthia.
The evolution of technology in the education sector has resulted in greater recognition of Information and Communication Technology (ICT) in the classroom to transform teaching and learning worldwide. This study explored Accounting teachers’ understanding and practices of integration of ICT in teaching Accounting in Umlazi District, KwaZulu-Natal, South Africa. The literature indicates that ICT has been adopted by the education sector worldwide and most countries have ICT policy frameworks to guide teachers on ICT integration. Nevertheless, in developing countries including South Africa, policies have failed to meet the aims of ICT integration in teaching and learning and teachers face barriers such as lack of professional training, resources, and technical support. To complement the literature, the Technological Pedagogical and Content Knowledge (TPACK) theoretical framework and the Unified Theoryof Acceptance and Use of Technology (UTAUT) conceptual framework informed the empirical inquiry. An explanatory sequential mixed method study aimed to determine Accounting teachers’ understanding and practices of ICT integration in teaching Accounting in Umlazi District. Quantitative data were collected through a self-designed questionnaire and qualitative data through focus group discussions, observations and semi-structured interviews. Multiple sampling strategies were used to select the sample for the questionnaire and participants for focus group discussions, classroom observation and individual interviews. Quantitative data were analysed through Statistical Package for the Social Sciences (SPSS) and qualitative data were analysed thematically. The findings indicated that Accounting teachers are aware of selected technologies, namely, tablets, laptops, computers, copier machines, printers, digital cameras, scanners, LCD panels and/ or data projectors, and video conferencing systems. However, their understanding and use is limited. However, Accounting teachers are proficient with word processing, the internet and e-mail used mainly for personal communication. Teachers often use a smartphone and WhatsApp for teaching Accounting. Findings showed thebenefits of integrating ICT in teaching, such as improving teaching and learning through innovations. Barriers are lack of professional training, technical support and resources, theft, power outages and limited teaching time. Smartphones constitute a frequently used and efficient technology tool in teaching Accounting. This study suggests a connective pedagogy to promote smartphones and social media platforms in teaching Accounting.
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.
Exploring the role of teacher learning community in accounting education in the context of rurality: a case study.
(2023) Oduro, Sylvester Elvis.; Bhengu, Thamsanqa Thulani.; Ngwenya, Jabulisile Cynthia.
This study explored the lived experiences of sixteen secondary school accounting teachers in one education district regarding the roles of teacher learning community programmes in the teaching and learning of accounting within the context of rurality. To secure equity in the segregated prodemocratic educational provision in South Africa, the post-apartheid education system has been characterised by a range of reform strategies to provide quality education which meets the demands of the 21st century and beyond. To ensure teachers’ understanding of the reform strategies and their implementation, the education system has been largely characterised by ongoing teacher learning community engagements that contribute to teacher professional learning. The study was grounded in the Community of Practice theory and the generative theory of rurality. Furthermore, a qualitative research approach supported by the interpretive paradigm was adopted in accordance with the study focus. A case study design involving both semi-structured individual telephonic interviews and a WhatsApp-based focus group discussion were used to generate data that contribute to the understanding of the lived experiences, interpretations, and the multiple meanings of the study participants. The data generated ware thematically analysed. The participants were purposefully selected through the convenience sampling. The outcome of the study revealed some important benefits of learning communities as well as contextual constraints that impact on their implementation. The benefits include accounting teachers’ mastery of the subject-matter and improved learning outcome, facilitating improvement strategies as well as nurturing teacher expertise to provide leadership in the accounting classroom. The study also established how learning communities produce creative and innovative mechanisms to facilitate the teaching and learning of accounting as well as how rural accounting teachers harness technology to enhance the effectiveness of learning communities. Given the above benefits, the study found that there was the need to revamp the implementation of learning communities for better outcome. Notwithstanding the benefits, this study also brings into focus the contextual challenges that constrain the implementation of learning communities in a rural context as well as inadequate teacher accountability that characterise the implementation of the learning community programmes. Given the findings, recommendations are made to effect the needed changes to improve the implementation of learning community programmes.
Exploring the teachers’ proficiency in teaching Financial Accounting in Grade 11: a case of the accounting teachers in Ugu District.
(2020) Hlophe, Nombuso Queen.; Ngwenya, Jabulisile Cynthia.
Accounting as a subject is affected by changes in the discipline of Accounting and the international reporting standards in order to prepare learners for studies in Higher education institutions. These changes are evident in the Accounting curriculum in the National Curriculum Statement (NCS) in 2006 and then in the Curriculum and Assessment Policy Statement (CAPS) in 2012. The implication of this is that the focus of the recent curriculum reforms demand Accounting teachers in their teaching practice to assist learners in developing analytical skills that are supported by well-reasoned, logical arguments that are not only limited to figures and formulas. As such, the teaching of Accounting requires more open-ended scenarios and open assessment dialogue or two-way communication between the learner and a teacher to engage learners in debates while challenging them to think creatively. Conceptual and problem-solving teaching approaches that provide learners with the appropriate skills to succeed at tertiary level are required. However, teachers’ content knowledge and their approach in imparting the content knowledge play a vital role in the quality of their instruction, particularly in times of curriculum reforms. To facilitate the learning of school Accounting, teachers need a particular kind of proficiency. Therefore, the learners’ development of financial understanding usually depends heavily on how well developed the teacher’s proficiency is in Accounting. Consequently, the proposed study seeks to explore the proficiency of Accounting teachers in teaching Financial Accounting in Grade 11. This study employed a qualitative case study design to gain an in-depth understanding of teachers’ proficiency in teaching Financial Accounting aspects in Grade 11 in Ugu District. The study was located within the interpretive paradigm. Four Grade 11 Accounting teachers from Ugu District in KwaZulu-Natal were purposely and conveniently sampled for this study. Semi-structured interviews and lesson observations were conducted with the teachers in their schools and interviews were audio-taped. Findings revealed that Accounting teachers demonstrated their knowledge of the Accounting curriculum through the use of numerous teaching approaches to teach and consolidate learning of Financial Accounting. In order to enhance the development of the different skills needed in learning Accounting, learners were allowed opportunities to work collaboratively and interact with their peers. Lack of understanding of basic Accounting concepts, lack of resources like textbooks and calculators, language barrier in learning of Accounting subject and lack of support from parents or guardians were some of the challenges indicated by teachers during interviews. However, Accounting teachers were able to use their understanding of the subject to devise strategies to assist learners despite the challenges. This study concluded by making the following recommendations: Accounting teachers to develop vocabulary for Accounting terms that are frequently used in the teaching and learning process. Teachers to encourage learners to read more often and visit the school library during break times, morning and afternoon studies. Teachers to work closely with parents with the purpose of discussing learners’ progress.
Formative assessment in accounting : exploring teachers' understanding and practices.
(2012) Ngwenya, Jabulisile Cynthia.; Suriamurthee, Moonsamy Maistry.; Samuel, Michael Anthony.
This study notes the relationship between changing conceptions and focus of Accounting as a discipline and its influence on the changed South African school education curriculum. The study probes whether these above conceptual and curricular changes influence teachers’ understandings of their daily practices as Accounting teachers or not, especially with regard to formative assessment and the selected pedagogy of their classrooms. In particular, the study was interested in exploring the practices of rural teachers, a relatively under-explored area of South African educational research. The study utilised a case study design focusing on one rural school in Umgungundlovu District in KwaZulu-Natal. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Three Accounting teachers who were teaching Accounting in the further education and training band were purposively selected at the school, based on their experience and expertise in Accounting. Data were collected from interviews, lesson observations and document analysis to respond to the key research questions of the study. Field-notes were used to elaborate further on the data produced from interviews and lesson observations. The critical research questions explore teachers’ understandings of formative assessment and their use of it in their classroom, attempting to explain why they understand and apply formative assessment in the way that they do with respect to Accounting teaching in their specific contexts. The study revealed that teachers ostensibly seemed to know about the changes in the official curriculum expectations of the new educational policy. However, these shifts in understanding were relatively superficial and procedural; hence the teachers were not able to translate them into any deep cognitive level in their teaching practice. Their changes in practices were also marginal and limited with respect to the nature of the reconceptualisation of Accounting as a discipline. This was reflected in simple operational level of implementation of the specified curriculum requirements. Their practices placed their learners and their backgrounds as central to their selected teaching choices, instead of the nature of their rural schooling context. Findings of this study revealed that the over-specification of the formal curriculum, teachers’ under-developed understandings of the discipline and the new curriculum and their interpretation of contextual pedagogical responsiveness appear to be possible impediments to teachers’ practices. In an attempt to cope with these challenges teachers devised their strategies to sustain their practices. What emerged from the study is a kind of ‘communal pedagogy’ which teachers developed through their practices in a rural context. Although these practices are not regarded as of a qualitatively sophisticated progressive kind of pedagogy, teachers see contextually appropriate value in them. The study emphasises the need to look beyond the overt practices of rural school teachers, and instead to focus on what informs these practices. While the study is not celebratory of the communal pedagogy, it does attempt to shift the thinking about these practices by focusing on understanding what they are trying to respond to. The study therefore highlights the need to understand teachers’ own explanations of their practices, rather than condemning them. The study suggests that the teaching practices within rurality should not be judged and pathologised because of their specificities of responsiveness to highly contextualised and more likely appropriate factors.
Investigating technology integration in business education in Nigeria secondary schools: a critical analysis.
(2020) Chidiebere, Anyanwu Clinton.; Govender, Desmond Wesley.; Ngwenya, Jabulisile Cynthia.
Secondary education is a vital part of a virtuous circle of economic growth within the context of a globalised knowledge economy. In Nigeria, the education that is offered at this level has different philosophies or what is described as two purposes. The one purpose is to prepare pupils to exit school with the necessary skills that will prepare them to find employment, and the other is to prepare them to continue with academic careers in higher education (Moja, 2000; Ekpenyong, 1997). Business Education at this level represents a broad and diverse discipline that is included in all types of educational delivery systems. The teaching of Business Education entails teaching learners the essentials, rudiments, assumptions and methods of business. The objectives of teaching Business Education in secondary schools is that the learner may, after completing the junior or senior secondary school have an opportunity for a job in a business organisation or/an apprenticeship in industry (NERDC, 2011; Ministry of Education, 2004), and also to train business-oriented learners who can be self-reliant in the future (Alabi, 2014). Yet, numerous Business Education secondary school graduates are finding it difficult to cope with their job requirements as the world is changing as a result of technological and economic advances (Adamu, 2015). This is as a result of poor exposure or ill-equipped technological knowledge and skills during their school years (Akaeze, 2014). This creates peculiar problems and challenges for Nigerian Business Education learners as they see themselves not suitable for employment as they lack necessary technological skills to work in a modern-day industry. In addition, numerous challenges have been highlighted as affecting teaching and learning of Business Education in the Nigerian secondary schools (Akaeze, 2014; Ugwuogo, 2014 & Okoro, 2014). Studies have identified lack of teaching and learning equipment, such as computer accessories, internet facilities, and other technological resources as major problems that face Business Education in Nigerian secondary schools (Akpan, Umanah, Umoudo & Ukut, 2014; Gidado & Akaeze, 2014; Okoro, 2014). Business Education teachers in Nigeria should adopt interactive and participative teaching methodologies that are up to date and internationally competitive (Nawaz & Gomes, 2014). Hence, it was deemed necessary for the study to investigate technology integration in Business Education in Nigerian secondary schools. Drawing from the theoretical frameworks of technological pedagogical content knowledge (TPACK), and unified theory of acceptance and use of technology (UTAUT), the study observes teachers’ level of technology use in different levels of Business Education classrooms. Using a mixed-methods sequential explanatory design, probability and purposive sampling, Business Education teachers in secondary schools as the participants, were found not integrating technology in their teaching due to non-availability of technologies in the schools, not possessing technological knowledge (TK), technological content knowledge, (TCK), and technological pedagogical knowledge (TPK), according to the TPACK framework. An analysis of constructs from UTAUT, revealed that there is a lack of facilitating conditions to enable technology use in the teaching and learning of Business Education in secondary schools in Nigeria. The implication of the study findings is that poor investment in technology integration in secondary schools in Nigeria affects pedagogical implementations, and effective teaching and learning of Business Education subjects. The study concludes that if facilitating conditions are considered and made available, together with professional development to address the shortfalls in terms of TPACK, technology integration into the teaching and learning of Business Education will become a reality in secondary schools in Nigeria.
Perceptions of secondary school teachers regarding staff development after the implementation of new curriculum policy in Durban South Region.
(2002) Ngwenya, Jabulisile Cynthia.; Mnyandu, Bhekinhlahla Jeremiah.
Abstract available in the pdf.
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.
Teacher learning through teacher learning communities (TLCs): a case of consumer studies teachers in one district in KwaZulu-Natal.
(2024) Shange, Lulama Nomfundo Londiwe.; Ngwenya, Jabulisile Cynthia.
This study aimed to better understand how Consumer Studies teachers learned through Teacher Learning Communities (TLCs) in one district in KwaZulu-Natal. Recurring curriculum changes that have plagued the South African education system have been evident in Consumer Studies as a subject. As a result, to ensure that teachers understand the continuous changes and implementation in the subject, there is a need for Consumer Studies teachers to be developed professionally to ensure that the quality of their teaching is up to the required standard, and they are kept abreast with the latest developments. The study is grounded in the Community of Practice (CoP) theoretical framework. The study utilised a qualitative case study design supported by the interpretive paradigm. The ten Consumer Studies teachers teaching the subject were purposefully selected through purposive sampling. Data were generated through telephonic semi-structured interviews, WhatsApp-based Focus group interviews and reflective journals. The generated data were thematically analysed. The study's findings indicated that Consumer Studies teachers learned through various platforms and forms within their schools and outside the schools. The study revealed the benefits of engaging as a community in various programmes such as developmental workshops, subject committees, moderations and conferences. Although Consumer Studies teachers were engaging in TLCs through different forms, challenges encountered during learning limited the way learning occurred in these programmes. Given the constraints imposed by the circumstances in Consumer Studies on the effective face-to-face interactions among teachers in learning communities, the participants adopted a supportive culture and interdependent strategies that facilitated their learning community engagements. This created the availability of excess resources and expertise that the Consumer Studies teachers could tap into. They utilised social media platforms with which they were conversant to communicate and share teaching materials while fostering social interaction. Based on the findings, the study found the need to improve the implementation of TLCs for better learning. The study also made recommendations to effect the needed changes to enhance teachers’ engagement in Consumer Studies learning community programmes.
Teachers’ experiences of teaching grade 12 accounting in the context of curriculum changes: a case study of five secondary schools in Umlazi-South District.
(2019) Sithole, Nosihle Veronica.; Ngwenya, Jabulisile Cynthia.
Curriculum has been changed for several times in the history of South African education. The changes were implemented in schools as per Department policy to have quality and equity teaching and learning. These changes took place across all the subjects in schools and has been experienced in Accounting subject. Teachers in the commerce department teaching Accounting have experienced these changes in Grade 12. Hence, this study focused on teachers‟ experiences of teaching Grade 12 Accounting in the context of curriculum changes. The main purpose of this study was to explore teacher‟s experiences of teaching Grade 12 Accounting in the contexts of curriculum changes in five secondary schools in Umlazi South district. The objectives outlined in this study are: (1) to explore teachers‟ experiences of teaching Grade 12 Accounting in the context of curriculum changes. (2) To identify influence of teachers experiences of teaching of Accounting Grade 12 in the context of curriculum changes. This study employed Interpretivist paradigm and qualitative approach to have in-depth information about teacher‟s experiences. Furthermore the researcher purposively sampled five Accounting teachers in Umlazi district who were currently teaching Accounting in Grade 12 and have a minimum of 10 years‟ experience in the field of teaching. Semi-structured interviews were conducted with the teachers in their schools and interviews were audio-taped. The researcher later analysed the data by listing to the audio taped interviews, developed themes and linked it with the theoretical framework of the study. The findings revealed that Accounting teachers warmly welcomed changed curriculum (CAPS) and they were positive in implementing the curriculum. Furthermore the study revealed that CAPS was very clear on the content, assessment guidelines were good and in line with the content and all documents provided were very user friendly. However, teaching strategies were not clear in Accounting, teachers revealed that they had to research and find their own teaching strategies that they were finding it to be effective in their teaching. Inadequate resources, Inadequate training on some topics, language barrier, lack of support from parents, HODs, and teacher union were some of the challenges discussed by teachers during the interview. Lastly the study recommended that teachers improvise in their teaching, as commerce teachers they can fundraise to generate income to buy some resources such as calculators that will be controlled by Accounting teachers. Teachers must work closely with the subject advisor to organise curriculum designers to come and train teachers on those topics. Furthermore Accounting teachers must work with together with the language teachers.
Ubuntu and school leadership : voices of the teachers in Hammarsdale Circuit.
(2015) Ngwenya, Jabulisile Cynthia.; Mthiyane, Siphiwe Eric.
The purpose of this study was to explore how, according to the teachers, the school leaders apply Ubuntu principles and values such as compassion, kindness, altruism, respect, and collaboration in their running of the schools. It further sought to explore from the experiences of the teachers in the application of the philosophy of Ubuntu in school leadership in the Hammarsdale circuit and whether school leaders were demonstrating Ubuntu principles and values in their running of the schools. The literature is divided into Ubuntu philosophy and school leadership. It further covers the application of Ubuntu principles and values in schools. The study used Ubuntu leadership theory and Transformative theory. The study is located in the interpretive paradigm and is a qualitative study within a case study design: Two Secondary schools and one Primary school, from Hammarsdale Circuit in Pinetown District were conveniently sampled because of being easily accessible. Three principals and six post level 1 teachers served as participants. The findings of this research pointed to principals and teachers showing a fair understanding of Ubuntu philosophy and school leadership however, the elephant in the room was in its implementation. Another finding to emerge was that participants had minimal understanding of Batho Pele principles which arc part and parcel of the Ubuntu philosophy and have long been advocated by the Department of Education. The challenges that participants mentioned were the lack of interest from teachers to participate in managerial duties and lack of proper consultation between the staff and school leaders. One of the recommendations proposed in this study is that school leaders familiarise themselves with Ubuntu/Batho Pele principles and values documents to understand that Ubuntu does not clash with other school policies but were meant to enhance and humanise public administration.