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School of Education

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Browsing School of Education by Subject "Academic achievement--Lesotho."

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    An exploration of school cultures associated with good academic performance in two primary schools in Lesotho.
    (2009) Rampai, Amelia Tantso.; Chikoko, Vitallis.
    This case study was located in the qualitative research approach under interpretive paradigm. The study explored school cultures associated with good academic performance in two selected primary schools in Lesotho, which perform well academically. It aimed to find out the types of school cultures of those schools and how they sustain their cultures. These schools are located in the Leribe district around Maputsoe area. The study was conducted by means of semi-structured interviews. Eighteen teachers were interviewed. The intention was to interview ten teachers in each school, but two teachers in Maliba School declined. Observation and document analysis methods were used for data production and verification. The findings of the study revealed several aspects involved in striving for good academic performance. There were lots of similarities in the findings in both schools. They were categorized into themes namely, time management, rituals and ceremonies, relationships within the school, teaching and learning processes; and school improvement and development. The findings revealed that subject teaching is the most appropriate technique and teachers choose subjects according to their expertise, so that every teacher imparts knowledge to learners satisfactorily. This practice also allows the adoption of various methods. Teachers manage to attempt several lessons in a day successfully. The findings revealed that openness among the colleagues is important because they disclose their problems and get assisted. The conducive environment allows dedication and commitment to work. A support from the principal and colleagues which results from good relationships empowers teachers in their work. This study recommends that the government should allow subject specialization for primary teachers and they should be trained for that. Good time management should be part of school culture as well as commitment.
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    Factors that impact on pupil performance in the Botha-Bothe district primary schools of Lesotho : a descriptive survey study of ten schools. Research report.
    (2002) Mohami, Tseko Jim.; Moletsane, Relebohile.
    This study examined the factors that impact on positive pupil performance in the Primary School Leaving Examinations (PSLE) in the Botha-Bothe district primary schools of Lesotho. Given the pupil performance in Lesotho districts the study aimed to find out what factors lead to high pupil performance in Botha-Bothe district, as well as why some schools in the same district perform better than others, and how low performing schools and school developers can learn from the high performing schools. This study used a descriptive survey research design to collect quantitative and qualitative data from the Ministry of Education District officials, primary school principals and primary school teachers. A descriptive survey design used involved questionnaires interviews, and document analysis to collect data for the study. The research findings in this study revealed that the Ministry of Education Officials, principals and teachers specifically identified the following factors to have positive impact on pupil performance: • A teacher with positive relationships • Effective teaching and learning processes • Purposeful leadership by the principal • The way in which the teacher and pupils interact with each other.
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    Staff development programs associated with good academic performance in the Lesotho primary school leaving examination : a study of four primary schools in the Mafeteng district.
    (2002) Leeto, Mamoqebelo Nozulu.; Ngcobo, Thandi Moira.
    The study searches for staff development programs associated with good academic performance in the Lesotho Primary School Leaving Examination. The study was conducted mainly to: • examine the type of programs available in schools to support staff development. The research was conducted by means of questionnaires (Appendix 2) handed out to principals and teachers in four primary schools in the Mafeteng district in Lesotho. The results of the study indicate that there were inadequate staff development programs in schools and that the programs were not well administered. The main recommendations of the study were: • Considering the nature and scope of this study there is need to broaden the scope of further research to include not only few schools in Mafeteng district but also all schools in Lesotho. • Research should not be conducted in primary schools only; but in post primary schools as well where staff development programs may just be as important as they are in the primary schools. More research needs to be carried out in order to investigate the quality of the programs that presently exist in schools, because according to the study it seems the very few that exist do not have much impact on the academic performance in the schools studied.