Masters Degrees (Education, Development, Leadership and Management)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7169

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The integration and alignment of graduate attributes with the industry advisory bodies’ requirements in the Human Resource Management diploma.
(2024) Sithole, Mashango Phillemon.; Reddy, Sarasvathie.
Graduate attributes have become increasingly important in South African Higher Education (HE) as universities strive to produce employable graduates who add value once they are employed This study aimed to examine the integration of graduate attributes into the curriculum using a single case study of a Diploma in Human Resource Management (HRM) and the extent to which these attributes align with Industry Advisory Body (IAB) requirements. Undertaken at a University of Technology (UoT) that offers career-orientated programmes, the study further sought to determine whether or not the curriculum prepares employable graduates for the world of work. Designing and implementing an industry-responsive curriculum requires collaboration with industry advisory bodies and professionals. Industry bodies provide academic departments with meaningful inputs and feedback on curriculum development concerning industry graduate attributes and programme quality, thus strengthening programmes, enhancing programme quality and shaping course content. In HRM, such industry bodies also undergird the conceptualisation of graduate attributes. Integrating graduate attributes into the curriculum appears not straightforward and is not always clearly understood. A qualitative research approach was adopted, underpinned by an interpretive philosophical stance. Through the purposive sampling technique, a sample of six lecturers with a combined HR teaching experience of over 30 years were selected and interviewed. Data generated from the interviews were transcribed and analysed through Atlas.ti, thus generating codes and themes. The findings were interpreted and explained according to Legitimation Code Theory (LCT) dimensions, which led to a proposed systems approach of embedding graduate attributes into the selected curriculum. The findings revealed that a high degree of HRM diploma graduate attributes are aligned to industry and that integrating graduate attributes into the curriculum is a multifaceted approach involving several stakeholders. The study recommends that departments in UoTs should foster and cultivate strong and sustainable relationships with industry to ensure that beyond the curriculum alignment, students and graduates are also provided with opportunities for applied learning.
Imbalances of the past: marginalisation of women in leadership roles in South African higher education.
(2023) Zungu, Snenhlanhla Ntomfuthi.; Mnisi, Thoko Esther.
The gender equality policy encourages the full and equal participation of women in the workplaces. However, there has been a significant dearth of women in South Africa senior leadership roles. The main aim of the study is to explore the roles of social capital in promoting women into senior leadership positions in higher education institutions. I have drawn social capital as a theoretical framework to analyse data to understand the impact of social capital in advancing women into senior leadership. The study is qualitative. I used the semi-structured interviews to generate data. Three women who were school deans were interviewed. The interview questions were constructed to answer these critical questions of the study: What influence does the social capital have in advancing women to senior leadership positions in higher education? How significant are the professional networks in contributing to career progression of women leaders in higher education? How can the aspiring women leaders be supported by women who have ascended to leadership position in universities? What do women leaders recommend for women who desire to be in senior leadership roles? Thematic analysis was used to analyse the qualitative data to look for patterns in the meaning of data to find themes. The findings suggest the four key points: The influence of social capital in advancing women to senior leadership, professional networks in career advancement of women leaders, importance of supporting aspiring women leaders by the experienced women leaders and insight gained by experiences of women leaders. The study suggested the following recommendations for the higher education institutions in South Africa: (1) The reviewing of the promotion criteria to accommodate women as they have dual responsibilities between work and family, and (2) Continuing mentorship of aspiring women leaders to increase their job proficiency.
A case study of the quality assurance role of the school management team in teaching and learning at a secondary school.
(2024) Ndlovu, Ntombifikile Sweetness.; Naicker, Inbanathan.
The purpose of this study was to examine the mechanisms used by the school management team (SMT) to quality assure teaching and learning. The focus of this study was to explore the leadership practices used by the SMT of the selected township secondary school in quality assurance with regard to teaching and learning. The study aimed at answering these following research questions: What mechanisms are employed by the school management team to quality assure teaching and learning in the case study school? How effective are the mechanisms employed by the school management team to quality assure teaching and learning in the case study school? and; How can quality assurance in teaching and learning be improved in the case study school? Five SMT members (Principal, deputy principal and three departmental heads) from one secondary school were purposively selected based on their characteristics and experience. The distributed leadership theory by Helen Gunter (2005) and the conceptual framework for quality education in schools by Elizabeth Garira (2020) underpin this study. Using an interpretive paradigm, qualitative research approach and case study research design, I conducted semi-structured interviews to generate primary data from the participants. I also used three documents (Quality Management Systems, School Improvement Plan and curriculum coverage monitoring tool) that were requested from the research site to obtain secondary data. The analysis of data was done using thematic analysis. Findings point to that there is a disparity in leadership practices by the SMT. They separate the school into two phases, namely, the Further Education and Training phase (FET) and the General Education and Training phase (GET), and their focus is mainly on the FET. Monitoring seems to start from grade 12 to lower grades; extra classes are implemented only in the FET phase, and tracking of learner performance is mainly done in grade 12. The main recommendation was that The SMT distribute the power to the subject heads, who are de facto teacher leaders, to assist in other management duties. They can also delegate the work to the Learner Representative Council so that all the school grades can be attended to.
Critical friends in school leadership: a case study of the development of departmental heads in high schools.
(2024) Moodley, Luvashni.; Naicker, Inbanathan.
In the intricate tapestry of human connections lies a unique facet: critical friendships. These alliances, characterised by trust, guidance, and diverse perspectives, hold particular relevance in school leadership, notably for Departmental Heads (DHs). This study explores Critical Friends (CFs) within high school leadership, drawing from Transformational Leadership Theory and Transformative Learning Theory, tracing their historical underpinnings and evolution. Utilising a case study methodology, this research pursues three primary objectives: firstly, identifying the contributors to DHs development as CFs; secondly, exploring the expansion of CF networks among DHs; and lastly, delineating the leadership domains where CF guidance is sought. Using semi-structured interviews and Metaphorical Photo-Elicitation (MPE), this case study delves into the dynamics of CFs in school leadership. Purposeful sampling ensures a mosaic of insights, capturing the kaleidoscope of participant perspectives. The findings of the case study further identify pivotal elements imperative for the cultivating and sustaining of CF networks. Among these elements, participants underscored the indispensability of listening skills, confidentiality, and honesty within such relationships. Trust emerges as a cornerstone in critical friendships, intricately intertwined with the practice of active listening. Participants in the study highlighted the pivotal role CFs play in supporting school improvement initiatives, particularly in low-performing schools, as observed in both research schools. DHs expressed engaging with CFs to strategise and implement approaches aimed at elevating their schools from the low-performance zone. This exploration serves to spotlight the indispensable role of CFs in the landscape of school leadership development, shedding light on their multifaceted contributions to growth, transformation, and resilience in DHs.
Enacting teacher leadership: a case study of teachers working in the zone of the classroom.
(2023) Mkhize, Siphokazi.; Naicker, Inbanathan.
The purpose of this study was to explore the teacher leadership practices by post level one teachers in the zone of the classroom. Grant (2010) stipulates four zones in which teacher leadership is enacted. The first zone is that of enactment of teacher leadership practices in the zone of the classroom which aligns with this study. The aims of the study were to explore leadership practices of level one teachers in their interactions in the zone of the classroom. The case study school, Freedom High, has been referred to as a T60 school because of its underperformance, despite being newly built and fully resourced by the KwaZulu-Natal Department of Education (KZN DOE). According to the Department of Education, the National Senior Certificate is a yardstick that measures a school’s performance. I used qualitative approach and case study methodology to understand how the five participants understood their leadership practices. I generated the data using the focus group interview and observation methods. This was done by capturing the responses that emerged from the participants to clarify their understanding of their leadership practices and how they enacted these practices in the classroom. The study draws on distributed leadership and teacher leadership as its theoretical framework. What stemmed from the study was that teachers understood teacher leadership practices but they were experiencing challenges in exploring practices fully. Another finding was that principals do not give teachers the freedom to lead in their classrooms for fear of being overshadowed as instructional leaders. It also emerged that principals do not promote nor encourage teacher leadership from post level one educators and they regard this practice as an option rather than mandatory.
Experiences of progressed learners in a secondary school and the implications for policy implementation.
(2024) Maphumulo , Mthunzi.; Myende, Phumlani.; Bhengu, Thamsanqa Thulani.
This study delved into the Learner Progression Policy implemented by the Department of Basic Education in South Africa. The research design and methodology encompassed a qualitative approach, utilising semi-structured interviews, and data were generated from six participants from two schools in Umlazi district in KwaZulu-Natal province. The study was underpinned by two theories: the Learning Mastery theory and the Complexity theory. The Learning Mastery theory, as proposed by Bloom, focuses on how the Learner Progression Policy challenges learner capabilities and emphasises the need to ensure that struggling learners progress with adequate support as the policy demands. As proposed by Kauffman, the Complexity theory explores the challenges of implementing education policies in complex systems such as schools, with a specific focus on the Learner Progression Policy. The study explored the experiences of progressed learners and the implications of policy implementation, shedding light on the challenges and opportunities presented by the policy. The findings reveal diverse practices in policy implementation across schools, highlighting the need for a comprehensive understanding of the contextual factors influencing these practices. The study provides valuable insights into the Learner Progression Policy and its implications for schools in South Africa.
Parent governors’ experiences of financial management at Umbumbulu District.
(2024) Msabala, Zandile.; Jaca, Nosipho Immaculate.
The South African Schools Act 84 of 1996 requires School Governing Bodies (SGBs) to take responsibility for the management of school finances. However, research has revealed that many SGB members in South African schools lack the necessary knowledge and financial skills to manage the school’s finances effectively and efficiently. This qualitative case study explored the experiences of primary school parent governors in financial management in Umlazi District within the Umbumbulu Circuit. The study was conducted within the interpretivist paradigm and underpinned by participatory democracy theory. Data were gathered using semi-structured interviews with three participants who were purposefully selected from three primary schools in the Umbumbulu district. Thematic analysis was employed to analyse data. Findings reveal that the finance committees lack the necessary training that helps with an understanding of their roles and responsibilities in financial management; thus, support should be provided in ensuring that they understand their duties. It is therefore recommended that the Department of Education and other relevant educational authorities provide the necessary training and support to SGB members in schools to enhance their financial knowledge and skills. This can be done through workshops, seminars, and policy training programmes specifically designed to meet the needs of parent governors in financial management. Furthermore, the government should allocate sufficient funds to assist schools in improving their financial systems, including providing resources and tools for effective financial management.
Induction and mentoring to middle management: perspectives of departmental heads in Umlazi District.
(2024) Gamede, Sithembiso Hevies Cedric.; Bhengu, Thamsanqa Thulani.
The study explored practices as well as experiences that Departmental Heads (DH) in middle management who received no prior induction and mentorship, acquired when executing managerial and leadership roles in curriculum, administrative, teaching and learning, and related activities. The qualitative case study was conducted in three primary schools and three secondary schools, located in the uMlazi District, KwaZulu-Natal, South Africa. Schools were chosen through convenient sampling while departmental Heads were selected through purposive sampling. Data was collected through semi-structured interviews that lasted for 35 to 103 minutes, within a qualitative research design. Participants’ responses were analysed using categorisation and inductive coding, to establish themes. Themes were created when data from transcriptions was coded, analysed, and categorised. Findings revealed that the Departmental Heads (DHs) experienced many challenges and faced different experiences. DHs in two primary schools and a high school were inducted and mentored in their adaptation to middle management while that in two high schools and a primary school did not receive induction and mentoring. Recommendations of the study are, the Department of Basic Education can conduct induction of principals and School Management Teams (SMT’s) of neighbouring schools together. Furthermore, the Department of Basic Education should induct and train newly appointed DHs.
The integrated post-school education and training system: exploring the policy and procedure shortcomings in TVET to HEIS articulation.
(2022) Wakeni, Asiphe Delron.; Mnisi, Thoko Esther.
The phenomenon of articulation from TVET colleges into HEIs, vertical articulation, is a subject that is currently being investigated and has not yet been standardised, even though there is a policy that frames it. It requires education and training institutions to be engaged in partnerships to contextualise articulation according to their institutional contexts. The aim of this study was to explore the procedure and policy shortcomings of articulation from TVET colleges into HEIs as provided by the DHET articulation policy, with specific reference in the role played by a TVET college in the Eastern Cape in enhancing articulation of its graduates and exit level students, into HEIs programmes. The study adopted a qualitative research methodology where 31 research participants were purposively selected using a non-probability sampling technique. The participants comprised four students’ focus group discussions, a focus group for student support services campus staff, a structured interview with one member of the College Board management. Thematic analysis was used to analyse data from the participants from which four themes emerged, together with their subcategories. The study found that the TVET College does not have any partnerships with HEIs that specifically address the articulation of its graduates and/or exit level students or one that includes articulation as one of areas of collaboration. The study also found that the college has done very little, at least formally, to ensure that students are aware of the articulation route to HEIs as enshrined in the student support services plan from DHET developed for colleges annually. The study also found that both students and SSS staff are not fully aware of the articulation to HEIs process, with some students not even being aware that such an articulation route exists, thinking that they can only progress in TVET programmes. The study also discovered that the majority of TVET students have an interest in the articulation route to HEIs, while the few who had no interest highlighted misconceptions resulting from lack of understanding of the articulation process as their rationale for not having an interest in that route. The study also discovered challenges that are hindering or jeopardising successful articulation to HEIs. These challenges include curriculum mapping, lack of knowledge about articulation into HEIs process by both staff and students, and misconceptions about articulation into HEIs by students. The study concluded that the college does not have any initiatives meant to enhance articulation in the form of internal policy, partnerships with HEIs, knowledge sharing with students and capacitation in the form of workshops. This has led to a lack of awareness about articulation into HEIs and misconceptions thereafter from the student body. The implications for this research are that, to enhance articulation into HEIs, the college should prioritise partnerships with HEIs; internal policy development; staff and student capacitation on articulation, all specifically for articulation. The DHET should grant colleges institutional autonomy when it comes to curriculum changes to a small percentage, 20 to 30 percent, while keeping the larger part, 70 to 80 percent, standard.
Supporting teaching and learning in out-of-field subjects : a case study of departmental heads.
(2024) Gumede, Khethiwe Frances.; Myende, Phumlani Erasmus.
According to the ELRC in South Africa, for an educator to be promoted to Departmental Head he or she must have a teaching experience and a teaching qualification (M+3) with a Relevant Education Qualification Value (REQV 13) as the minimum requirement. The main role of departmental heads is to provide support and assistance in teaching and learning to achieve positive learner results. Due to different circumstances such as a decrease in enrolment, some departmental heads in schools find themselves in a position where they offer support in out-of-field subjects. Therefore, it was crucial to explore departmental heads’ understanding of roles, how they perform those roles, and the enabling and hindering factors of supporting teaching and learning beyond majors. The purpose of the study was to explore the Departmental Heads’ experiences of supporting teaching and learning in their out-of-field subjects. The study is conceptualised within the framework of leadership for learning theory. It used a qualitative case study design within the interpretive paradigm. Eight participants were selected using purposive sampling. Face-to-face semi-structured interviews were employed to generate data and the generated data was analysed using thematic analysis. The research findings revealed that out-of-field departmental heads understood their role to include the provision of guidance and support, monitoring of curriculum, determining the subject needs, departmental vision alignment with the school’s vision and goals, and moderation of tasks. Out-of-field departmental heads applied different strategies to ensure that their roles were performed regardless of the lack of training. Some of the strategies they applied included allocation of subject heads, working with majored departmental heads, pairing their educators with neighbouring schools' departmental heads specialising is similar subjects and attending Professional Learning Communities. Furthermore, the out-of-field departmental heads identified numerous factors they considered to make supporting teaching and learning easier, which include gaining subject content, class size impacts on teaching and learning, communication and motivation. The study has also identified several hindering factors in supporting teaching and learning, which include inadequate resources, lack of development for departmental heads, subject content and curriculum changes as well as workload against time. This study concludes that the departmental heads’ understanding of their roles is common and they confirm what is stated in different departmental policies. It also concluded that the roles performed for out-of-field subjects were the same roles they performed for their majored subjects. However, it can be argued that in the OOF context, leadership of a department is a shared role to accommodate the shortcomings stated by participants. I recommended that the Department of Basic Education consider the position of a subject head to be an official position since they complement the out-of-field departmental heads.
Exploring the practices of educators in managing learner discipline within the classroom and in school: perspectives from teachers in three primary schools in the Umzinyathi district.
(2022) Mlondo, Precious Nondumiso.; Bhengu, Thamsanqua Thulani.
Abstract available in PDF.
The role of circuit managers in leadership and professional development of principals: perspectives of six secondary school principals.
(2022) Shamase, Nomusa Princess.; Blose, Sibonelo Brilliant.
The focus of the study reported in this dissertation was to explore the role of circuit managers in the leadership and professional development of principals; this was studied from the perspective school principals. The study was conducted in six secondary schools in Umlazi District in KwaZulu-Natal, and principals of these schools participated voluntarily. Since there is no prior qualification that is needed in South Africa before teachers are appointed to a principal position, I wanted to understand the principals' perceptions of the role played by circuit managers in their leadership and professional development. The study also intended to explore the different strategies that circuit managers implement in pursuit of developing principals' leadership and professional skills. Lastly, the study also explored the impact of the strategies implemented by the circuit managers. I located myself within an interpretive paradigm in this study; this paradigm is grounded on the belief that there is no single absolute truth, but it is created through the engagements of the researcher and participants. Reality is subjective and emanates from people's real-life experiences. Transformational leadership theory and Gray and Bishop’s leadership development model formed the theoretical framework that underpinned this study. Furthermore, the case study research methodology was used to comprehend the principals' experiences. The thematic analysis method was chosen to analyse data that was generated through semi-structured interviews. The study found that the role of circuit managers, from the perspective of principals, played a pivotal role in developing principals’ leadership and professional development. The participating principals shared a similar sentiment that circuit managers played the role of building their capacity. Among other things, principals mentioned that circuit managers implemented mentoring and modelling, twinning schools to foster collaborations and ongoing training as strategies to enhance principals' professional and leadership growth. The study further found that the implementation of these strategies by circuit managers resulted in principals growing their management and leadership practices.
Parental involvement in rural schools during the COVID-19 pandemic: experiences of school principals in selected public schools in KwaZulu-Natal.
(2022) Radebe, Muziwenele Cyprian.; Naicker, Inbanathan.
Parental involvement in rural schools is one of the major concerns when one considers education of rural learners. The sudden outbreak of the COVID-19 pandemic made it difficult for learners to go to schools in a normal way, and this meant that home learning was one of the possible options available for teaching and learning to take place. Thus, parental involvement proved to be the solution in ensuring that learners continued learning at home. This study presents the storied narratives of three rural school principals in KwaZulu-Natal based on parental involvement in learners’ learning during the COVID-19 pandemic. The study aimed to examine, What are school principals’ experiences of parental involvement in schools located in rural settings during the COVID-19 pandemic? Two sub-questions were then used to unpack this broader question namely, How are the rural parents participating in their children’s learning process during the COVID- 19 pandemic? and What do school principals do to promote parental involvement in schools located in rural settings during the COVID-19 pandemic? This study was guided by Epstein’s model of Parental Involvement and Empowerment theory. Narrative inquiry was used as a methodology. In-depth narrative interviews were used to generate field texts (data). Data analysis occurred at two levels: narrative analysis and analysis of narratives. The first level involved the construction of the stories. The second level involved the deconstruction of the narratives in order to answer the two sub-questions. The findings of the study revealed that low socioeconomic and educational statuses of most of rural parents had a huge influence on their lack of involvement in their children’s learning during the COVID-19 pandemic. During home learning, most rural parents could not provide required learning resources like laptops, smartphones, internet connection, textbooks, and other helpful material for their children due to lack of money. Also due to their low educational level, parents could not help their children with regards to their school work. The school principals in the study revealed that since they understood the conditions of parents in their schools they devised convenient strategies to encourage parental involvement. However, the response was not positive from some of the parents due to socioeconomic and educational factors. One of the important recommendations that stem from this study is that during the times of crisis, school principals should ensure that they always adapt to new programmes that will fully and adequately encompass the leadership skills, practices and actions suited to the current crisis, and should always strive to engage parents in all the programmes that are made to enhance learners’ academic development.
The role of teacher leaders in developing and leveraging professional learning communities during and post the covid- 19 pandemic.
(2023) Ngoako, Gloria Khululiwe.; Mkhize, Bongani Nhlanhla Cyril Kenneth.
This research is aimed at exploring the role of teacher leaders during and post COVID-19 pandemic in Pinetown District in KwaZulu-Natal Province. The study focuses on teacher leaders’ experiences in semi-rural schools during COVID-19 pandemic. This study explores the different experiences of the four teacher leaders from two schools. The objectives of this study are; to explore teacher leaders’ role in developing and leveraging professional learning communities, to explore the challenges encountered by teacher leaders in developing and leveraging PLCs and explore appropriate strategies teacher leaders use to mitigate the challenges they encountered when developing and leveraging PLC in their schools during and post COVI-19 pandemic. This is a qualitative study located within the interpretive paradigm. The participants were purposively selected. The study used semi-structured interviews as a method of generating data. Due to COVID-19 regulations, interviews were conducted telephonically to observe COVID-19 protocols that forbid us from meeting face to face. The study employed thematic data analysis to analyse the generated data from the participants. The findings in this study revealed that the participating teacher leaders have a clear understanding of their role as teacher leaders. They however, endured varying experiences of their roles due to COVID-19 pandemic and the different contexts they work in. Some were still able to enact some of their instructional leadership experiences without any hindrances, while other participants experienced major COVID-19 related disturbances when enacting their instructional practices. The strategies used by these teacher leaders to mitigate the impact of COVID-19 pandemic included the following; drawing on teacher collaboration, professional development and workshops with different experts for skills d This research is aimed at exploring the role of teacher leaders during and post COVID-19 pandemic in Pinetown District in KwaZulu-Natal Province. The study focuses on teacher leaders’ experiences in semi-rural schools during COVID-19 pandemic. This study explores the different experiences of the four teacher leaders from two schools. The objectives of this study are; to explore teacher leaders’ role in developing and leveraging professional learning communities, to explore the challenges encountered by teacher leaders in developing and leveraging PLCs and explore appropriate strategies teacher leaders use to mitigate the challenges they encountered when developing and leveraging PLC in their schools during and post COVI-19 pandemic. This is a qualitative study located within the interpretive paradigm. The participants were purposively selected. The study used semi-structured interviews as a method of generating data. Due to COVID-19 regulations, interviews were conducted telephonically to observe COVID-19 protocols that forbid us from meeting face to face. The study employed thematic data analysis to analyse the generated data from the participants. The findings in this study revealed that the participating teacher leaders have a clear understanding of their role as teacher leaders. They however, endured varying experiences of their roles due to COVID-19 pandemic and the different contexts they work in. Some were still able to enact some of their instructional leadership experiences without any hindrances, while other participants experienced major COVID-19 related disturbances when enacting their instructional practices. The strategies used by these teacher leaders to mitigate the impact of COVID-19 pandemic included the following; drawing on teacher collaboration, professional development and workshops with different experts for skills development and traditional development and traditional teachers to adapt to classes, resources and accomplishments of different version. It is therefore recommended that teacher leaders should strengthen their efforts in ensuring that teachers work together. The study recommended the following; teacher leaders should attend workshops to equip themselves with technological skills and the latest technological teaching and learning models such as Microsoft Teams and Zoom Meetings; teacher leaders induced collaboration among their educators in order to ensure there was no interruption in the teaching, teacher-learner must be considered by employing the unemployed educators to minimise contact during teaching and learning and learning in their schools.
The role of school principals in creating and promoting professional learning communities: a study of three secondary schools in uMlazi District.
(2022) Ndlanya, Adelaide Nozipho.; Chikoko, Vitallis.
School principals have a very important role to play in the Their role involves creation of an environment conducive to teaching and learning. One of many strategies that principals may adopt is to create professional learning communities. Research has shown that when PLCs in schools are well-practiced teaching and learning can improve. However, despite such a good report about PLCs what seems to be the case is that in many schools they still do not exist or they are ineffective and do not support teacher learning. Hence the focus of this study is on principals, as I believe that there is a need for research evidence about what school principals understand and experience as their role in promoting PLCs. The study adopted qualitative case study to explore the understandings and experiences of the three secondary school principals in creating and promoting PLCs. To collect data for the study, semi-structured interviews and document analysis were used. The results of the study revealed the following: (i)As much as the evidence has shown that principals understood that they had an important role to play in PLCs, they were not fully involved. Their understanding of the role to play was limited to just being providers and not being actively involved. (ii) Their role in the promotion of PLCs involved ensuring that members of a PLC respected and trusted each other. (iii) The principal’s role also included ensuring that the leadership skills of teachers participating in PLCs were developed. (iv) principals believed in shared leadership. (v) Principals have the responsibility of ensuring that necessary resources are always available for teaching and learning processes. (vi) Lastly subject meetings were also supported as another way of promoting PLCs as they are meant for teachers to share their skills and knowledge. The recommendations are as follows: School principals must be more involved in PLCs by making sure they attend and participate in the professional development sessions held in their schools. Secondly, district officials must be seen leading the initiatives that promote PLCs. This can be done through organising workshops and seminars for principals to capacitate them on different methods that they can use to promote an effective PLC. Lastly, depending on the availability of space, principals can solicit donations from private companies and from their ex-students and build multipurpose rooms. This may address the issue of not having enough space to hold PLC meetings. The issue of space can also be resolved if principals can identify schools within the circuit that can be used as centres of professional learning communities.
Leadership and rurality: deputy principals’ leadership experiences in secondary schools in a rural context.
(2022) Mbatha, Ayanda.; Blose, Sibonelo Brilliant.
The purpose of this study was to explore the lived experiences of deputy principals leading in schools located in a rural context. Meanings shaping their leadership practices and the practices they exert to respond to the demands of rurality and to contribute to effective school functioning were explored. Three research puzzles were constructed to give direction to the study, namely; What are deputy principals' experiences of leading schools in a rural context? What meanings shape deputy principals' leadership practices in schools located in a rural setting? How do deputy principals respond to the demands of the context of rurality? The context-responsive theory and generative theory of rurality constituted the theoretical framework which was used to understand the experiences of deputy principals leading in schools located in a rural setting in this inquiry. This study was conducted within Narrative Inquiry, which is a methodology that studies the experiences of individuals through generating stories as field texts. Field texts were generated through narrative interviews, collage inquiry and photovoice. The field texts were then analysed at two levels; namely, narrative analysis (first level) and analysis of narratives (second level). The study revealed four exasperating experiences of deputy principals leading in a rural setting, namely, leading and teaching with minimal resources, a struggle with cultural activities that intrude on teaching and learning, juggling between teaching and management, poor socio-economic background and lack of parental support. Furthermore, the study revealed three meanings shaping leadership practices of deputy principals, namely, rurality is not a comfort zone, but rather it is demanding, striving to capacitate learners to change their lives, love and care shaping leadership practices. Finally, the study revealed five strategies used by deputy principals to respond to the demands of rurality and to contribute to effective school functioning, namely; leading adjacent to the community and its local traditional leaders, networking with surrounding schools, employing collegial leadership and teamwork to maximize effectiveness in rural schools, leading by example to encourage other colleagues to work effectively, promotion and monitoring of extra classes to ensure learner excellence in rural schools.
The role of principals in establishment and sustenance of teamwork within the school: a case study of three primary schools in KwaMashu circuit.
(2022) Khuluse, Nonhlanhla.; Bayeni, Sibusiso Douglas.
The purpose of the study was to explore the role of principals in the establishment and sustenance of teamwork within their schools. It is hoped that the study will contribute in understanding the challenges the principals experienced in developing teamwork, and how they dealt with those challenges. The study was located in the interpretive paradigm. This paradigm provides understanding of how people make sense of the contexts in which they live and work. The study used a qualitative research design, and a case study was adopted as the methodology. Semi-structured interviews were used as the main method for data generation. For this study, purposive sampling was chosen. The study was conducted in the public primary schools in the eThekwini region of Pinetown District. The research participants sampled comprised of three principals of which two are males and one female. The key findings indicate that where teamwork exists stakeholders are likely to learn to work with each other, share ideas, and bring about organisational effectiveness.
Teachers’ understandings and practices of professional self-development: perspectives from thirteen teachers.
(2022) Kubheka, Vusumuzi Obed.; Bhengu, Thamsanqa Thulani.; Bayeni, Sibusiso Douglas.
This study explored teachers’ understandings and practices of professional self-development, drawing from the perspectives from thirteen teachers. My interest in this study arose from the reports of teachers’ poor participation in Continuing Professional Teacher Development (CPTD). While the Department of Basic Education required teachers to engage in Integrated Quality Management System (IQMS) now known as QMS, where teachers could identify areas where they need to be developed, this hardly happened. The nature of the research problem placed the study within the interpretive paradigm and used qualitative research design. Two theories were adopted to underpin and guide this study. These were Self-Determination Theory and Transformational Leadership Theory. This study used snowball sampling where the focus was on teachers who might provide information necessary to answer my research questions. Semi-structured interviews and documents analysis were used to generate data from thirteen participants from four schools. Qualitative content analysis was used to analyse data. The findings suggest that there is lack of understanding of professional self-development. Consequently, teachers in this study did not participate effectively in professional development through CPTD. Teachers engaged in workshops that were conducted for two or three days which proved to be ineffective for teachers. Various obstacles like lack of money, overloading, lack of time and lack of resources were identified as some of the stumbling blocks to teachers’ professional self-development. The findings also suggested that the support from the schools, as well as from the Department of Basic Education was inadequate. Based on the findings of the study, it is recommended that teachers and schools need to refocus their attention on teacher self-development, if the quality of education provided is to improve in any substantive way. Teachers need to seek a deeper understanding of this important aspect of their development. Once they obtain a clearer understanding of professional self-development, their development practices are likely to change and improve. Issues around allocation of sufficient time for serious engagements in professional self-development will happen easier when there is proper understanding of the need and the benefits of professional self-development. When duty allocation is done, provision for professional self-development will be made because there will be a clearer understanding of professional self-development.
Leading for quality teaching and learning: a case study of six departmental heads in three secondary schools within the Pinetown district.
(2022) Bhengu, Sithabile Pridesworthy.; Blose, Sibonelo Brilliant.
The purpose of this study was to explore the experiences of six Departmental Heads in their leadership towards achieving quality teaching and learning within the secondary schools under the Pinetown district. The theoretical framework underpinning this study is the transformational leadership theory. The methodology used for this study is the interpretive paradigm. This study adopted the case study methodology to help better understand the experiences of the six Departmental Heads. Interviews were arranged after obtaining consent from gatekeepers and participants and the data was then generated using two data collecting methods, namely: semi-structured interviews and documents review. The interview sessions were recorded using a tape recorder and transcribed before they got analysed using thematic analysis. The major finding of the study is that the participating Departmental Heads aimed to achieve maximum curriculum coverage for the departments they lead and manage, and in doing so, they used one-on-one meetings to assist teachers experiencing difficulties in the teaching and learning process. Departmental Heads shared that they monitor if quality learning and teaching takes place by checking learner exercise books, learner files, teacher files and making sure the teacher attends to the classroom as per period timetable. The Departmental Heads also expressed that in performing their duties, they experience challenges such as teachers who possess a negative attitude towards their work and teachers who show a negative attitude by portraying certain actions when it is time to go to class. The actions include a teacher not going to class on time, absenteeism, and sitting in the staff room during teaching time. Departmental Heads did not only discuss the challenges, but they added to the study by mentioning that principals play a supportive role when required to do so. The principal was viewed as someone who assists in organising workshops that will improve the Departmental Heads’ skills where necessary and is someone who assists financially when organising extra help for the improvement of learner ability on certain difficult subjects. The principal is also viewed as someone who assists in getting the parents involved when it comes to the disciplining of learners who disturb the teaching and learning process.
Financial management in affluent secondary schools in Gauteng: a case study.
(2023) Moses, Miguel.; Myende, Phumlani.
In South Africa, research revealed that many schools fail to effectively manage their finances due to various factors, including the limited financial management knowledge of their governing bodies. The South African Schools Act (SASA) 84 of 1996 stipulates how schools should manage their finances. SASA further states that the school management, including the principal and the governing body, should ensure that the school's financial resources are appropriately managed. The study’s main aim was to examine the financial management of affluent schools in Gauteng province. A case study of four affluent schools was conducted, and it followed a qualitative approach. Purposive sampling was used to select four study participants (the principal, treasurer, and finance officer) from each school, making it twelve. The data were collected using semi-structured interviews and document reviews. After that, the data were analysed using thematic analysis and presented as narratives or in-depth responses from the study participants. Key findings of the study revealed that various stakeholders play a vital role in managing school finances; for example, the principal is an official executive member of the governing body, whereas accounting officers are responsible for documentation, including making payments and providing supporting documentation. To ensure collaboration and avoid confusion among the SGB members, affluent schools implemented working policies that assisted in defining roles for each member and held workshops for capacity building. Additionally, the school governing body members (SGB) met monthly for some schools, whereas for other schools, the SGB members met quarterly to discuss financial management. Interestingly, affluent schools employed several measures to combat the mismanagement of financial resources. These included having three signatories for the authorisation of funds, bank statements, and receipt books. From the findings, I concluded that SGBs of sampled affluent schools manage their financial management effectively; although minimal discrepancies exist, the positives supersede the drawbacks. A recommendation is that the department of education collect data from affluent schools and establish a model of financial management in schools that can serve as a guideline for other schools, especially those in townships and rural areas.

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