Leadership for learning at district level: Lessons from circuit managers working in deprived school contexts

2020 ◽  
pp. 174114322093390
Author(s):  
Phumlani Erasmus Myende ◽  
Sithenjwa Hopewell Ncwane ◽  
Thamsanqa Thulani Bhengu
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
Social Deprivation ◽  
Qualitative Approach ◽  
District Level ◽  
Structured Interviews ◽  
Leadership For Learning ◽  
School Contexts ◽  
Interpretive Paradigm

In this paper, we report on the findings of a study that sought to understand the nature of circuit managers’ leadership in supporting teaching and learning in the context of multiple deprivations in South Africa. The paper aimed first at examining the nature of circuit managers’ leadership for learning in deprived school contexts, and second to explore the extent to which the context of deprivation influences circuit managers’ practices of leadership for learning. A qualitative approach grounded within the interpretive paradigm was adopted. We used semi-structured interviews and supplemented them by document reviews to understand leadership of circuit managers. The findings show that the work of circuit managers is strongly influenced by the contextual complexities arising from social deprivation. To lead fruitfully in these contexts, circuit managers adopted relationship-driven leadership, invested in their circuits’ visions and missions, and built leadership capacities amongst different stakeholders. After analysing the findings, we conclude that leadership for teaching and learning, as it happens at circuit level in deprived contexts, goes beyond focusing on teaching and learning, and includes issues that are indirectly linked to teaching and learning.

scholarly journals Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

2021 ◽  
Author(s):  
Sizwe B Mahlambi ◽  
Ailwei S Mawela
Keyword(s):  
South Africa ◽  
Language Proficiency ◽  
Mathematics Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Code Switching ◽  
Home Language ◽  
Structured Interviews ◽  
Learning And Teaching

In this study, we aimed to explore Grade 6 mathematics teachers' use of English, the language of learning and teaching in assessment for learning in selected primary schools in Alexandra Township, South Africa. From Grade 4, English is the language of teaching and learning for most learners, despite English being the home language of a minority of learners. Results of studies have shown that in South Africa, in Grades 1 to 3, in which learners are taught using their home-language performance appears to be better than in Grades 4 to 6 where English as a First Additional Language (EFAL) is used for teaching and learning. Guided by qualitative case study design, we used semi-structured interviews and non-participatory observation to collect data from nine purposefully sampled Grade 6 mathematics teachers. In conjunction with the literature reviewed and the theory underpinning the study, we used themes to analyse, interpret, and discuss the data we collected. This research revealed that learners in Grade 6 struggle to understand English as the language of learning and teaching, so, to augment concept development and understanding, teachers and learners use code-switching. In the classrooms observed, this practice has become the norm to improve the performance of learners with limited language proficiency. However, because of the differences between the home language of learners and that of teachers in mathematics classrooms, code-switching is often not enough to ensure understanding.

scholarly journals Investigating Municipal Procurement Challenges in South Africa: A Qualitative Study

2014 ◽  
Vol 14 (1) ◽  
pp. 67
Author(s):  
David R.I. Pooe ◽  
Chengedzai Mafini ◽  
Donna Tsakani Makhubele
Keyword(s):  
South Africa ◽  
Supply Chain ◽  
Qualitative Study ◽  
Public Procurement ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Gauteng Province ◽  
Support Strategies

This study explored procurement challenges faced by municipalities in South Africa. A qualitative approach was adopted in which semi-structured interviews were employed to elicit information regarding procurement related challenges encountered by municipalities in South Africa. The respondents consisted of ten individuals who were employed as supply chain managers in different municipalities located in Gauteng Province. The findings of the study show that despite the existent policies and support strategies, municipalities in South Africa still find it difficult to achieve their procurement objectives due to four major inundations; namely, the lack of training, the lack of capacity, the lack of transparency and the failure to comply with existing public procurement policies. The study recommends strategies for addressing the identified performance shortfalls in the area of municipal procurement.

scholarly journals Experiencias de familias en pobreza en el sur de Mérida, Yucatán (México). Explorando posibilidades del Trabajo Social en el contexto neoliberal

2021 ◽  
pp. 47-55
Author(s):  
Silvia Montejo Murillo
Keyword(s):  
Social Work ◽  
Participant Observation ◽  
Qualitative Approach ◽  
Primary Data ◽  
Future Research ◽  
Phenomenological Method ◽  
Structured Interviews ◽  
Interpretive Paradigm ◽  
The Family ◽  
Trabajo Social

El objetivo de esta investigación fue analizar la pobreza desde las experiencias de dos familias de la colonia Emiliano Zapata Sur II de Mérida Yucatán, con la finalidad de contribuir al quehacer del Trabajo Social desde una perspectiva humanista. El análisis mantuvo un enfoque cualitativo que se colocó dentro de un paradigma interpretativo y se apoyó de un método fenomenológico. Se utilizaron entrevistas semi-estructuradas y observación participante para obtener durante dos años los datos primarios. Entre los principales resultados se encuentran que los jefes de familia, son quienes palían la pobreza a través de su ingreso y liderazgo. Asimismo, existe un estigma sobre la colonia que la cataloga como “pobre” que influye en su condición. De igual forma, a pesar de que la familia es un sistema, cada miembro experimenta la pobreza de forma particular, necesitando más o menos recursos y satisfactores. Se recomienda para futuras investigaciones, tomar en consideración la “forma de pensar y de vivir” de la familia y de cada integrante, uno de los mayores retos al que el Trabajo Social se enfrenta desde todos sus campos de diagnóstico e intervención, dada la elevada población y la limitación de sus recursos como profesional dentro y fuera de las instituciones. The main objective of this research was to analyze poverty from the experiences of two families from the Emiliano Zapata Sur II neighborhood of Mérida Yucatán, in order to contribute to the work of Social Work from a humanistic perspective. The analysis maintained a qualitative approach that was placed within an interpretive paradigm and was supported by a phenomenological method. Semi-structured interviews and participant observation were used to obtain the primary data for two years. Among the main results are that the heads of the family are those who alleviate poverty through their income and leadership. Likewise, there is a stigma on the colony that classifies it as “poor” that influences its condition. Similarly, despite the fact that the family is a system, each member experiences poverty in a particular way, requiring more or less resources and satisfiers. It is recommended for future research to take into consideration the “way of thinking and living” of the family and of each member, one of the greatest challenges that Social Work faces from all its fields of diagnosis and intervention, given the high population and the limitation of their resources as a professional inside and outside the institutions.

Integrating Technology in the Postgraduate Certificate in Higher Education in Namibia

2018 ◽  
pp. 115-131
Author(s):  
Katherine Carter ◽  
Michelle Maree ◽  
Geoffrey Shakwa
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Development Programs ◽  
Interpretive Paradigm ◽  
Impact Of Technology

Few studies have examined the use and impact of technology in professional development programs in higher education. The purpose of this chapter is to explore the significance of technology as a tool for professional development in a postgraduate program in higher education in Namibia. Framed in the interpretive paradigm, the study adopted a qualitative approach. Data were collected through an open-ended qualitative questionnaire distributed to participants in the first four weeks of the postgraduate program and a second time six months afterwards. The findings reveal that the use of the flipped classroom approach and the use of the reflective e-portfolio enhance the quality of teaching and learning in the delivery of the postgraduate program as well as in the participants' teaching practice.

The Role of Departmental Heads in the Procurement of Teaching and Learning Resources to Enhance Learner Performance

2021 ◽  
pp. 112-126
Author(s):  
Sizwe Blessing Mahlambi ◽  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Basic Education ◽  
Sampling Technique ◽  
Learning Resources ◽  
Structured Interviews ◽  
Learner Performance

This chapter introduces transformative learning as a helpful theory to consider the role of departmental heads in the procurement of teaching and learning resources in selected secondary schools in Alexandra Township, South Africa. South Africa felt the effects of the pandemic as the country was ill-prepared for the devastation the pandemic brought to its learning systems. The Department of Basic Education tried to implement various strategies to ensure that teaching and learning continue to save the academic year. In this qualitative study, the interpretive paradigm and a purposive convenient sampling technique were employed to sample five mathematics DH from five secondary schools. The thematic data analysis was used to interpret and discuss data obtained from the document and semi-structured interviews. It was found that the schools did not have teaching and learning resources that could allow remote learning. Moreover, there is a need to improve retrieval practices as resources loaned to learners remain unaccounted for.

scholarly journals Leadership approaches of principals heading National Strategy Learner Attainment Schools in South Africa

2022 ◽  
pp. 56-83
Author(s):  
Rudolph Peter Cornelissen ◽  
Juliana Smith
Keyword(s):  
South Africa ◽  
Academic Performance ◽  
Personality Traits ◽  
Teaching And Learning ◽  
National Strategy ◽  
Structured Interviews ◽  
Leadership Framework ◽  
Multiple Case ◽  
Integrated Leadership ◽  
Leadership Approaches

This study examines the leadership approaches associated with sustained improved academic performance of principals heading National Strategy for Learner Attainment (NSLA) schools. This article reports on a qualitative multiple-case study focused on five successful NSLA secondary schools in Cape Town, South Africa. Data was collected from principals, teachers and selected School Management Team (SMT) members via questionnaires and semi-structured interviews to understand the leadership practices and personality traits that characterised the leadership approaches of principals to facilitate teaching and learning for improving academic performance of learners.  The findings indicated that an integrated leadership principal leadership framework would be most effective because it would cultivate community between teachers and learners and result into improved academic performance. This approach encapsulates the various leadership approaches and the leadership personality traits or characteristics of the principals as well as taking into consideration the situational context for effective leadership and decision-making.

Fathers’ Experiences after their Exposure to a Fatherhood Intervention Programme

2020 ◽  
Vol 32 (1) ◽  
pp. 18
Author(s):  
Charlene Erasmus ◽  
Shernaaz Carelse ◽  
Jessica Payne
Keyword(s):  
South Africa ◽  
Thematic Analysis ◽  
Father Involvement ◽  
Well Being ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Intervention Programme ◽  
The Family

Fatherhood intervention programmes seek to redress fundamental issues that prevent men from succeeding in their fathering role. An understanding and evidence of the influence of fatherhood interventions on the role of the father in the family are thus required. This study, conducted in South Africa, explored the perceptions and experiences of fathers and their partners after the fathers’ exposure to a fatherhood intervention programme. A qualitative approach with semi-structured interviews was utilised to this end. A thematic analysis was used to analyse the data and three main themes emerged from the analysis. The study found that fathers and their partners perceived and experienced the fathers to be more involved, responsible, and sharing in parenthood after exposure to the fatherhood intervention programme. This led to an increase of father involvement with children – childcare activities, schoolwork, the well-being of the children, and an increase in involvement in the home.

Renaming University Teaching and Learning Facilities in South Africa: towards the Africanisation of Higher Education

2020 ◽  
Vol 1 (3) ◽  
pp. 130-143
Author(s):  
C. Rwodzi ◽  
◽  
K.L. Mphela ◽  
M.J. Mogoboya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Teaching And Learning ◽  
University Teaching ◽  
University Management ◽  
African Culture ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Values And Beliefs ◽  
Higher Education Transformation

In South Africa, students and lecturers have been asking university management and government to rename teaching and learning facilities in line with the higher education transformation agenda. Strikes, demonstrations and debates regarding the decolonisation and Africanisation of higher education have been used as ways to communicate the need to fast-track the renaming process. Renaming lecture rooms, lecture theatres, laboratories, sports facilities, halls of residence, campus roads and other facilities help to embrace African culture, values and beliefs. This paper explores Africanisation by renaming of teaching and learning facilities. To understand Africanisation, a qualitative study was conducted using semi–structured interviews and observation of university facilities to understand the process of renaming. Selected naming committees, student representative members and lecturers participated by giving their views on the renaming of teaching and learning facilities. Findings from this study revealed that facilities with African names embrace African identity, ownership and brings peace and a sense of belonging to the learning and teaching environment.

scholarly journals The Problems Experienced By Black Stroke Patients in Soweto, South Africa

1999 ◽  
Vol 55 (2) ◽  
pp. 12-17 ◽  
Author(s):  
L. A. Hale ◽  
C. J. Eales ◽  
A. Steward ◽  
V. U. Fritz
Keyword(s):  
South Africa ◽  
Qualitative Approach ◽  
Walking Ability ◽  
Structured Interviews ◽  
Stroke Patients ◽  
Secondary Complications ◽  
Recorded Data ◽  
The Common ◽  
Descriptive Qualitative

A purposeful sample of Black Sowetan residents who had sustained a stroke were studied to identify the problems they were encountering after discharge back to their homes. A descriptive qualitative approach was used comprising semi-structured interviews in the subjects’ homes. Audio recorded data was transcribed in extenso, and coded into themes. The data revealed that the subjects’ lacked knowledge of their disease processes. However, medication non-complianc was largely due to financial and transportation difficulties in attending clinics. Although most of the sample was able to walk, they felt the need for improved walking ability, as they were scared of falling. Most were independent in ADL, yet they, and their families perceived them to be otherwise, leaving the subjects with a sense of worthlessness. Pain in the shoulder and stiffness were the common secondary problems encountered. There is a need to educate stroke victims with regards to their disease, it’s secondary complications and their capabilities following stroke. Safe walking must be ensured before discharge.

scholarly journals “Dos órgãos governamentais não espero nada a essa altura da minha vida profissional” - um debate sobre valorização docente sob a perspectiva de professores

2021 ◽  
Vol 14 (1) ◽  
pp. 425
Author(s):  
Fernanda Ribeiro Paz ◽  
Ennia Débora Passos Braga Pires ◽  
Marília do Amparo Alves Gomes
Keyword(s):  
School System ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Professional Life ◽  
Public School System ◽  
Government Agencies ◽  
Structured Interviews ◽  
The Public ◽  
Documentary Analysis ◽  
Favorable Conditions

Este estudo busca identificar qual a concepção de valorização docente dos professores da rede pública municipal de ensino de um município de médio porte do estado da Bahia. Seguindo uma abordagem qualitativa, os dados foram coletados por meio de entrevistas semiestruturadas com os sujeitos envolvidos e análise documental. Os resultados encontrados permitem-nos inferir que os professores participantes da pesquisa acreditam que para a efetivação da valorização do professor é necessário que sejam assegurados os elementos relativos à valorização desta profissão: formação adequada para exercer a sua função, carreira progressiva definida, um salário justo e compatível e condições propícias para o desenvolvimento do ensino e aprendizagem. Além disso, o estudo conclui que somente o amparo da lei, por si só, não garante o atendimento das reivindicações históricas e aponta para a necessária e importante participação coletiva da classe docente em diversas instâncias e espaços de reivindicações.Palavras-chave: Valorização docente. Políticas públicas. Reivindicações.“I do not expect anything from government agencies at this point in my professional life” - a debate on teacher appreciation from the perspective of teachers ABSTRACT This study sought to identify the concept of teacher valorization _ of the public school system teachers in a medium-sized municipality in the state of Bahia. Following a qualitative approach, data were collected through semi-structured interviews with the subjects involved and documentary analysis. The results found allow us to infer that the teachers participating in the research believe that in order for the teacher to be valued is necessary to ensure the elements that involve the valorization of this profession: adequate training to perform his/her function, defined progressive career, a fair salary and compatible and favorable conditions for the development of teaching and learning. In addition, the study concludes that only the protection of the law, by itself, does not guarantee the fulfillment of historical claims and issues to the necessary and important collective participation of the teaching class in different instances and spaces for demanding recognition.Keywords Teacher appreciation. Public policy. Claims.“No espero nada de las agencias gubernamentales en este momento de mi vida profesional” - un debate sobre la  apreciación  de  los  docentes  desde  la perspectiva  de  los docentesRESUMENEste estudio buscó identificar el concepto de valorización docente de los docentes del sistema de escuelas públicas municipales de un municipio de tamaño medio del estado de Bahía. Siguiendo un enfoque cualitativo, los datos fueron recolectados a través de entrevistas semiestructuradas con los sujetos involucrados y análisis documental. Los resultados encontrados permiten inferir que los docentes participantes en la investigación creen que para que el docente sea valorado es necesario asegurar los elementos que implican la valorización de esta profesión: una formación adecuada para el desempeño de su función, una carrera progresiva definida, un salario justo y condiciones compatibles y favorables para el desarrollo de la enseñanza y el aprendizaje. Además, el estudio concluye que solo la protección de la ley, por sí sola, no garantiza el cumplimiento de reclamaciones históricas y apunta a la necesaria e importante participación colectiva de la clase docente en diferentes instancias y espacios de reivindicación.Palabras clave: Agradecimiento al maestro. Políticas públicas. Reclamación.

Sign in / Sign up

Export Citation Format

Share Document