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.

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.

Exploring the Integration of Indigenous Knowledge Into Public Library Services With an Inclusive Intent Using a Critical Theory Lens

2020 ◽  
pp. 266-285
Author(s):  
Maned Mhlongo
Keyword(s):  
South Africa ◽  
Critical Theory ◽  
Indigenous Knowledge ◽  
Public Libraries ◽  
Public Library ◽  
Library Services ◽  
Structured Interviews ◽  
Regulatory Frameworks ◽  
Multiple Case

Despite legislative and regulatory frameworks that have paved the way for transformation and inclusivity of public libraries in South Africa, there seems to be little or no integration of indigenous knowledge (IK). The exclusion of IK from public library services has potential to counteract efforts towards the provision of inclusive services. This chapter demonstrates how critical theory was used as a lens in a multiple case study that explored the integration of indigenous knowledge (IK) into services of public libraries in South Africa. Looking at the articulation of IK, services that are provided to ensure inclusivity, and issues that impact on IK integration in public libraries, semi-structured interviews were conducted from purposefully selected heads of provincial library services in South Africa. Thematic analysis was used. Using critical theory to frame the analysis, findings indicate understanding of aspects of IK including its oral nature. A paucity of engagement with IK as an aspect of inclusive service provision was noted.

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 Implementation of Competence-Based Learning Approach: stories of practices and the Tuning contribution to academic innovation

2015 ◽  
Vol 3 (1) ◽  
pp. 19 ◽  
Author(s):  
Anna Serbati
Keyword(s):  
Case Studies ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Academic Innovation ◽  
Starting Point ◽  
Multiple Case ◽  
Student Centred Learning ◽  
Teaching Learning

<p>The rationale of the present paper is to investigate and stimulate a reflection on <em>the Tuning contribution to academic innovation </em>through the collection of case studies among some Tuning projects, focussing on methods and tools to implement successful and <em>innovative approaches to learning, teaching</em>, and assessment appropriate for <em>competence-based approach (CBA)</em>. In order to deepen these concepts, a conceptual framework on competence-based approach and student-centred learning will be presented, particularly focussing <em>teacher conceptions of teaching </em>as well as <em>pedagogical content knowledge </em>and their influence on teaching practices<em>. </em>The Tuning contribution in supporting academic innovation will then be deepened, through a <em>macro-level overview of the methodology</em>, and a synoptic table of cross-cutting themes identified across the Tuning projects will be the starting point of the empirical part of this study. Moreover, the <em>multiple case studies </em>conducted through semi-structured interviews with teachers from Higher Education Institutes involved in previous completed Tuning projects will be presented. Research design, sampling and data analysis will be described, and major findings will be presented. Results show a general understanding, but with different perspectives on the competence based approach as well as appropriate teaching and learning methods applied worldwide within the CBA framework. Outlines on the Tuning contribution to academic innovation in this framework will be offered, by identifying main strengths, weaknesses, threats and opportunities of the methodology. Suggestions and guidelines for future projects, training and researches of the Tuning Academy are provided for possible implementation, highlighting the relationship <em>between teaching, learning and research.</em></p>

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.

Resource provision and access to indigenous knowledge in public libraries in South Africa

2019 ◽  
Vol 36 (2) ◽  
pp. 271-287
Author(s):  
Maned Mhlongo ◽  
Patrick Ngulube
Keyword(s):  
South Africa ◽  
Indigenous Knowledge ◽  
Public Libraries ◽  
Multiple Case Study ◽  
Indigenous Communities ◽  
The Internet ◽  
Library Services ◽  
Structured Interviews ◽  
Multiple Case

This paper is part of a larger qualitative multiple case study that sought to explore the integration of indigenous knowledge in public libraries in South Africa. The paper draws from semi-structured interviews with selected heads of provincial library services in South Africa to determine the extent to which public libraries provide targeted resources to enhance access to IK. Results reveal that that there are no targeted resources to facilitate access to IK. Concerted efforts to facilitate access by increasing the number of libraries were noted. Notwithstanding these efforts, there seems to be a paucity of IK, which has implication for inclusive services. It is recommended that libraries look beyond enabling access to the Internet but also explore how they can further optimise ICT usage as a way of facilitating access to IK through capturing, organising and disseminating knowledge of indigenous communities.

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 ADAPTATION OF INDEPENDENCE AND SUSTAINABILITY ACADEMIC PERFORMANCE AMONG INTERNATIONAL STUDENTS IN MALAYSIAN PUBLIC UNIVERSITY

2020 ◽  
Vol 5 (21) ◽  
pp. 138-159
Author(s):  
Irma Wani Othman ◽  
Muhammad Safuan Yusoff ◽  
Siti Aidah Lukin @ Lokin ◽  
Romzi Ationg ◽  
Abang Mohd Razif Abang Muis ◽  
...  
Keyword(s):  
Academic Performance ◽  
International Students ◽  
Teaching And Learning ◽  
English Language ◽  
Added Value ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
University Reputation ◽  
Education Hub

The phenomenon of globalization catalyses the mobilization of international students to pursue higher education abroad. Malaysia is one of the destinations for international students where the advantage is synonymous with the country’s increasingly proactive internationalisation policy in recruiting international students. This initiative was taken to boost the position of Malaysian Higher Learning Institutions in the global league of prestigious education hub ratings. Therefore, the objective of this study is to focus on studying the feedback of the experience of the process of adaptation of international students’ independence which is the key to the arrival of these groups to this country. A qualitative approach using semi-structured interviews which involved 40 in-depth interviews of international students currently studying at four selected public universities. The findings had proven that there is a link between the adaptation of independence and sustainability of the academic performance of first-year students. The factors that have a different impact on the adaptation of international students’ independence are seen in the context of (i) English language as a medium of teaching and learning, (ii) ongoing accreditation, (iii) offering contemporary and added value programmes, (iv) customer satisfaction and service quality assurance and (v) university reputation recognition. The findings discussed in this paper are valuable information not only for prospective international students who wish to further their studies abroad but can also be used as a guideline for the universities’ management in understanding the implications of self-adaptation that has continuity with academic achievement among international students.

scholarly journals Nurse educators’ reflections on factors that contributed to their resignation at a public nursing college in Johannesburg, South Africa

2021 ◽  
Vol 11 (12) ◽  
pp. 61
Author(s):  
Vhothusa Edward Matahela
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Working Environment ◽  
Structured Interviews ◽  
Retention Strategies ◽  
Data Saturation ◽  
The Face ◽  
Nursing College

Background and objective: There is a shortage of nurses in the country and worldwide, and the problem is compounded by the resignation of nurse educators. When nurse educators resign, they leave with their expertise and skills, thus compromising the provision of quality teaching and learning in the institution. It is imperative that a study to determine the factors contributing to the resignation of nurse educators be conducted.  The aim of the study was to explore and describe the factors that contributed to the resignation of nurse educators at a Johannesburg nursing college in South Africa. Methods: A qualitative, exploratory, descriptive and contextual research design was used to provide an in-depth description of factors that contributed to nurse educators resigning from a Johannesburg nursing college. Individual semi-structured interviews were conducted with 15 purposively selected nurse educators, using audiotapes until data saturation. Data were analysed by the researcher and an independent coder using the Tesch protocols on thematic analysis. Trustworthiness was achieved using Lincoln and Guba’s strategies.Results: Three themes emerged, namely: experience of an unappreciative working environment; negative influences on the ‘self’ of the nurse educator; and the need for career advancement and professional growth.Conclusions: The provision of quality nursing education to produce nurses will be difficult in the face of nurse educators resigning from their posts. There is a need to implement retention strategies to create an appreciative working context for nurse educators in the institution.

scholarly journals Beyond the Horizon: Visitor Meaning-Making and the Vatican Frescoes

2015 ◽  
Author(s):  
Lee Brodie
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Communicative Competence ◽  
First Language ◽  
Real Life ◽  
Structured Interviews ◽  
Esl Learners ◽  
Outcomes Based Education

The re-birth of South Africa in 1994 has brought the implementation of effective educational policies. Simultaneously, the Outcomes-Based Education (OBE) approach has been introduced to advance teaching and learning of the Learning areas in schools in South Africa. This article focuses on the learning of English as a Second Language (ESL) in Grade eight. The focus is furthermore on schools from the Black township areas, called previously disadvantaged schools. The introduction of OBE in South Africa heralds an era of meaningful teaching. The use of OBE strives to root out the last vestiges of Apartheid education. With an OBE approach, teaching and learning activities have the aim of empowering learners to succeed in the real life after leaving school. One of the main aims of using a language, for example English, is to develop communicative competence. Communicative competence is the ability to linguistically apply the language correctly in authentic situations. English though is the first language of only 9% of South African citizens (Van der Merwe & Van Niekerk, 1994). The qualitative research method was employed for this study, using semi-structured interviews and observations as research tools. The research study on ESL teaching and learning for Grade eight classes has shown that deficiencies and ineffectiveness occur in most of the classrooms. The findings confirm that Grade eight ESL learners experience problems with ESL due to insufficient use of advanced strategies for teaching and learning by the educators.

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