11613 research outputs found
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Identity construction and reconstruction among male teachers in early childhood settings
No full textThesis (Ph.D.(Curriculum Studies))--University of the Free State, 2024Identity construction and reconstruction among male teachers in early childhood education (ECE) settings has brought attention to the teaching of young children, where male teachers expect to redefine themselves among young learners. Research shows that few male teachers have constructed and reconstructed their identities through training in early childhood development. The research was framed using two theoretical constructs: identity theory and social identity theory. The study employed phenomenology, focusing on the commonality of the lived experiences within a particular group to understand the problem in its context in this case, construction, and reconstruction of identity among male teachers in ECE, and provided a comprehensive description of individuals’ subjective experience of an event or phenomenon. Phenomenology emphasises that only those who have personally encountered things can convey them to the external realm. The qualitative approach tests the theories and intervention techniques, using the snowball sampling technique to find five participants from 5 rural schools in the Thabo-Mofutsanyane District of the Free State province, with generation of data using semi-structured and focus group interviews. The study recommends recruitment strategies in ECE settings so that young children may be exposed to both genders in these settings. Workshops need to be held for male teachers, to advise them on how to deal with challenges that they will face from society and encourage them to stand firm with their career choice
An investigation of Grade 12 mathematics teachers’ competencies in the topic of probability
No full textDissertation (M.Ed.(Education in Mathematics)--University of the Free State, 2024The study investigated Grade 12 mathematics teachers’ competencies in the topic of probability. Grade 12 learners are not performing well in probability in their National Senior Certificate (NSC) Examinations, affecting their overall mathematics performance. Mathematics has been the poorest-performing subject in the NSC Examinations compared to other gateway subjects. The Department of Basic Education (DBE) introduced the National Curriculum Statement (NCS) for Grades R to 12 in 2012. Probability is one of the topics introduced in 2012 in Grade 10. It was examined for the first time in Grade 12 in 2014. Since then, Grade 12 learners ‘performance on the topic has not been satisfactory. Nationally, Grade 12s of 2022 performed at an average of 21 % in probability.
Teachers’ competencies in mathematics teaching greatly influence learners’ academic performance in mathematics. There are three domains of mathematical teacher competence that determine meaningful and effective teaching: teacher knowledge, skills, attitude and personality. The study followed a qualitative research method. The researcher conducted observations and semi-structured interviews with five Grade 12 teachers from Mathematics Science and Technology Focus (MSTA) schools in Mpumalanga.
The results indicate that in terms of teacher knowledge, teachers demonstrate sufficient mastery of content but lack pedagogical content knowledge in mathematics. More often, teachers did not specify the lesson aims at the start of the lesson. They mostly did not make clear, practical demonstrations. On the other hand, there was minimal demonstration of teacher skill competency by the teachers, and they seldom involved learners during the lesson. They focused more on delivering the subject matter and route learning. Teachers need to involve learners during the lesson to demonstrate teacher skill competency. Generally, learners were not encouraged to think critically, a crucial element in understanding probability
Enhancing teachers’ skills to improve academic performance among learners with visual impairment: a case of selected primary schools in Maseru, Lesotho
No full textThesis (Ph.D.(Education))--University of the Free State, 2024Studies have shown that learners with visual impairment often face significant challenges in accessing educational material, participating in classroom activities, and receiving the necessary accommodations, which can impede them from attaining high academic performance. The Lesotho Education and The Lesotho Inclusive Education Policy, in line with the Salamanca Statement, acknowledged that the education system should be more inclusive and supportive and benefit learners in the primary mainstream setting, irrespective of their disabilities. However, teachers find it challenging to successfully handle the teaching and learning environment to improve the LVI academic environment. The study aims to explore how teachers’ skills can be enhanced in improving academic performance among Learners with Visual Impairment (LVI) in primary schools in the Maseru district, regardless of the efforts utilized by the Ministry of Education and Training (MoET) to make education free and Compulsory for primary learners irrespective of their disabilities. Many teachers had not yet benefited from being trained to teach learners with diverse needs, which reduced teachers’ self-efficacy in teaching Learners with Visual Impairment. Despite the various steps the Ministry of Education and Training had taken to make provisions for introducing Free and Compulsory Primary Education to all other levels of learning. LVI still faced challenges in learning and needed attention and support from their teachers in mainstream teaching and learning. In this regard, lacking teachers’ relevant skills contributes to insufficient delivery to provide LVI with the appropriate support they need. This proved that teachers were psychologically and academically unprepared to teach LVI in their classrooms, affecting their socio-economic and learning performance. It is highlighted that teachers with high self-efficacy improve learners’ self-efficacy, motivation, and academic achievements. Therefore, teachers play a vital role in improving learners’ academic performance because they apply appropriate skills and resources to teach LVI.
This study used Bandura’s Perceived Self-efficacy theory to enhance teachers’ skills and improve academic performance among LVI in primary schools. It adopted a qualitative research approach through the case study design. It employed the interpretive paradigm. Twelve participants were purposively selected in this study from two schools (School A and School B) were equally constituted of six participants. This study employed Focus Group Discussions, telephonic interviews, and non-participatory observation methods for data collection. Thematic analysis was used to analyze qualitative data. The findings showed that underperforming of LVI is some of the factors affecting their academic performance, including lack of teachers’ skills, lack of content knowledge to teach LVI, lack of parental support, remuneration of teachers, Inexpert teachers, rigid curriculum, assessment tools, constraining learning environment the rigid curriculum that does not cater for LVI, lack of relevant resources for LVI such as Braille reading and writing, lack of parental involvement, remunerating teachers’ salaries to show appreciation on the workload in the mainstream. The study recommended that the government of Lesotho, through MoET, should improve on the Special Education Unit to be ready to implement continuous training and equip teachers with relevant skills to improve academic performance of learners with visual impairment programs
Approaches to enhance the emotional intelligence skills of School Management Team members for improved leadership practices
No full textThesis (Ph.D.(Education Management and Leadership))--University of the Free State, 2024School Management Team (SMT) members, the leaders of schools, face enduring and daunting educational challenges that may hinder the successful and effective teaching and learning of a school, and the school’s goals. Additionally, their duties and responsibilities have drastically increased over the last few years which leads to more pressure and demands placed on these SMT members individually and as a team. It seems that leadership practices may be hindered by the increase of challenges and duties. However, with the introduction of emotional intelligence skills, SMT members’ leadership practices may be improved. Therefore, this research was aimed at investigating how approaches to enhance the emotional intelligence skills of SMT members can improve leadership practices in secondary schools.
This qualitative investigation, guided by a phenomenology research design, was executed at five secondary schools in the Motheo District, Bloemfontein, Free State. The SMT members as well as teachers from the respective schools participated in the study regarding the emotional intelligence skills and leadership practices of SMT members. A total of 14 individual interviews were conducted with school leaders (4 principals, 3 deputy principals, 5 HODs and 2 teacher part of the SMT), and three focus group interviews with a combined total of 15 teachers. Additionally, open-ended questionnaires were handed out for completion to 4 retired school principals and 4 teachers who were unable to participate in the focus group interview. After data collection, the data were analysed using thematical analysis. The theoretical perspectives and different emotional intelligence models of Mayer and Salovey, Goleman, Bar-On and Petrides and Furnham were reviewed. Additionally, the different leadership practices from literature from various researchers over the years were also studied. These emotional intelligence models and leadership practices from literature served as foundation to establish a conceptual framework for this research.
The research findings revealed that with the enhancement of appropriate emotional intelligence skills, SMT members’ leadership practices can be improved. Moreover, educational leadership challenges can be managed effectively. Additionally, improved leadership practices from SMT members may result in successful school management and leadership which leads to effective teaching and learning in secondary schools. It is recommended that SMT members as well as teachers consider enhancing specific and appropriate emotional intelligence skills through workshops, seminars, courses, and training necessary for specific leadership practices
Employee engagement at the Department of Social Development Head Office in Lesotho
No full textDissertation (MBA (Business Administration))--University of the Free State, 2024The study focused on employee engagement at the Department of Social Development Head Office in Lesotho. The primary focus was on analysing factors influencing employee engagement at the department. Engaged employees improve service delivery and contribute positively towards the economy of the Kingdom of Lesotho. It is the department’s responsibility to include employee engagement as part of the agender in strategic planning forums. Public sector organisations often concentrate on achieving results while undermining the factors that influence employee engagement as an important factor towards achieving organisational goals and objectives. The study investigated factors influencing employee engagement at the Department of Social Development Head Office in Lesotho, and the researcher obtained information from the different sections in the department from top, middle and senior management officers. The study used a semi-structured interview and questions were open-ended questions. The interview schedule intended to cover all arears of concern. This study will contribute towards helping the public service organisations to introspect and realise factors that influence engagement within the organisation and develop employee engagement strategies that will improve engagement levels and contribute positively towards achievement of goals and objectives of the organisation
“Serving the at His feet”: an intellectual history of neo-Calvinist philosophy at the University of the Free State, 1942–1968
No full textThesis (Ph.D.(Philosophy & Classics))--University of the Free State, 2024Starting in the early 1940s a particular strand of neo-Calvinist philosophy became institutionalised at the department of philosophy and the department of political philosophy at what was successively known as the University College of the Orange Free State, the University of the Orange Free State and the University of the Free State. The neo-Calvinist philosophy in question, also referred to as “Reformational” philosophy and “Christian” philosophy, was the comprehensive philosophical system of the Dutch legal philosopher, Herman Dooyeweerd, which he called “the philosophy of the cosmonomic idea”. By 1958, this philosophical orientation had come to determine the teaching of philosophy and political philosophy at the institution to the exclusion of other philosophical orientations. During the same time, the founding figures of this Bloemfontein neo-Calvinism, H.J. Strauss and E.A. Venter wrote a number of texts in which they justified the apartheid regime that was coming into being under the National Party. Their justification of apartheid was elaborated with explicit reference to the philosophy of the cosmonomic idea.
The aim of this study is to investigate how and why Dooyeweerd’s neo-Calvinist philosophy became institutionalized at the University of the Free State and how this philosophy was able to accommodate a justification of the racial ideology propagated by the National Party. I do this by situating the reception of neo-Calvinism within the development of Afrikaner nationalism in the mid-1930s, and with specific reference to the figure of H.J. Strauss. I relate the reception of neo-Calvinism to two factors: first, what Aletta Norval has described as the “dislocation of identity” experienced by Afrikaners due to the uneven development of capitalism; and second, to the attempts of nationalist intellectuals to meet the cultural claims of British Imperialism with a philosophical position that could affirm Afrikaners’ relationship to “Western civilization”, while at the same time distancing Afrikaner culture from the perceived enemies of liberalism, humanism and communism to point out an alternative course of modernisation. Finally, I investigate how this paradigm was used to allow a justification of apartheid ideology in the 1950s.
___________________________________________________________________Beginnende in die vroeë 1940s het ’n bepaalde weergawe van neo-Calvinistiese filosofie gevestig geraak in die departement van filosofie en die departement van politieke filosofie by wat in opeenvolging bekend gestaan het as die Universiteits College van die Oranje-Vrystaat, die Universiteit van die Oranje-Vrystaat en die Universiteit van die Vrystaat. Die betrokke neo-Calvinistiese filosofie, wat ook bekend staan as “Reformatoriese” filosofie en “Christelike” filosofie, was die omvattende filosofiese sisteem van die Nederlandse regsfilosoof, Herman Dooyeweerd, wat daarna verwys het as die “wysbegeerte van die wetsidee”. Teen 1958 het hierdie filosofiese benadering die onderrig van filosofie en politieke filosofie by hierdie instellings bepaal met uitsluiting van ander filosofiese benaderings. Gedurende dieselfde tyd het die stigtersfigure van hierdie Bloemfonteinse neo-Calvinisme, H.J. Strauss en E.A. Venter, ’n aantal tekste geskryf waarin hulle die apartheidsbestel wat besig was om tot stand te kom onder die Nasionale Party, geregverdig het. Hulle regverdiging is ontwikkel met spesifieke verwysing na die wysbegeerte van die wetsidee.
Die doel van hierdie studie is om te ondersoek hoe en hoekom Dooyeweerd se neo-Calvinistiese filosofie gevestig geraak het by die Universiteit van die Vrystaat en hoe hierdie filosofie ontvanklik kon word vir ’n regverdiging van die rasse-ideologie wat uitgedra is deur die Nasionale Party. Ek doen dit deur die ontvangs van neo-Calvinisme te plaas binne die ontwikkeling van Afrikaner-nasionalisme in die middel 1930s, met spesifieke verwysing na die figuur van H.J. Strauss. Ek verbind die ontvangs van neo-Calvinisme met twee faktore: eerstens, na wat Aletta Norval beskryf het as die “verplasing van identiteit” soos ervaar deur Afrikaners vanweë die oneweredige ontwikkeling van kapitalisme; en tweedens, met pogings deur nasionalistiese intellektuele om die kulturele aansprake van Britise Imperialisme te weerstaan met ’n filosofiese posisie wat Afrikaners se verhouding met die “Westerse beskawing” kon bevestig, terwyl dit terselfdertyd ’n afstand kon skep tussen Afrikanerkultuur en die gewaande vyande, liberalisme, humanisme en kommunisme, en daarmee ’n alternatiewe weg tot modernisering aandui. Laastens ondersoek ek hoe hierdie paradigma in die 1950s aangewend word om ’n regverdiging vir apartheid te verwoord.
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Subjective strands in the jurisprudence of the Constitutional Court and related implications for civil society
No full textThesis(LL.D.(Public Law))--University of the Free State, 2024From 1994 up until now, the Constitutional Court has been making decisions which continue to reshape the moral landscape of South Africa. During this period, it has entered many of the spaces, whether private or public, of people living in South Africa as it continues to make decisions on profoundly moral issues. Included in this moral reshaping of South African society are subjective strands in the jurisprudence of justices of the Constitutional Court. Having said this, there is nothing novel regarding subjectivity in court judgments (and regarding the formulation and application of the law in general). How law decides on matters of moral importance differs from society to society and amongst various communities, and even between judges involved in the same case. American Realism and Critical Legal Studies (CLS) are good examples taken from the not-too-distant past, confirming the inextricable relationship between subjectivity and the courts.
This study does not purport to be novel in the sense of having discovered the absence of objectivity regarding law and its application, nor does this study delve into debates related to law against the background of universality or natural law thinking. What this study is, in essence, comprised of is an extraction from selected judgments of central subjective views emanating from the Constitutional Court. Bearing this in mind, the reader is reminded (or enlightened) of the fact that the South African Constitution is understood and applied in accordance with the subjective views of the justices who are tasked with the challenging and important task of protecting the plethora of interests in a highly plural society. But what is the added contribution to be made other than bringing to the fore the said subjective strands regarding views on what the Constitution is telling us beyond the written text, especially regarding the values and rights included in the Constitution? Since the advent of the Constitution, there have been several attestations emanating from civil society pointing to an acceptance of the understanding that the Constitutional Court justices are the exclusive mouthpieces of the Constitution. In this thesis, the focus is primarily on expressions stemming from the Church (as an integral part of civil society) that confirm this reliance on the Constitutional Court justices as being the exclusive mouthpieces of the Constitution. Therefore, in effect, the understanding is promoted that the gatekeepers of how the Constitution should be understood are the justices of the Constitutional Court.
This, in turn runs the risk of assisting in the limitation of a participatory (and activist) role of the Church and other religious communities, indeed of wider civil society, pertaining to what the moral vision for the country should be. In many instances, parts of civil society argue that it is for lawyers to extrapolate the value system they opine is reflected in the Constitution, as it is only they who have the necessary training, experience and expertise as lawyers. If civil society simply keeps deferring to the Constitutional Court on this issue, in effect, it is abdicating its participatory (and activist) role on profoundly moral matters such as the meaning of human life, marriage, punishment, the disciplining of children, adultery, abortion and many other matters which demand civil society’s input. It is contended that if civil society, and indeed the Constitutional Court itself, grasped the reality of the subjective nature of views emanating from that court, it would assist in clearing the path towards an improved engagement by civil society with the State (including the Constitutional Court), on important (and less important) moral matters. It is also argued that this awareness of the subjective nature of views emanating from the Constitutional Court is inextricably related to the teaching of law to our future jurists, leaders and members of civil society
Exploring teachers’ perceptions of their readiness to support learners with barriers to learning in the full-service classroom
No full textDissertation (M.Ed.(Education))--University of the Free State, 2024Following the Salamanca Conference held in Spain in June 1994, which placed a priority on individuals with disabilities, South Africa affirmed its dedication to inclusive education by releasing Education White Paper 6. One of the core strategies outlined in Education White Paper 6 for implementing inclusive education in South African schools is the establishment of full-service schools. Full-service schools provide support to learners with a wide range of learning needs. As a result of a range of factors that could lead to barriers to learning and development, the teacher needs to employ adaptive teaching techniques, tailored curricula and streamlined assessment methods. Ensuring that teachers possess the necessary skills and resources for this task is of utmost importance. Nevertheless, teachers find themselves grappling with challenges within the full-service school environment, which in turn shapes their perceptions of their readiness to assist learners facing learning barriers. Moreover, the available support structures for teachers, particularly in rural regions, often prove to be either lacking or ineffectual. Drawing from the ecological systems theory proposed by Bronfenbrenner, this study adopted an interpretivist paradigm to conduct qualitative semi-structured interviews with teachers at full-service schools within the Motheo rural district in South Africa. Thematic analysis was employed to determine teachers’ perceptions, challenges and sense of preparedness in supporting learners within the full-service school context. The three main themes that surfaced were directly aligned with the three secondary research questions: 1) barriers experienced by teachers, 2) resources accessible to teachers in the rural full-service school, and 3) assistance required by teachers in the full-service school. Sub-themes emerged from the collected data. Recommendations are made to the Department of Education, school management teams and school governing bodies to address the findings in relation to the themes and sub-themes that emerged from the study. The study bears value because it highlights the challenges teachers experience, which support structures are available to them and which support structures are still necessary for teachers in FSSs in rural areas. This information may assist the DoE to understand the challenges teachers experience and to render the appropriate support needed
Teachers’ experiences on teaching learners with visual impairment in Lesotho inclusive classrooms
No full textDissertation (M.Ed.(Psychology of Education))--University of the Free State, 2024The study explores teachers' experiences of teaching learners with visual impairment in Lesotho-inclusive classrooms. Despite all the efforts done by the Ministry of Education and Training in Lesotho to include learners with visual impairment, teachers seemed to experience challenges in teaching these learners. Although teachers are seen as the primary implementers of inclusive education, it is presumed that teachers' self-efficacy is critical in accepting inclusive education. Albert Bandura’s Self-Efficacy Theory (1977) was used as the framework to understand the objectives of the study. The qualitative research approach was used to determine teachers' experience who educate learners with visual impairment. A phenomenological research design was employed. Purposive sampling was used to select the participants with the intention that the people who will be interviewed will have experience teaching learners with visual impairment. Four teachers who teach learners with visual impairment were interviewed from two high schools in Maseru Lesotho, two from each school. Content analysis was used to analyse data.
The findings revealed a lack of braille textbooks and other assistive devices like voice recorders and Perkins Braillers that assist learners with visual impairment in learning effectively in the classroom. The study also showed that visual-impaired learners require extra time to understand the content. The study recommends that learners with visual impairment be provided with assistive devices because their learning becomes difficult without them, and the environment should accommodate learners with visual impairment
Leadership and finances in African congregations: a practical theological study of congregations in the Reformed Church in Zambia
No full textThesis (Ph.D.(Practical Theology))--University of the Free State, 2024This practical theological study explores the intricate relationship between leadership and finances in congregations within the Reformed Church in Zambia. This research investigates how leadership practices impact on financial management and sustainability in African congregations. The study reveals that effective leadership, characterised by financial transparency, accountability, and stewardship, is crucial in promoting optimal financial management. The research proposes that upholding these leadership tenets can create flourishing congregations. The research proposes a contextualised leadership model, integrating biblical principles and African values, to enhance financial oversight and integrity in congregations. The findings contribute to the broader discourse on leadership, finance, and sustainability in African churches, offering practical and actionable recommendations for denominational leaders, pastors, and congregational members, empowering them to influence their congregations positively.
The research highlights two key recommendations for RCZ congregations. Firstly, the research recommends the need for intentional leadership development in terms of training and capacity building. Secondly, in view of the well-established RCZ financial policies, the research recommend financial stewardship, where abuse of congregation finances should be avoided by adhering to the rules that govern congregation finances